evaluation aed5008 study guide and readings-2011aehd.pbworks.com/w/file/fetch/45294874/evaluation...

FACULTY OF ARTS, EDUCATION AND HUMAN DEVELOPMENT

SCHOOL OF EDUCATION

IN PARTNERSHIP WITH

HANOI UNIVERSITY

MASTER OF TESOL AMTL

EVALUATION AED5008

STUDY GUIDE &

READER

Administrative coordinator Hanoi: Pham Thi Phuong (phuongpt@hanu.edu.vn)

Administrative coordinator HCM City: Dong Thi Kim Lan (dongkimlan@yahoo.com)

Academic coordinator Dr Mark Vicars (mark.vicars@vu.edu.au)

Lecturers Fiona Henderson (fiona.henderson@vu.edu.au) Philip McIntyre (email address to be confirmed) Prue Morris (prue.morris@nhs.vic.edu.au; pjanemorris@hotmail.com) Lee Nicholls (leenichollstraining@gmail.com) Corinna Ridley (corinna.ridley@vu.edu.au) Sue Smith (sue.smith@vu.edu.au) Mark Vicars (mark.vicars@vu.edu.au) Other lecturers to be advised.

Locations Hanoi: Hanoi University, Km 9 Nguyen Trai Road, Thanh Xuan, Hanoi HCM City: Posts and Telecommunications Training Centre No. 2

11 Nguyen Dinh Chieu Street, District 1, HCM City

Class Times 8:00 am – 11:36 am (Days 1 & 2) (unless otherwise advised) 8:00 am - 12:00 noon (on days when there are presentations)

Note It is important for students to contact their lecturers or the academic coordinator if they do not understand any part of this ‘Study Guide’.

This ‘Study Guide’ contains important information about: Unit Topics Learning Outcomes Assessment Tasks Assessment Criteria A Guide to the Selected Readings Links to Additional Sources of Information

Please remember that if you have any questions about any aspect of this ‘Study Guide’ that you should discuss these questions with your lecturer or the academic coordinator.

STUDY GUIDE

Evaluation AED5008

CONTENTS PAGE NUMBER

General Information 3 - 5

Introduction to the Unit 6

Learning Outcomes (aims and objectives) of the Unit

Format of the Unit 7

Unit Content 7

Required Reading 8 - 10

Assessment Information 11 - 20

General Information

The main website The Vietnam MTESOL Program Website

The Victoria University — Hanoi University Master of TESOL Program has its own website:

http://aehd.pbworks.com

At this site you will find links to information about your enrolment, Victoria University information sites, electronic copies of the unit guides and the readings, the VU offshore library and other useful websites to help you with your assignments.

Note: You do not have to log in to access the resources at this website. Simply click on the resources that you want to see.

Other websites

1. The Victoria University Website: Victoria University has a website which contains a number of documents that you will find useful. The address for this is:

http://www.vu.edu.au/current-students

At this site you will find many links including how to setup and access your VU email address if you do not already have an email address or if you want a VU email address.

Note: Your lecturers will send you important emails to you during your studies. It is essential that you are able to receive this information. Please notify your lecturers and the course coordinator if you change your personal contact details including any change to your email address.

2. Teaching and Learning Support:

http://tls.vu.edu.au/vucollege/learninghub/index.html

At this site there are a number of academic support services offered to students which include: Skills needed for your studies, e.g. writing research reports General study skills Writing academic essays Information specific to international students How to avoid plagiarism

3. Faculty of Arts Education and Human Development: Web Address:

http://wwvv.vu.edu.au/higher-ed-and-tafe/arts-education-and-human-development

4. School of Education: Web Address:

http://www.vu.edu.au/higher-ed-and-tafe/arts-education-and-human- development/education

5. Administration Forms: Web address:

http://vvww.vu.edu.au/current-students/student-essentials/commonly-used-forms

6. Offshore Library: Web address:

http://w2.vu.edu.au/library/offshore/

At this website, and at the program website, you will find the Victoria University Offshore Library 'User Guide'. Please read this guide carefully so that you can access the Victoria University library resources.

Handing in assignments Please refer to the 'Assessment' section in this Study Guide.

