Since the passage of the Accreditation Act of 2010, intensive English programs (IEPs) have been under pressure to justify their quality claims by recording and reporting on student achievement. This has meant devising program-wide systems for assessing and evaluating students, and has been a challenge for many IEPs.
The type of system a program develops is influenced by its culture. A more managerial (top-down, administratively driven) culture typical of proprietary English schools tends to favor standardization of assessment that includes program-wide level-end tests. Many university IEPs have more of a collegial (faculty-driven with a degree of shared governance) culture in which individual faculty decision-making and autonomy are valued. In the latter type, it can grate against the culture when there is an attempt to introduce or impose standard testing. It may be more agreeable to retain faculty autonomy in assessment but introduce checks to ensure that assessments are aligned with course objectives and outcomes.
Both approaches (and blends of the two) are used by CEA-accredited programs and are able to meet the CEA standards. There is no need to create standard assessments across a program if they do not fit the culture. On the other hand, the imperative to assess students in a more consistent way can be a catalyst for culture change. This will need leadership, persuasion, and buy-in from faculty.
I’ve designed and overseen assessment and evaluation systems in proprietary and university programs, and can support programs in determining and developing the right approach. Get in touch if I can help!
Have a great weekend!
(Learn more about academic cultures in Engaging the Six Cultures of the Academy by William Bergquist and Kenneth Pawlak. I highly recommend it.)