ERIC Number: ED410757
Record Type: Non-Journal
Publication Date: 1997-Mar
Reference Count: N/A
Using an Entrance and Exit Interview Process To Assess the Effectiveness of an IEP Program.
Garr, Madeline B.
An entrance and exit interview procedure designed to evaluate student progress in an intensive English program (IEP) is discussed. The program offers six terms of 7 weeks each per year. Students are interviewed within the first 10 days after classes have started, always by the same individual. Both personal and placement information are gathered, and the results recorded on computer. The entrance interview provides an opportunity to build rapport with the student, learn about the student's experience, have students think about their hopes and expectations, become aware of unrealistic expectations, and begin the acculturation process. Exit interviews are conducted at the end of the last term with students anticipating leaving the program. Students and interviewer compare entry and exit language skill levels, talk about the program experience, discuss reverse culture shock if the student is returning to a native language environment, and discuss the demands of American higher education when appropriate. The exit interview has been useful in bringing closure to the student's language learning experience, learning student perspectives, identifying staff development ideas, gathering needed accreditation information, tracking students academically and culturally, and establishing relationships with learners. Entrance and exit interview questions are appended. (MSE)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A