Stakeholders Perceptions of Assessment in Open Enrollment ESOL Schools
Brief Overview of the Case Study
This qualitative case study analyzes the perception of assessment held by students, instructors, and administrators within open enrollment programs. I was inspired to conduct this study by my own experience assessing student needs within an open enrollment program.
Open enrollment programs, programs that allow students to enroll at any point during the year with no stipulations on start or end dates, have become very popular among language programs in the San Diego area. They serve to fit the diverse schedules of adult English language learners. Students who enroll in open enrollment language programs have the option to begin classes immediately. They are not required to wait for a particular date to start their classes. Instead, they can enroll and begin immediately. While this benefits the student in that they can choose a program to fit their schedule's needs, the constant flow of students entering and exiting the class could create some issues for instructors attempting to assess student needs. In my own experience I found the lack of consistency in student enrollment to be problematic. I was interested to see how other open enrollment language programs perceived and conducted student needs assessment.
This qualitative case study analyzes the perception of assessment held by students, instructors, and administrators within open enrollment programs. I was inspired to conduct this study by my own experience assessing student needs within an open enrollment program.
Open enrollment programs, programs that allow students to enroll at any point during the year with no stipulations on start or end dates, have become very popular among language programs in the San Diego area. They serve to fit the diverse schedules of adult English language learners. Students who enroll in open enrollment language programs have the option to begin classes immediately. They are not required to wait for a particular date to start their classes. Instead, they can enroll and begin immediately. While this benefits the student in that they can choose a program to fit their schedule's needs, the constant flow of students entering and exiting the class could create some issues for instructors attempting to assess student needs. In my own experience I found the lack of consistency in student enrollment to be problematic. I was interested to see how other open enrollment language programs perceived and conducted student needs assessment.