Shared Solutions for Common Problems


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Assessing Outcomes for LCTLs: Best practices, Challenges and Collaborations


Margaret E. Malone pixAbstract: Assessing student outcomes allows programs to,

  • Determine how well students and instructors are progressing toward program goals,
  • Compare themselves with similar programs, and
  • Demonstrate to stakeholders, such as funders, the extent to which the program is attaining its objectives.

However, many LCTL programs face a dearth of valid and reliable assessments. How, then, can LCTL programs in general and instructors of such programs in particular identify, use, and develop appropriate assessments for both formative and summative uses?

Short Bio: Margaret E. Malone (Ph.D., Georgetown University) is Associate Vice President for World Languages and International Programs at the Center for Applied Linguistics. She has more than two decades of experience in language test development, materials development, delivery of professional development and teacher training through both online and face-to-face methods, data collection and survey research, and program evaluation. Dr. Malone currently directs a variety of projects, including a three-year research study investigating student language learning outcomes from study abroad, the annual evaluation of a federal initiative to train teachers of and teach languages to students of critical languages in grades K-16, and a study of similarities and differences between English language academic writing and test tasks. Dr. Malone has taught graduate courses in language testing and language teaching methods at American and Georgetown Universities and the University of Maryland.