Special consideration If you feel that illness or personal difficulties have impaired your performance you may ask for 'Special Consideration'. This may mean that you can have a late submission of your assignment, or alternative arrangements for your assignments. This can cover both emotional and physical difficulties. A 'Special Consideration' application form is available at the administration forms website indicated at (5) above and at the program website.

Arrangements for disabled students These will be made as required in consultation with the Australian and Vietnamese program coordinators.

Occupational health and safety (OH&S) OH&S procedures will be discussed with you during the first lecture. Emergency evacuation procedures will be outlined during this lecture. Your class monitor will be your OH&S representative. Local details about OH&S procedures will be given to the monitor where available.

Introduction The unit 'AED5008 — Evaluation' is an introduction to evaluation for educational purposes, particularly language education. Students attempting this unit will investigate what evaluation is, what `quality' is, and the main purposes of, uses of and approaches to evaluation. They will specifically investigate:

language program evaluation, language teacher evaluation, and language teaching and learning materials evaluation.

This will be done within the frameworks already used in the units ̀ AED5100 — Educational Research Design and Methods' and `AED5009 - Innovation' The concepts related to evaluation will be investigated through the study of a range of language education contexts, but will specifically focus on the evaluation of the teaching of English as a Foreign Language.

This unit is particularly suitable for those undertaking the MTESOL program by coursework in Vietnam.

Learning Outcomes Aims To introduce current theories of evaluation V. To develop an understanding of the major underpinning constructs related to

evaluation To develop an understanding of the ethical issues involved in evaluation

To critically evaluate `Western' evaluation practices

V To analyse previous evaluation practices, processes, methods and purposes of evaluation in relation to the Vietnamese EFL context

To emphasise the importance and relevance of the concept of 'teacher as researcher

/ evaluator' to improve language programs, classroom practices and student learning To emphasise the importance and relevance of empirically based evaluation practices To emphasise the importance and relevance of the use of reflective practices in language program evaluation, teacher evaluation and materials evaluation

Objectives At the conclusion of this unit of study, students will be able to: v State the major differences between evaluation and assessment Use both formative and summative evaluation techniques to produce an evaluation

mechanism or instrument Develop evaluation instruments related to language program evaluation, language teaching materials evaluation or language teacher evaluation Evaluate a range of evaluation models

Use experimental, goal oriented, decision-focused, user oriented or responsive evaluation techniques relevant to specific contexts

Demonstrate understanding of the importance of ethics in evaluation investigations Use previously studied research methods to develop and orally present a research

based evaluation report.

Format This unit will be conducted in 'burst' mode. There will be 10 lectures / workshops of at least 3 hours and 36 minutes duration each day over 10 days from Monday to Saturday in the first week and from Monday to Thursday in the second week. During the 'Evaluation Presentations' an extra 24 minutes will be added to the length of each session.

The dates of the lectures will be notified to students or are available on the program website: http://aehd.pbworks.com

Unit Content The content of this module includes: An Introduction to Evaluation The Concept of Quality The Purposes of Evaluation Approaches to Evaluation Introduction to Program Evaluation EFL Language Program Evaluation A Critique of Previous EFL Program Evaluations Teacher Evaluation Materials Evaluation Evaluation of Evaluation (Cultural appropriateness of non-Vietnamese evaluation

methods in Vietnam) `Ongoing' Evaluation

Required reading Unit topics and related readings Please note: Additional readings may be given during the lecture series.

Sessions 1 & 2: An Introduction to Evaluation An introduction to the main concepts Evaluation: A number of definitions (including 'formative' and `summative'

evaluation) The distinction between evaluation and assessment Evaluation in the ESL context & Evaluation in the EFL context Formal & informal evaluation techniques Evaluation by supervisors / managers Ethics and evaluation Summary

Readings: Murphy, D. F. (2000). 'Key Concepts in ELT: Evaluation'. ELT Journal. Vol. 54/2.

April. Pp. 210-211. White, R.V. (1988). The ELT Curriculum, Design, Innovation and Management.

