By Paul Gruba, Mónica S. Cárdenas-Claros, Ruslan Suvorov, Katherine Rick
Advocating an argument-based process, combined Language software evaluate provides a framework for making plans, engaging in, and appraising overview of mixed language studying throughout 3 institutional degrees, and demonstrates its application and alertness in 4 case reports performed in diversified overseas contexts.
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Extra resources for Blended Language Program Evaluation
Blended language learning was framed as an area focused on the integration of technology, formed in response to calls for normalization and a view that CALL is primarily concerned with integration. We also saw that efforts to evaluate technology can be seen along a continuum from human–computer interaction through to full institutional integration; in CALL, efforts have been mainly concerned with the efficacy and alignment of interactions framed through a lens of the effects of technology. Program evaluation is a large and diverse field that began with a drive for harsh accountability through to more contemporary efforts to involve key evaluation stakeholders throughout a project.
To resolve such tensions, Kiely and Rea-Dickins (2009) suggest drawing on the innovations in related areas of applied linguistics and other fields with movement towards current trends that highlight ownership, agency, and individualization in language programs. Grounded in similar views, Davis, Sinicrope, and Watanabe (2009) suggest strategies for balancing internal and external demands, conducting local and global assessments, and enhancing the abilities of language professionals to conduct program evaluations.
Wilson (2012) write of a shift in thinking, starting in the 1950s, which saw educational objectives measured against outcomes by comparing the results of actual assessments against ideal goals. Within a decade, evaluators began to emphasize a need to explore the broader context of programs and their stakeholders, and to pay attention to process rather than maintain such a strong focus on the end product (Mertens & A. Wilson, 2012). In this era, for example, Scriven (1967) promoted that a distinction be made between formative and summative evaluation projects.