Abstract
Anonymous demographic and course attendance data from both credit and non-credit English as a second language (ESL) courses at a community college in the USA formed the basis to compare the two. Derived from public information obtained from students, this data served to gauge the success of both individual courses as well as the college’s goals for student success. Course efficiency was measured as a ratio between faculty number and student attendance hours. Functioning to comply with funding requirements, the data also showed the differences between the two course types. This method had relevance for curriculum choice, funding, and both individual course as well as overall program evaluation. The literature review placed the comparison on a timeline of data used in educational assessment from 1961 grant reports to 21st century learning analytics. Included are suggestions for future applications.
Recommended Citation
Wakeland, Ms. R.G.
(2024)
"Anonymous Data for English as a Second Language Educational Assessment,"
International Journal of English Learning & Teaching Skills (IJELTS): Vol. 4:
Iss.
3, Article 3.
Available at:
https://research.smartsociety.org/ijelts/vol4/iss3/3