ABSTRACT EVALUATION OF AN ENGLISH LANGUAGE TEACHING PROGRAM AT A PUBLIC UNIVERSITY USING CIPP MODEL TUN&Ccedil / , Ferda M.S. Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Cennet Engin DEMiR January 2010, 110 pages This study aimed to evaluate the effectiveness of Ankara University Preparatory School program through the perspectives of instructors and students. To this end, the CIPP (context, input, process, and product) evaluation model developed by Stufflebeam (1971) was utilized. 406 students attending the preparatory school in the 2008-2009 academic year and 12 instructors teaching in the program participated in the study. The data were gathered through a self-reported student questionnaire and an interview schedule which was designed for the instructors. Besides, in order to obtain more detailed information about the preparatory school, written documents were examined. While the data based on the questionnaire were analyzed through descriptive and inferential statistics, content analysis was carried out to analyze the qualitative data. Multivariate Analysis of Variances with Pillai&rsquo / s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that the program at Ankara University Preparatory School partially served for its purpose. The findings revealed that some improvements in the physical conditions, content, materials and assessment dimensions of the program were required to make the program more effective.

The aim of this study is to evaluate the Turkish Language Teaching Program for Foreigners at Minsk State Linguistic University in Belarus. The study aims to answer the following two main questions: 1) what are the discrepancies between the current status and the desired outcomes of the Turkish program at MSLU? 2) What aspects of the Turkish program should be maintained, strengthened or added? In order to answer these questions, data were collected from students who were attending the program in the 2002-2003 academic year, instructors who were teaching in the program in the same academic year, the graduates of the program, former instructors of this program, the parents of the students who were currently attending the program, the authorities at the institution, the employers of the graduates of this program in Minsk. Both qualitative and quantitative data were collected in the study. The quantitative data were collected through questionnaires. The qualitative data were collected through interviews and written document analysis. The results of the data showed that the Turkish Language Program at Minsk State Linguistic University partially meets the needs and demands of all the involved parties. However, it was observed that enthusiasm and interest for the Turkish language among the current students, graduates and the University authorities were high. Some changes and additions could be made in the program to make it better suited to the needs and demands of its under goers and institution.

The institutions of higher education introduce changes in curriculum in order to ensure the professional quality that they offer. In this paper, we highlight the role of assessment process that helps control and regulate the implementing and consolidation of curriculum changes. The assessment process provides appropriate information and ongoing curriculum development that reveals the potential ofthis type of assessment to educational quality. / Las instituciones de educación superior introducen cambios en el currículo con elfin de asegurar la calidad de la formación profesional que ofrecen. En esta comunicación destacamos el rol de la evaluación de proceso que contribuye en el control y regulación de la implementación y consolidación de los cambios curriculares. La evaluación procesal ofrece información oportuna y permanente sobre el desarrollodel currículo que revela el potencial que tiene este tipo de evaluación al serviciode la calidad educativa.