1 approaches to evaluation advisor: mavis shang kelly 9710001m dora 9710011m

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Approaches to evaluation

Advisor: Mavis Shang

Kelly 9710001M

Dora 9710011M

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Approaches to evaluation＊ Curriculum evaluation:• Is the curriculum achieving its goals?• What is happening in classrooms and schools where it is

being implemented?• Who can affect the curriculum (e.g., teachers,

administrators, students, parents, employers) ?•Does the curriculum compare favorably with others of its

kind?

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＊ Evaluation focuses on many different aspects :

• curriculum design• the syllabus and program content• classroom processes• materials of instruction• the teachers• teacher training• the students

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＊ Evaluation may focus on many different aspects :

• monitoring of pupil progress• learner motivation• the institution• learning environment • staff development• decision making

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＊ The scope of evaluation :

1. It focuses from test results to the need to collection information

2. make judgments about all aspects of the curriculum, from planning to implementation

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Purposes of evaluation

＊Weir and Roberts (1994):

• Program accountability :

to examine the effects of a program or a project

• Program development:

to improve the quality of a program or a project

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1. Formative evaluation

To find out what is working well, and what is not,

and what problems need to be addressed

Ongoing development and improvement of the

program

Some typical questions (p. 288)

To address problems and to improve the program

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Example 1:

* situation: task-oriented communicative methodology

* problem: teachers are resorting to a teacher-dominated

drill and practice mode of teaching during the

implementation

=> it can’t match with the course philosophy.

* solution: provide videos to model teaching strategies

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Example 2:

* situation: to implement integrated skills

* problem: teachers spent time on different components

of the course and emphasize different things

=> a series of meeting review teachers’

understanding of the course objectives

* solution: peer observation as a way for teachers to

compare teaching styles and help them

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Example 3:

* situation: implement conversation skills for low-level,

and the pronunciation is not a major element

of the course

* problem: students have serious pronunciation problem

(after four weeks)

* solution: refocus one section of the course which

includes pronunciation component

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2. Illuminative evaluation

To find out the different aspects of the program and to

provide a deep understanding of the processes of the

teaching and learning without any change


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Example 1:

* situation:

1) teach many reading skills for students

2) teachers are interested in what is the students’

major focus of the course

* evaluated way: conduct a short questionnaire

=> understand students’ opinion and need

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Example 2:

* situation: teacher is interested in teacher-student

interaction learning

* evaluated way: to invited colleague to do the

classroom observation => assess what happened

during the course

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Example 3:

* situation: teacher wants to know how students carry

out group work and prepare students for

group-work task

* evaluated way: record and review the recordings

=> know what kind of strategy assigns for

members in a group

=> make sure students participate actively

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3. Summative evaluation

To determine the effectiveness of a program, its

efficiency, and to some extent with its acceptability

Used “after” a program


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Purposes of evaluation Different measures of a course’s effectiveness and

each one can be used for different purposes

a) Mastery of objectives:

“How far have the objectiveness been achieved?”

ex: speaking skills

Objective: In group discussions students will listen to and

respond to the opinions of others in their group

Disadvantage: it does not provide the whole picture of

them effectiveness of a course

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Purposes of evaluation b) Performance on tests:

◎ such tests might be unit texts given at the end of

each unit of teaching materials, quizzes or class

tests

◎ Weir: achievement have washback effect on

teaching

◎ help to make decision about needed changes

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Purposes of evaluation c) Measures of acceptability:

◎ satisfactory achievement of the objectives and

good levels of performance on exit tests

◎ should be considered some factors: time-tabling,

class size, choice of materials, or teachers’

teaching styles

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d) Retention rate or reenrollment rate:

◎ whether students continue in the course

◎ the percentage of students who reenroll for

another course at the end

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e) Efficiency of the course:

◎ How to develop and implement the course efficiently

◎ some problems may occur during the course:

* the time (planning and course development),

* the needs (material and teacher training),

* the time needed (consultations and meetings)

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Issues in Program Evaluation Weir and Robert (1994, 92) proposed:

a need for both insider and outsider commitment and involvement to ensure adequate evaluation

The demonstration of the “product value” of a program or project or their components

An associated commitment to a deeper professional understanding of the processes of educational change

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Issues in Program Evaluation Weir and Robert (1994, 92) proposed:

Systematic documentation for evaluation purposes both during implementation and at the beginning and end of a program or project’s life

A willingness to embrace both qualitative and quantitative methodology appropriate to the purpose of the evaluation

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Issues in Program Evaluation1.The audience for evaluation In planning an evaluation it is important to identify

(1) who are the audiences

(2) what kind of information they are most interested in

Ex: developing a new textbook (1) Officers in the ministry: money (2) Teachers: the sufficient materials (3) Outside consultant: the design of the materials, interaction and language practices (4) Vocational training centers: school leavers’ English

Evaluation has to satisfy all interested parties.

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Issues in Program Evaluation1.The audience for evaluation (questions)

Students:

(1)What did I learn?

(2)How will the course help me in the future?

Teachers:

(1) What did my students learned?

(2) How well did I teach?

Curriculum developers:

Is the design of the course and materials appropriate?