`Evaluation'. UK: Basil Blackwell. Pp. 148-156. Nunan, D. and Lamb, C. (1996). The Self-Directed Teacher. Chp. 8: 'Monitoring and

Evaluation'. CUP. Rea-Dickens, P. and Germaine, K. (2001). 'Purposes for Evaluation'. In Hall, D. R.

and Hewings, A. Innovation in English Language Teaching. NY: Routledge. Kirkpatrick, D. L. (1998). Evaluating Training Programs: The Four Levels. Chp. 3

The Four Levels: An Overview'. Berret-Koewer Publications: San Francisco. Keily, R. (2006) 'Evaluation, Innovation and Ownership in Language Programs'. The

Modern Language Journal. Vol. 90. Pp. 597-601.

Plus: Relevant previous readings from the 'Research Methods' unit and the 'Innovation' unit. These will be indicated to you during the lecture.

Sessions 3 & 4: The Concept of Quality

Completion of the previous lectures What is quality? The difficulty of defining quality Quality processes in educational contexts

What is a quality system? A model of one quality system (Total Quality Management -TQM)

Readings: Doherty, G. D. (1999). 'Introduction: The Concern for Quality'. In Doherty, G. D.

Developing Quality Systems in Education. NY: Routledge. Lee, John Chi-kin & Daoyong Ding. (2008). 'School Supervision and Evaluation in

China: The Shanghai Perspective', in Niaz, Ahmed. (2008) Emerging Systems of Educational Quality Assessment in Developing Countries. Bradford: Emerald.

Dishman, J. (2009). 'Assuring the Quality of Educational Provision in Universities', in Dutton, S. & S. Brown. (2009). A Practical Guide to University and College Management: Beyond Bureaucracy. Hobooken: Routledge.

Session 5: Program Evaluation An introduction to language program evaluation The purposes of language program evaluation Approaches to language program evaluation Context evaluation Input evaluation Process evaluation

Product evaluation

Readings: Nunan, D. (1994). Research Methods in Language Learning. Chp. 9. 'Program

Evaluation'. CUP. Richards, J. C. (2001). Curriculum Development in Language Teaching. Chp. 9.

'Approaches to Evaluation'. CUP. Tribble, C. (2000). 'Designing Evaluation into Educational Change Processes'. ELT

Journal. Vol. 54. No. 4. October. Pp. 319-327. Kiely, R. and P. Rea-Dickens. (2005). 'Historical Perspectives: Focus on Design

and Method' in Program Evaluation in Language Education. Basingstoke: Palgrave Macmillan

Session 6: Previous EFL Program Evaluations 'Program fair' evaluation Context and program evaluation Culture and program evaluation

Readings: Beretta, A. (1986). 'Program-Fair Language Teaching Evaluation'. TESOL

Quarterly. Vol. 20. No. 3. Pp. 431-444. Beretta, A. and Davies, A. (1985). 'Evaluation of the Bangalore Project'. English

Language Teaching Journal. Vol. 39. Pp. 121-127. Mann, G. (2004). 'An Evaluation Approach Towards Feedback "Betterment" in Initial

Teacher Training in EFL'. Asian EFL Journal. www.asian-efl-journal.com. Accessed March 2005.

Session 7: Teacher Evaluation Teacher evaluation — similarities & differences to general evaluation Ethical concerns and teacher evaluation Components of professional practice

Readings: Danielson, C. (2000). 'A Blueprint for Teacher Evaluation'. In Danielson, C. Teacher

Evaluation to Enhance Professional Practice. Educational Testing Service. NJ: Princeton.

Murdoch, G. (2000). 'Introducing a Teacher-Supportive Evaluation System'. ELT Journal. Vol. 54. No. 1. January. Pp. 54-64.

Leshem, S. & R. Bar-Hama. (2007). 'Evaluating Teaching Practice'. ELT Journal, April. Pp. 1-9.

