Assessment of Adult Learning in a Discipline-Based Dual
Language Immersion Model®
Fidel R. Távara, M.Ed.
Assessment coordinator
Florida Campuses
The School of Professional Studies Assessment Plan
focuses on:
 Assessment of Student Learning
◦ Midpoint and Capstone Assessment
◦ Evaluation of Student Portfolios
◦ Language Placement Testing

Assessment of Program Effectiveness
◦ Student Representative Meetings
◦
◦
◦
◦
◦
End-of-Course Evaluations
External Peer Reviews
Continuous Assessment of Program Activities
Classroom Observations
Student Satisfaction Survey

Is formative

Occurs at a crucial decision point

Helps them to see that assessment is helping them

Aids in retention

Provides information to the stakeholders




Is summative
Provides opportunity to identify whether students
have achieved selected program outcomes
Determines the strengths and weaknesses of
students toward achievement of outcome
expectations
Helps assess skills other than professional content
mastery

Small group met off campus at corporate house.

Consultant from Regis led discussion.

Group brainstormed list of possible DLP objectives.

Group classified objectives in categories:
conceptual, language, communication, and
interpersonal.


The entire faculty met by academic areas on
campus.
Using the DLP objectives, faculty wrote area
manifestations aligning them with each objective.

Select diverse program areas.

Involve faculty and administration.

Identify programs which have heavy enrollment.

Qualitative analysis
◦ Faculty opinion on content and coverage of
program objectives and outcomes

Quantitative analysis
◦ Significant achievement increment
◦ Large enrollment

Alignment chart

Assessment instruments
◦ Diagnostic profile
◦ Portfolios
◦ Case studies
◦ Metacognitive papers
◦ Strategic Business Plan
◦ Organization’s Financial Analysis

Rubrics
Part of
Assessment
Program
Objectives
Program
Outcomes
Dual Language
Professional
Outcomes
Area
Manifestation
Diagnostic
Profile
#3: Analyze social,
psychological and
philosophical
foundations of
education.
#3: Develop
classroom
assessment.
# 1: DLP will be able
to develop ideas in
order to address
problems in an
effective way.
# 1: The DLP will
develop strategies or
action plans after
analyzing specific
situations in Spanish.
Remedial
Lesson
Plan
#5: Understand
and use different
educational
strategies and
techniques
effectively
#5: Develop
lesson plans.
# 1: DLP will be able
to develop ideas in
order to address
problems in an
effective way.
# 1: The DLP will
develop strategies or
action plans after
analyzing specific
situations in English.
Excellent
Very Good
Satisfactory
Needs
Improvement

Mid Point Assessment (Program Level)
◦ Designed by Faculty Experts
◦ Rubrics and Evaluation Criteria developed
specifically to measure program and language
objectives
◦ “Graded” by other Faculty Experts (not facilitator of
the course)
 Inter-rater reliability of over 80%

The performance of the students is measured as
follows:
◦ 3.50 - 4.00
Excellent
◦ 3.00 - 3.49
Very Good
◦ 2.00 - 2.99
Satisfactory
◦ Less than 1.999 Unsatisfactory
EDUC 355: B.A. Elementary Education Midpoint Assessment Results - Report 2009
English
Dual Language Profile
Program Objectives
Spanish
3.100
3.200
3.300
3.400
3.500
Spanish
English
Dual Language Profile
3.267
3.346
Program Objectives
3.490
3.547
3.600
MANA 316: BBA Management Midpoint Assessment Results - Report 2009
English
Dual Language Profile
Program Objectives
Spanish
1.800
1.900
2.000
2.100
2.200
Spanish
English
Dual Language Profile
2.236
1.967
Program Objectives
2.260
2.100
2.300
EDUC 584: M.Ed. Guidance & Counseling Midpoint Assessment Results - Report 2009
English
Dual Language Profile
Program Objectives
Spanish
0.000
0.500
1.000
1.500
2.000
2.500
3.000
Spanish
English
Dual Language Profile
3.050
2.725
Program Objectives
3.343
3.118
3.500
EDUC 447: M.A. Elementary Education Capstone Assessment Results - Report 2009
English
Dual Language Profile
Program Objectives
Spanish
3.200
3.250
3.300
3.350
3.400
Spanish
English
Dual Language Profile
3.417
3.278
Program Objectives
3.416
3.333
3.450
EDUC 587: M.Ed. Guidance & Counseling Capstone Assessment Results - Report 2009
English
Dual Language Profile
Program Objectives
Spanish
2.900
3.000
3.100
3.200
3.300
3.400
Spanish
English
Dual Language Profile
3.267
3.147
Program Objectives
3.467
3.404
3.500

Internal:
◦ Board of Directors
◦ Faculty and Staff

External:
◦ Professional and community forums
◦ Data base for reaccreditation visits
◦ Possible institutional and corporate alliances

Addition of language courses for graduate
programs: 050, 500 and 501
◦ Emphasis on early or concurrent enrollment in
these courses for graduate students

Revision of all course modules to explicitly include
language objectives: “3rd generation of modules”
◦ Inclusion of language development in class
assignments, activities and resources
◦ Evaluation activities to be 70% content, 30%
language
◦ Prioritization of graduate courses in the
development of 3rd generation of modules
 Replication of midpoint assessment model in
MBA program to verify possible differences
between bachelors and masters