Forthcoming Issue (2022)

July 2022

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Representation of Students with Special Educational Needs in Language Testing Research

Taylor Hallenbeck Rashed Fehaid Alqahtani
Pages: 124-132

The presence of students identified as English Language Learners (ELL) and Special Education Students (SES) in mainstream settings is growing. However, representation of these populations within language testing research remains unknown. This is important because language testing scores are increasingly used to evaluate student learning, teacher quality, and school quality. This meta-synthesis examined the representation of these two exceptional populations within the mainstream language testing literature published in two language testing journals. This meta-synthesis utilized inductive analysis and descriptive statistics. Findings indicated highly skewed representations of ELL and SES within the research corpus of the reviewed journals. Further analysis of participant demographics, research settings, test formats and test modalities are reported and discussed. Results highlight critical needs for the fields of exceptional education regarding the language testing of ELL and SES populations. The paper closes with suggestions regarding such needed research

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Evaluation of Internal Quality Assurance Implementation at Atma Jaya Catholic University

Matheus Beny Mite Maruf Akbar R. Madhakomala
Pages: 133-142

This study evaluates the implementation of quality assurance at a private university in Indonesia, namely Atma Jaya Catholic University, Jakarta (UAJJ). The aim is to find out the quality (merit) and benefits (worth) of implementing the SPMI program at UAJJ comprehensively, because stakeholders do not understand it. UAJJ itself has implemented SPMI (Internal Quality Assurance System) consistently since 2017 based on the PPEPP model cycle (Determination, Implementation, Evaluation, Development, and Improvement) as an implementation guideline. This qualitative method uses the evaluation of the CIPP model developed by Stufflebeam. The CIPP model consists of the Context, Input, Process, and Product components and each related sub-component. The components and sub-components become the object of this research. The results and data analysis show that the implementation of Internal Quality Assurance in the UAJJ is of high quality and beneficial for all stakeholders. The conclusion and discussion materials are that quality assurance efforts and internal QA implementation, both at UAJJ, other higher education institutions, and professional researchers need to develop and seek internal QA implementation strategies to ensure the health of higher education institutions, especially in the three core values, namely student learning, research, and community service.

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