Stakeholder Perceptions of Assessments in Open Enrollment ESOL Programs

1. Stakeholder Perceptions of Assessments in Open Enrollment ESOL Programs Jaclyn Krizovensky University of San Diego May 13, 2015

2. Agenda • Why I decided to conduct a case study • Introduction • Problems with Open Enrollment • Need for this Case Study and Research Question • Guiding Theories • Participants • Methodology and Data Collection • Data Analysis and Interpretation • So What? • Conclusion

3. Why did I decide to do a case study? • My experience as an instructor within an open enrollment program • Influence from assessment methodology class • Reflection and questioning of the purpose of assessment in my teaching practice and the institution in which I worked • Need in the literature and in real world setting

4. Introduction The United States Adult Foreign Born Population is on the rise. Influx of students creates a need for Adult English as a Second Language Programs In 2006, 71% of Adult Foreign Born Population was between the ages of 25-64.

5. Introduction: The need for this Case Study Adult English as a Second Language Programs in San Diego Area Community Colleges Adult Continuing Education Programs Intensive English Language Programs Private Language Schools Managed Enrollment Programs Open (Continuous) Enrollment • Traditional • Structured time frames for entrance and exit dates • Advantages: • Clear Objectives and Curriculum Goals • Consistency • No fixed entrance and exit dates, students enroll at any point during the year • Advantages: • Meets adult ELL needs • Constant matriculation

6. The Problems with Open Enrollment G A B F C E D

7. Problems with Open Enrollment No official start or end dates Students coming and going when it is convenient for their needs Student frustration and anxiety Classroom relationships and consistency Assessment methods Placing Students

8. Purpose Statement The intent of this case study was to use qualitative data to understand student, instructor, and administrator perception of the purpose and role of assessment within an adult ESOL open enrollment program.

9. Understanding the Context • Participants included students, instructors, and administrators from 5 adult ESOL open enrollment language programs in the San Diego area • Assessment policies differ according to each institution, but usually students enter a program at the start of the week or new unit • Current students transferring in and out of classes

10. Research Question How do students, instructors, and administrators perceive of the role and purpose of assessment in open enrollment programs?

11. Guiding Theories

12. Methodology • Research Design: Case Study • Definition • Individuals– stakeholders • Students • Instructors • Administrators • Context: Adult ESOL Open Enrollment Programs • Qualitative Methodology– seek to explore participants’ experiences and perspectives within their natural setting • Defining the Constructs • Open Enrollment (Yates,2010) • Assessment (Brown &Abeywickrama, 2010)

13. Data Collection

14. Data Analysis and Interpretation • Collected through qualitative data collection methods • Separated into three distinct categories

15. Data Analysis and Interpretation: Student Perception • Data collection was extensive- general student background, self-reported English language needs, student perception of testing, student created goals for the class, and views of open enrollment policies • Not all of the data collected was pertinent to the study • Comprehension and Interpretation Factors

16. Data Analysis and Interpretation: Student Perception • Quotations from Students Who Said “No”: • “the most important part of learning and improving a language, especially English, is by speaking it”. • “[tests are] not as important as practice”. • “I do not think it has to be the only way to evaluate students, but that is the only way to force them to review the topic studied”. • Students Who Were Uncertain: • “doesn’t know if [it] is important because some people, when [they are] doing a test get nervous and don’t really show what they know”. • “if tests are a way of learning, then I think it is important but [if] it is just a way of checking understanding, I don't think it's important” Students Who Said “Yes”: Tests are a way to measure comprehension and improvement. Student Outlier

17. Data Analysis and Interpretation: Instructor Perception

18. Instructor Perception Data “I am actually pretty lenient with the quizzes because I really believe that they don’t quite do what they are supposed to do in the sense that they are geared to the material but they aren’t challenging enough for some and too much for others. The tests aren’t perfect. The material isn’t perfect but I’ve seen worse. So having them write lets me see where they really need improvement”. –Instructor 5 “What I found out very quickly is that any sort of formal assessment that induces stress and frustration in students who have just come affects the entire classroom community” -Instructor 1 “We have required tests that are totally related to our textbooks, that is the only way we can officially assess the students”, but “as I have many students who take my class, more than one session (some several more times), the actual tests loses value”. –Instructor 6 “We have a mid-term and a final that we’re supposed to give and that’s created by the school, based on, what I don’t know. I have no idea where they are getting these learning outcomes or what they’re doing and it’s cumulative as well, so the stuff that I’m teaching them in class doesn’t line up”.-Instructor/Administrator 2

19. Main Findings • Students, instructors, and administrators do not share the same perception of the role and purpose of assessment in adult ESOL open enrollment programs.  • Students have mixed views of the importance of tests in learning English.

20. Discussion: So What? • Directly answers research question • Different definitions of assessment • Raising awareness of different perspectives • Be clear with purpose of assessment • Communication and Transparency • Stepping stone for future studies

21. Conclusion • Reflection • Limitations • Connection to the field • Personal growth • Future Studies • How do students measure comprehension and improvement? • Deeper look at influences of perception on a larger scale • Teaching Philosophy and Assessment Methodology

22. Questions?

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