Formative evaluation report of the China/Canada Language and Cultural Program
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Formative evaluation report of the China/Canada Language and Cultural Program by Barbara Burnaby

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Published by Ontario Institute for Studies in Education in [Toronto, Ont.] .
Written in English


  • Canada-China Language and Cultural Program.,
  • Chinese -- Education -- English language.,
  • Chinese -- Education -- Canada.,
  • Chinese students -- Canada.

Book details:

Edition Notes

Statementsubmitted by Barbara Burnaby, Alister Cumming, Mary Ellen Belfiore.
ContributionsBelfiore, Mary Ellen, 1946-, Cumming, Alister, 1953-, Ontario Institute for Studies in Education.
The Physical Object
Paginationxv, 285 leaves.
Number of Pages285
ID Numbers
Open LibraryOL21856208M

Download Formative evaluation report of the China/Canada Language and Cultural Program


This report presents the results of a formative evaluation of the Enhanced Language Training (ELT) Initiative (referred to as the “program”) carried out between November and July by Goss Gilroy Inc., on behalf of Citizenship and Immigration Canada (CIC).   (). English language assessment in China: policies, practices and impacts. Assessment in Education: Principles, Policy & Practice: Vol. 21, English Language Cited by: 6. challenging endeavor, both in program design and implementation. This study investigated the potential learning outcomes when a family literacy program with language supports were provided to Chinese immigrant families. An eight-week (two hours per week) literacy program was implemented in three Chinese community centers in Ontario, : Jing Zhang. teaching evaluation, and the other one is Formative/ Developmental teaching evaluation. Liu () refers that the main characteristics of rewards and discipline evaluation is that “it emphasizes the reward and discipline, pays attention to teachers’ work and results and compels teachers to be evaluated.

ARCHIVED – Enhanced Language Training Initiative: Formative Evaluation We have archived this page and will not be updating it. You can use it for research or reference. Chinese language programs are described later in this Brief. Assessing Chinese Learning Outcomes The success of a Chinese language program is measured in terms of what students can do with the language at each level. Assessment of learning outcomes includes both formative (ongoing) assessment, to track student progress. Departmental Evaluation Plan. The Canadian Heritage to Departmental Evaluation Plan, (PDF Version, KB) plans for 38 evaluation projects, of which ten will continue from the previous fiscal year, including one horizontal evaluation led by another department.. Evaluations Evaluation of the funding allocated by the Department of Canadian Heritage to the TV5 Program . Formative Evaluation Final Report Submitted to: Marija Padjen, Chief Program Officer, Alzheimer Society of Toronto Ap A. Paul Williams, PhD. Balance of Care (BoC) Research & Evaluation Group Lead Allie Peckham Research Associate David Rudoler Research Associate Tommy Tam Research Associate.

Source: CIC ELT database, May Just over two-thirds of participants (69%) are permanent residents and 11% have applied for landed immigrant status (see Exhibit 4). Findings also show that 9% of ELT participants are Canadian citizens or refugee claimants, although neither group is eligible to participate in the program. Alberta, accounting for 1% of them, should be excluded from this. Key Finding Response Action Accountability Implementation Date; I. Overall Success: 1) Findings from this formative evaluation, which were largely qualitative in nature, indicate that ELT is a successful initiative that meets the immediate needs of the target audience.. These immediate needs include: improvement of language skills; increased knowledge/experience of the Canadian work.   Since the establishment of the People’s Republic, China has undergone various changes in language policy, both in the standardization of indigenous languages and foreign–language enhancement. This paper focuses on the growing importance of English, in terms of policy emphasis and in learners’ experience. The formative evaluation of the Post-Secondary Education (PSE) Program (conducted in ) will be followed by a summative evaluation of Elementary/Secondary Education in , in accordance with the agreement reached between Indian and Northern Affairs Canada.