ERIC Number: ED221032
Record Type: RIE
Publication Date: 1982
Reference Count: N/A
Language Assessment Practices and Policies at Colleges and Universities: Final Report of a National Survey of Bilingual Teacher Training Programs.
Seidner, Stanley S.
There exists a need to explore issues regarding entry/exit level criteria and assessment practices in bilingual teacher training programs. Among the few studies on this topic, one is summarized here. Relevant data are analyzed and summarized and models for assessment are presented. A survey of 127 items was mailed to 93 randomly selected teacher training institutions in the United States. The categories analyzed in this report are the languages assessed, who makes the decision, who conducts the assessment, the preference for assessment instrument, the relationship of language remediation opportunities to language utilization, and the academic and experiential background of sampled programs. One noticeable result of this survey and of others is that the program director often makes decisions that are based on a criterion-referenced test. Further, there is little involvement of public school personnel in assessment procedures. Three models are offered that reflect observations made by the sample in the study: (1) a homogeneous director-made decisions model, (2) varieties of heterogeneous combinations of decision making, and (3) homogeneous choices favoring so-called critical areas. (AMH)
Descriptors: Admission Criteria, Bilingual Teachers, College Second Language Programs, Competency Based Teacher Education, Evaluation Criteria, Higher Education, Language Proficiency, Teacher Education, Testing
Not available separately; see FL 013 112.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Issues of Language Assessment: Foundations and Research. Proceedings of the Annual Language Assessment Institute (1st, Evanston, Illinois, June 17-20, 1981).