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12. Assessment and Evaluation for a Dual Language Program Implementation

GOAL:

Provide ongoing feedback on program implementation, student academic achievement, and student language acquisition to guide program improvement toward results promised in the research literature.

OVERVIEW:

One of the greatest challenges in a dual language education program is identifying where the program is with regards to the trajectory of high academic achievement promised in the research literature. The assessment and evaluation plans for a dual language program are more sophisticated and address at least two languages.

Informal Assessment

  • Visit the dual language classrooms frequently to observe
  • Develop an observation checklist to use during classroom visits
    • Fidelity to program model
    • Separation of languages for instruction
    • Cooperative learning strategies
    • Differentiated instruction strategies
    • Negotiation of language
      • Teacher to student
      • Student to student
  • Observe student interaction during recess and other informal times for target language and English use and integration

Formal Assessment

  • Gather baseline assessment data in English and the target language according to the program’s established Assessment and Evaluation Plan:
    • Oral language in both English and the target language
    • Reading and mathematics achievement
    • Content area achievement
  • Gather baseline measure of attitudes toward biliteracy and the dual language education program through surveys and interviews:
    • 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

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