Meirong, Che. (2005). 'Research on China's System of Evaluating Teachers in Institutions of Higher Education for Professional Titles and Appointments'. Chinese Education and Society. Vol. 38. No. 5. Pp. 61-67

Session 8: Materials Evaluation The purpose of the materials

The purpose of the evaluation of the materials The 'audiences' for the use of the materials >. The principles of procedure for materials evaluation

Materials evaluation instruments v The reporting of the findings of the materials evaluation

Readings: Crawford, Jane. (2002). 'The Role of Materials in the Language Classroom: Finding

the Balance'. In Richards, J. C. and W. A. Renandya. Methodology in Language Teaching: An Anthology of Current Practice. CUP. Pp. 80-91.

Meikley, J. (2005). 'ESL Textbook Evaluation Checklist'. The Reading Matrix. Vol. 5. No. 2. Pp. 1-9.

Johnson, Keith, Mija Kim, Liu Ya-Fang, Andrea Nava, Dawn Perkins, Anne Margaret Smith, Oscar Soler-Canela and Wang Lu. (2008). 'A Step Forward: Investigating Expertise in Materials Evaluation'. ELT Journal. Vol. 62. No. 2. April. Pp. 157-163.

Ellis, Rod. (1997). The Empirical Evaluation of Language Teaching Materials'. ELT Journal. Vol. 51. No. 1. January. Pp. 36-42.

Session 9: Evaluation of Evaluation (Cultural Appropriateness)

A critique of current evaluation practices

Non-western (non-BANA) approaches to evaluation Culture sensitive approaches to evaluation Design of a possible model for evaluation practices in Vietnam

Readings: Kachru, Y. (1994) 'Sources of Bias in SLA Research: Monolingual Bias in SLA

Research'. TESOL Quarterly. Vol. 28. No. 4. Pp. 795-800. Sridhar, S. N. (1994). 'A Reality Check for SLA Theories'. TESOL Quarterly. Vol.

28. No. 4. Pp. 800-805.

Session 10: 'On-going' Evaluation `* Evaluation and continuous improvement -)> Summary of the unit Evaluation of the course

Readings: Wadsworth, Y. (1997) (2nd Ed). Everyday Evaluation on the Run. Chp. 4.

`Developing a Culture of Evaluation'. NSW, Australia: Allen and Unwin.

List of References for Further Reading

Watanabe, Y. & Norris, J. M. (2006). Foreign Language Program Evaluation: A Reference List of Resources for Foreign Language Educators. Honolulu: University of Hawaii, National Foreign Language Resource Center. http://nflrc.hawaii.edu/evaluation/biblio/biblio_all.cfm [Accessed: 26/08/10]

Assessment information

English language levels If a lecturer considers that a student does not have the required English language level to successfully complete a unit of study, this student will be referred to the course coordinator. The coordinator will discuss this with the student. If the coordinator agrees with the lecturer, the student will be given the following two choices:

Option 1: Students can take leave of absence from their studies, without financial penalty, until their language level is of the required standard as determined by the course coordinator, or Option 2: If identified students wish to continue to study in the course, they must provide evidence of an official (ie. UCLES / British Council / IDP) IELTS assessment (or equivalent) where this assessment indicates that they have an average rank of at least 7.0 with no band less than 6.0 (or equivalent).

Students are reminded of the English language admission requirements into this course: Requirement 1: Completion of any Victoria University (VU) approved Graduate Diploma in TESOL where the standard of English required for entry into the Graduate Diploma was IELTS (Academic) 6.0 with no subtest less than 6, or equivalent (as assessed by VU) and the medium of instruction for the Graduate Diploma was English or Requirement 2: IELTS (Academic) 7.0 with no subtest less than 6.0 or equivalent (as assessed by VU).

The rationale of the three main assessment tasks for the three units in the MTESOL course The main aim of each of the main assessment tasks for each of the units in the course is for students to use what they learn during the two weeks of coursework to continue their learning while they are completing the assessment tasks.

All of the assessment tasks in this course are meant to be assessment FOR learning as well as assessment OF learning.

The main assessment tasks for each of the units are directly related to the content of the unit, the work students do in their workplaces and to each other.

