Evaluación del Contexto de un Programa de Competencia Lectora en Inglés en una Universidad Pública en Colombia a través del Modelo de Evaluación Cipp

Bibliographic Data

ID11154758
AuthorsDiana Isabel Quinchía Ortiz (Universidad de Antioquia), Jorge Hugo Muñoz Marín (Universidad de Antioquia), Nelly Sierra Ospina (0000-0002-8494-7394, Universidad de Antioquia)
Year2015
Volume20
Issue3
Publication date2015-11-30
Open AccessYes
TypeARTICLE
VenueÍkala Revista de Lenguaje y Cultura (JOURNAL)
Journal identifiersISSN: 0123-3432 • E-ISSN: 2145-566X
PublisherUniversidad de Antioquia (PUBLISHER • CO)
DOI10.17533/udea.ikala.v20n3a02
OpenAlexW2217986659
LanguageES
Citations received2
References cited5

This article reports the results of a context evaluation made to the reading comprehension program at Universidad de Antioquia. This program evaluation used the CIPP model (context, input, process, product) proposed by Daniel Stufflebeam (1983, 1993, 2000), and it was framed in a mixed–methods study. Qualitative and quantitative data collection was made using methods, such as questionnaires, focus groups, and interviews, and it was obtained from students, teachers, and administrators of the program and the university. Data analysis was done using the free software R and the qualitative analysis software NVivo 9. Findings indicated a global state of the program, its strengths, weaknesses which constituted the most striking aspect of the program, as well as needs and possibilities. These findings led to recommendations for decisive actions for restructuring the program and foreign language policy in the university

Art · Context (archaeology · Data collection · Geography · Humanities · Library science · Political science · Reading (process · Reading comprehension · Restructuring · Social science · Sociology · Strengths and weaknesses · Computer Science · Education and Teacher Training · Inclusive Education and Diversity · Literacy and Educational Practices · Psychology · Social Psychology

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