Essentials of Blended Language Program Evaluation: Towards an Argument-Based Approach

Abstract

Evaluation of language programs can raise a plethora of unique challenges for evaluators. In their work on language program evaluation, Kiely and Rea-Dickins (2005) identified five central challenges. First, they wrote, evaluators need to be aware how the aim of a project may be influenced by its social and political context; without a strong awareness, they argue, it is likely that both the process and outcomes of an evaluation may be distorted. A second challenge is to involve more stakeholders, particularly teachers and administrators, in the process of evaluation, such that they come to take ownership of the outcomes and act on recommendations. Thirdly, evaluators must have a clear understanding of the criteria for learning assessment to be able to articulate what counts as achievement. Questions concerning whether the range and the type of data are suitable to a particular project forms a fourth challenge to evaluators. Finally, Kiely and Rea-Dickins (2005) called for a greater use of project outcomes beyond those intended for use within the language classroom to other levels that touch on recruitment and placement, for example, as well as overall curriculum design. To this set of five, we would add one more challenge: How can program stakeholders come to develop their understanding and use of integrated technology in blended language programs?