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    An Iterative Needs Assessment/Evaluation Model for a Japanese University English-language Program

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    Genre
    Thesis/Dissertation
    Date
    2009
    Author
    Brown, Kathleen Annette
    Advisor
    Beglar, David
    Committee member
    Schaefer, Kenneth G.
    Childs, Marshall
    Sawyer, Mark
    Kozaki, Yoko
    Department
    CITE/Language Arts
    Subject
    Education, Curriculum and Instruction
    Education, Administration
    Curriculum Reform
    Evaluation
    Japanese University
    Needs Assessment
    Rasch Analysis
    Survey Development
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/862
    
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    DOI
    http://dx.doi.org/10.34944/dspace/844
    Abstract
    The focus of this study is the development and implementation of the Iterative Needs Assessment/Evaluation Model for use as part of an English curriculum reform project at a four-year university in Japan. Three questions were addressed in this study: (a) what model components were necessary for use in a Japanese university setting; (b) what survey instruments would work with such a model; and (c) what needs would the stakeholders in the project report? The site for the study was a mid-sized private, four-year university in Japan. Set as an instrumental case study (Stake, 1998), multiple methods and sources were employed. Stakeholders in the project included university students (n = 1533), teaching staff (n = 33), university administrators and staff (n = 5), and domain experts (n = 7). Data collection included the use of questionnaires, unstructured and semi-structured interviews, and systems and materials analyses. Questionnaires were developed and analyzed using Rasch analysis. The Needs Assessment/Evaluation Model was assessed using a modified version of the Checklist for Judging the Adequacy of an Evaluation Design (Sanders & Nafziger, 1985). Implementation of a full iteration of the Model indicated that use of the Iterative Needs Assessment/Evaluation Model could guide the development and evaluation of the English language program. As part of the study, valid survey instruments that can continue to aid the assessment of needs for and evaluation of the courses were developed. Data from multiple sources indicated a difference in the perception of needs between stakeholders. The processes followed through the development and application of the Iterative Needs Assessment/Evaluation Model served to incorporate these different perceptions into a cohesive language program curriculum.
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