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Issues in Program Evaluation

1.The audience for evaluation (questions)

Administrators:

(1) Was the time frame of the course appropriate?

(2) Were clients’ expectations met?

Sponsors:

(1) Was the cost of the course justified?

(2) Was the course well managed?

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1.The audience for evaluation Three audiences are identifiable for all summative evaluation of language courses (Shaw and Dowsett, 1986):

other teachers in the program -- for course design and planning purposes managers of the institution or program -- determining course offerings and placement the curriculum support or development -- monitoring the curriculumIn planning an evaluation , we should carefully identified

different audience and the result should be appropriate for each audience

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2.Participants in the evaluation process Two types of participants:

(1) insiders:

teachers, students, anyone else closely involved in the

program

Ex: formative evaluation: teachers

summative evaluation: students

Successful program evaluation are often involve key

insiders in the process of designing and carrying out

evaluation

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2.Participants in the evaluation process Two types of participants:

(2) outsiders:

consultants, inspectors, or administrators provide teachers with some perceptions with independent observation and opinion

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3.Quantitative and qualitative evaluation

Quantitative evaluation:

the measurement of something can be expressed

numerically

Quantitative data:

collect information from a large number of people and

analyze statistically

ex: checklists, surveys, self – rating Advantage: objective Disadvantage: some limitations

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3.Quantitative and qualitative evaluation Qualitative evaluation:

1) something can not be expressed numerically

2) depend on subjective judgment or observation

=> collect information from classroom observation,

interviews, journal, logs, case studies… Merits: more holistic and naturalistic

Defects: less rigorous

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4.The importance of documentation

Relevant documentation: (p.297)

1) Course statistics

2) Relevant course document

3) Course work

4) Written comment

5) Institutional documents

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5.Implementation In order to make decisions based on the evaluation, it

is first necessary to review the process of evaluation

Questions : (p.298) 1) Scope 2) Audience 3) Reliability 4) Objectivity 5) Representativeness 6) Timeliness 7) Ethical considerations

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Procedures used in conducting evaluations 1. Tests

1) institutionally prepared tests

2) international tests

3) textbook tests

4) student records Advantage:

provide a direct measure of achievement or performance

Disadvantages:

1) hard to make sure the tests are a direct of teaching or

are linked to other factors

=> further investigation

2) “reliability and validity” problems

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Procedures used in conducting evaluations

2. Comparison of two approaches to a course

Comparative approach:

compare the effects of two or more different teaching

conditions Advantage:

control all relevant factors and investigate rigorously

Disadvantage:

impose artificial constraints on the teacher

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3. Interviews:

a) could get many views on any aspect of the course

b) structured interview is more useful

Advantages: obtain in-depth information

Disadvantages: 1) time-consuming

2) the representativeness of their views

may be questionable

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4. Questionnaire:

elicit teacher’s and students’ comment

Advantages: 1) easy to administer

2) representative information

Disadvantages: 1) it may elicit unbiased answers

2) difficult to interpret the information

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5. Teachers’ written evaluation:

use structured feedback form Advantages: 1) good position to report on a course

2) provide information quickly

Disadvantages: information may be impressionistic and

biased

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6. Diaries and journals

1) provide a narrative record of things

2) problems encountered

3) critical incidents

4) time allocation Advantages: provide relatively detailed and open-ended

information

Disadvantages: 1) impressionistic and unsystematic

2) need cooperation and a time commitment

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7. Teachers’ records

a) reports of lessons taught b) material covered

c) attendance d) students’ grades e) time allocation Advantages:

provide a detailed account of some aspects of the course

Disadvantages:

1) some of the information will not be relevant

2) some information may be subjective (teachers’ view)

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8. Student logs:

ask students to provide their opinion of the course Advantages:

1) provide students’ opinion of the course

2) give insights that teachers may not be aware of

Disadvantages:

1) need cooperation and time commitment

2) no benefit for students to attend this activity

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9. Case study: how student made use of lesson plans throughout course, or trace the progress of a particular learner Advantages: 1) provide detailed information 2) provide a rich picture of different dimensions of courses Disadvantages: 1) the subject may not be representative 2) time-consuming

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10. Student evaluation:

written or oral feedback on a course

ex: the teachers’ approach, the materials used, and their

relevant to the students’ needs Advantages:

easy to obtain information which contains a wide range

of topics and large numbers of learners to be involved

Disadvantages:

1) subjective and impressionistic

2) difficult to interpret or generalize

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11. Audio- or video-recording:

provide some examples of different teaching styles and

lesson formats Advantages:

provide a rich account of teaching in real time and record

information

Disadvantages:

good recordings are hard to set up

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12. Observation by other teachers or a supervisor ex: 1) give a specific task 2) provide procedures to the observer Advantage: 1) observers can focus on many things in class 2) provide an objective viewpoint Disadvantage: 1) the observer’s presence may be intrusive 2) require preparation and explicit guidance

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Thanks for your listening!

1 approaches to evaluation advisor: mavis shang kelly 9710001m dora 9710011m

Documents

evaluation evaluation

evaluation advisor

scope of evaluation

purposes of evaluation

program slide

formative evaluation

formative evaluation

illuminative evaluation