Converting Data to Knowledge: One District's Experience Using Large‐Scale Proficiency Assessment

Abstract

Abstract The present study reports data from a large‐scale foreign language proficiency assessment to explore trends across a large urban school district. These data were used in conjunction with data from teacher and student questionnaires to make recommendations for foreign language programs across the district. This evaluation process resulted in recommendations related to a need for consistency in curriculum and assessment, program articulation, and responsive placement strategies, as well as the need for greater emphasis in interpretive and interpersonal communication.

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