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5.3 Assessment and Evaluation of your Dual Language Program

OVERVIEW:

Identify Outside Evaluator

  • Local universities may be a good source of potential program evaluators. There are often independent consultants that would be able to serve as the program evaluator, as well.

Identify Program Assessments

  • Oral language assessments
    • Determine if students’ oral language would be assessed in both languages:
      • In English:
        • English Learners already are assessed annually in English.
        • Would English-only students also be assessed in English?
      • In the target language:
        • Would English Learners be assessed?
        • Would English-only students be assessed?
    • Based on the decision of the Leadership Team and the district’s affirmation of the decision, determine what language assessments would be necessary.
      • Identify what language assessments are available.
      • Decide which will be adopted for the dual language education program.
      • This may require board approval before purchasing the assessments.
  • Reading and language arts assessments
    • Determine if reading and language arts would be assessed in both languages:
      • In English:
        • In all states, there is a required annual reading/language arts assessment for all students.
          • English Learners that have been in the United States for a year or less are typically exempt from this requirement.
      • In the target language:
        • Would English Learners be assessed?
          • If so, at what grade level(s) (language arts instruction in 90:10 models diminishes between kindergarten and fourth grade)?
        • Would English-only students be assessed?
          • If so, at what grade level(s) (language arts instruction in 90:10 models diminishes between kindergarten and fourth grade)?
  • Content area achievement
    • What content areas would be assessed:
      • In the target language?
        • At what grade level(s)?
        • Would both English Learners and English-only students be assessed?
      • In English?
        • At what grade level(s)?
        • Would both English Learners and English-only students be assessed?
    • What assessments are available through the curriculum publisher for these assessments (consider the language of instruction in determining what language the assessment should be in)?
  • Community and district attitudinal survey
    • The program evaluator may recommend a survey of attitudes aligned with the program rationale, vision, and mission of the following stakeholder groups:
      • Students in dual language program
      • Students not in dual language program
      • Parents of students in dual language program
      • Parents of students not in dual language program
      • Teachers in dual language program
      • Teachers not in dual language program
      • Site staff
      • District and site administrators
      • Board members

Create Dual Language Education Program Assessment and Evaluation Plan

  • With all the program assessments, create a plan, including a timeline, for their administration across the academic year.