Short answer
Designers of educational programs must clearly define and communicate target proficiency levels and ensure that all support structures, including tutor training and learning materials, are aligned to achieve these goals.
- Field
- User-Centred Design
- Source
- REID (Research and Evaluation in Education) (2015)
- Method
- Mixed-methods case study using the CIPP evaluation model.
- Sample
- 15 students, 6 teachers, 10 tutors, 3 administrators
- Evidence
- Strong effect
A lack of defined language proficiency targets in bridging programs hinders student development and program effectiveness. This user-centred design research insight is drawn from a 2015 study published in REID (Research and Evaluation in Education). Using Mixed-methods case study using the cipp evaluation model. with 15 students, 6 teachers, 10 tutors, 3 administrators, researchers explored how this design variable affects real-world outcomes. The key design takeaway: Designers of educational programs must clearly define and communicate target proficiency levels and ensure that all support structures, including tutor training and learning materials, are aligned to achieve these goals.
Bridging Programs Require Clear Language Proficiency Benchmarks for Success
A lack of defined language proficiency targets in bridging programs hinders student development and program effectiveness.
REID (Research and Evaluation in Education) · 2015
Key Findings
- 01Clear cultural objectives were a strength.
- 02Experienced teachers contributed positively.
- 03Tutorials were highly beneficial for students.
- 04Lack of clear language proficiency criteria was a weakness.
- 05Tutors required more training and preparation time.
Application
Design takeaway
Designers of educational programs must clearly define and communicate target proficiency levels and ensure that all support structures, including tutor training and learning materials, are aligned to achieve these goals.
How to apply
When designing or evaluating any program that aims to improve a specific skill or competency, clearly define the target level of achievement and ensure all elements of the program support reaching that level.
Project actions
- 01Clearly define the success criteria for your design project.
- 02Ensure your user research directly informs the features and goals of your design.
Method & Evidence
Variables
Strengths & Limitations
Strengths
- +Utilized a mixed-methods approach for comprehensive data.
- +Employed the CIPP model for structured evaluation.
Limitations
The findings are specific to the context of a language bridging program and may not directly apply to all types of skill development programs.
Reliability & validity
Triangulation of data from multiple sources (students, teachers, tutors, administrators) enhances the validity of the findings. The use of descriptive statistics for quantitative data and descriptive analysis for qualitative data provides a structured approach, but the specific reliability measures for the instruments used are not detailed.
Think critically
How might the lack of clear criteria for reaching an 'upper intermediate' level have influenced the tutors' training needs and the development of assessment tools?
Design Principles
"Define clear, measurable outcomes and align all program components to achieve them."
For programs designed to integrate individuals into new academic or professional environments, clearly articulating the expected language outcomes is crucial. This ensures that both participants and educators understand the goals, allowing for targeted support and accurate assessment of progress, ultimately leading to a more successful transition.
What This Means for Your Design
If you're making a program to teach people something, make sure you know exactly what level they should reach and check if your teaching methods and materials are actually helping them get there.
How to use in your project
- 1.Use this study to justify the importance of setting clear user goals and success metrics in your own design project.
Add to My Project
Quick Cite
Paragraph starter
This research underscores the critical need for clearly defined objectives and robust support systems in any educational or developmental program. The study found that a lack of specific language proficiency benchmarks and inadequate tutor training hampered student progress, indicating that a well-defined target and aligned resources are essential for effective learning outcomes.
Source
REID (Research and Evaluation in Education)
Evaluation of the bridging course offered at a university to foreign students: Batches of 2012 and 2013
journal · 2015
View sourceQuestions About This Research
- What does the research say about bridging programs require clear language proficiency benchmarks for success?
- Designers of educational programs must clearly define and communicate target proficiency levels and ensure that all support structures, including tutor training and learning materials, are aligned to achieve these goals. Evidence: REID (Research and Evaluation in Education) (2015).
- Why does "Bridging Programs Require Clear Language Proficiency Benchmarks for Success" matter for design?
- For programs designed to integrate individuals into new academic or professional environments, clearly articulating the expected language outcomes is crucial. This ensures that both participants and educators understand the goals, allowing for targeted support and accurate assessment of progress, ultimately leading to a more successful transition.
- How can designers apply this research?
- Designers of educational programs must clearly define and communicate target proficiency levels and ensure that all support structures, including tutor training and learning materials, are aligned to achieve these goals.
- What were the main findings?
- Clear cultural objectives were a strength.. Experienced teachers contributed positively.. Tutorials were highly beneficial for students.. Lack of clear language proficiency criteria was a weakness.
- What research method was used?
- Mixed-methods case study using the CIPP evaluation model. with 15 students, 6 teachers, 10 tutors, 3 administrators.
- How strong is the evidence?
- Evidence strength is rated Strong effect, based on a 2015 journal from REID (Research and Evaluation in Education).
- What should I do differently in my next project?
- When designing or evaluating any program that aims to improve a specific skill or competency, clearly define the target level of achievement and ensure all elements of the program support reaching that level.
- What are the limitations?
- The study focused on specific cohorts (2012/2013) and a single institution, limiting generalizability. The evaluation was summative, meaning improvements could only be recommended for future iterations.