In our institute we have introduced a basic level course that helps the deaf students to prepare for their undergraduate course.We have now two batches of students one with and other without the basic course. How can we measure the effectiveness of the basic course.
must prepare an experimental design, under this concept, is a pure experiment.
design, consider comparing the experimental group (which already exists),
then you should consider evaluating the skills, abilities or competencies that stimulates their preparatory course with a test before starting the program and at the end the (OXO) program
Dear Raji nr, Good Morning
For your question,
Academic Monitoring Practices:
The majority of research or program, the accountability measures used to determine the progress of deaf and hard of hearing students provide limited functional or technically valid information. Standard monitoring practices include the use of commercially or agency developed achievement tests administered in the fall and spring of the academic year. The differences between the two scores are used as AYP measures. Unfortunately, a number of problems are inherent in this process. The first and most evident problem is that end-of-year scores fail to inform the teacher, child, and parents of the child’s progress as the teaching and learning processes are occurring.
Here we try to pair our sign language interpreters/tutors with a student as well as use the same for any English or Reading classes that student takes thereafter. In doing this, the interpreter/tutor sees how well prepared the student is to face increasing levels of literacy expectations. I am in that position now, and have clear recommendations for our prep courses here.
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