Tamara M. Walser

English Language Learners and Complexity Theory: Why Current Accountability Systems Do Not Measure Up

Abstract Schools struggle to accurately assess nonnative speakers of English using accountability systems that somehow do not capture the complexity of the issues at hand. This article discusses topics surrounding the assessment of English language learners and how these issues have been oversimplified by such processes as the No Child Left Behind legislation. The case is made that English language learning is a complex system, holistic, nonlinear, and constantly evolving; however, current assessment practices do not address this complexity.

Evaluability Assessment Thesis and Dissertation Studies in Graduate Professional Degree Programs

Evaluability assessment (EA) has potential as a design option for thesis and dissertation studies, serving as a practical training experience for both technical and nontechnical evaluation skills. Based on a content review of a sample of EA theses and dissertations from graduate professional degree programs, the authors of this article found that some technical skills, such as understanding the knowledge base of evaluation, evaluation design, qualitative methods, identifying data sources, data collection, and data analysis, were demonstrated through the EA thesis and dissertation studies. However, the review also indicated a lack of understanding of EA and its essential elements and application of standards of quality evaluation. Recommendations are offered to enhance the quality of EA theses and dissertations, the learning experiences of students, and, ultimately, evaluation capacity building.

Evaluation of engineering program elements by doctoral candidates in student assessment and program evaluation

Engineering Criteria 2000 requires faculty to define objectives for engineering programs, define and implement assessment processes to measure student knowledge and skill, and identify processes where feedback is used to achieve continuous quality improvement of instruction and learning. As part of the preparation for an accreditation visit under the new criteria, faculty in the Mechanical Engineering Department at the University of Idaho partnered with doctoral students in the Assessment and Evaluation Center at Washington State University to review the technical elective component of the undergraduate curriculum. This paper describes the process undertaken by the clients and evaluators in designing, implementing, and conducting the evaluation.