Assessing International Students’ Growth in U.S. Higher Education: ESL students in Focus

Abstract

Students enroll in educational institutions, especially in ESL programs, to add as many values as possible their stay in an institution provides them.Accordingly, educational programs should meet these expectations, and they are also accountable for ensuring the different aspects of their programs are continuously improving based on program evaluation data.Unfortunately, most educational institutions are limited to using conventional courses achievement evaluation instruments, such as quizzes, tests, and final exams. Even though these measurement tools are necessary and vital, they are insufficient to assess students' holistic growth because of students' multifaceted involvement in an international higher educational institution.Therefore, this article using a possible ESL program in U.S.as an example proposes the need to integrate direct, indirect, and value-added assessments in educational programs when international students are assessed.

Keywords: Value Added Assessment, Direct, Indirect and Applied Value-Added Assessment,

DOI: 10.7176/JLLL/81-04

Publication date:August 31^st 2021