A Context-Adaptive Model for Program Evaluation

The literature on the evaluation of language teaching programs has focused almost entirely on specific issues of methodology and measurement. This article presents a generalized model for ESL program evaluation. The context-adaptive model consists of a series of seven steps designed to guide the program evaluator through consideration of the issues, information, and design elements necessary for a thorough evaluation. These steps are illustrated with examples from the evaluation of the Reading English for Science and Technology (REST) Project at the University of Guadalajara, Mexico. The model is intended to be flexible, lending itself to effective adaptation and refinement as it is implemented in a variety of ESL/EFL contexts.