The first main assessment task, after the completion of the 'Research Methods' unit, requires students to analyze and discuss recent research literature related to an identified work related research topic. Students are expected to develop a literature review using research-based articles The second main assessment task for the first unit of study requires students to appraise and discuss the research methods used in selected research articles. Students are expected to describe and critically analyse the research methods used to research their area of interest. To complete this second task, it is suggested that

students use the research articles analyzed for the first assessment task, ie. the literature review about a language teaching concern that they currently have where they work. These first two main assessment tasks mean that students are:

expected to read about what has previously been written about their chosen topic of interest, and

write about how this topic has previously been researched.

The main assessment task for the second unit, 'Innovation', requires students to extend the ideas developed during the first unit's main assessment tasks. Students are expected to complete a research project about the innovation processes involved during the implementation of possible solutions to the teaching concern identified in the first assessment tasks. This means that students are required to implement an innovation and then research what occurs as a result of this implementation of innovative practices or materials. They are expected to use or refer to the literature they read and the methods they analysed for the first unit assessment tasks as a starting point for their own innovation and research for the second unit assessment task. Students are expected to use the research skills developed in the first unit of study (AED5100 Education Research Design and Methods) to complete the main assessment task for the second unit of study (AED5009 Innovation). Students are expected to research the innovation processes and products during the implementation of the proposed solutions to the identified teaching concern.

The third unit, 'Evaluation', requires students to evaluate their reading, their research analyses and their innovations. Students are required to formally present this evaluation of these results and recommendations to their colleagues and lecturers. Students are also expected to work collegially to complete a critique of a current evaluative mechanism. This second assessment task for the Evaluation unit requires students to work in groups to adapt an evaluative mechanism for the Vietnamese context.

These assessment tasks are designed: To be related to the content of each unit in the course To help students develop professionally as teachers and researchers To attempt to solve existing workplace problems To gain higher status from colleagues in the workplace, and To use what has been learnt to solve problems about teaching concerns.

If students are unsure about any aspect of their assessment requirements, they should carefully and completely read and re-read the information in the unit 'Study Guides' about the required assessment tasks. Students should also visit the program website to look at samples of students' previous assignments. While at this website they should investigate the links to other sources of information related to the successful completion of the required assessment tasks. Students are expected to contact their lecturer if they are unsure. Alternative assessment tasks may be able to be negotiated depending on each student's specific circumstances. Students are encouraged to use the 'Vietnam MTESOL' website to read examples of previously completed assessment tasks and to view video examples of previously completed presentations: http://aehd.pbworks.com

Assessment grading for AED5008: Evaluation 1. Attendance and completion of daily tasks (see attached criteria) 5%

2. Group development of a contextually appropriate course evaluation instrument OR a materials evaluation instrument OR a teacher evaluation instrument. (The requirements for this task are outlined below and will be further discussed in class.)

3. Individual formal presentation to the class The presentation will be the evaluation of the processes, outcomes and implications of the work done during and after the completion of the required assignments for the 'Research Methods' and 'Innovation' units (ie. the presentation is an evaluation of the previous main assessment tasks).

Evaluation instrument assessment task This assessment task is the group or collegial modification or development of an evaluation instrument or checklist suitable for use in the Vietnamese context.

Students are required to select a currently available evaluation checklist, or develop their own, and indicate how the items in the checklist would be appropriate for use in the Vietnamese context.

This task will require students to: (1) Work in a group of at least 4 people (maximum 6 people). (2) Select a group leader. (3) Modify or develop a contextually appropriate (ie. for Vietnam) evaluation instrument

/ checklist for course evaluation or teacher evaluation or materials evaluation. (4) Students can choose to modify one of the evaluation instruments or checklists

presented in class to make it appropriate for use in the group's professional teaching context/s in Vietnam. The changes made or the adaptations to the checklist must be highlighted in the submitted task. If students adapt a checklist that was found elsewhere, the original checklist should be included in the appendix of the submitted assignment. Students are required to justify the changes made to the evaluation instrument.

(5) If students choose to develop their own evaluation instrument, they must justify each of the items they decide to include in the checklist.

(6) It is expected that this justification of the changes to or inclusion of particular items in the instrument / checklist would be no more than 1000 words.

(7) The group leader will submit by email the developed or modified checklist / instrument and the justifications of the checklist / instrument items (1000 words) no later than one month after the completion of the final lecture. It is important for the group leader to make sure all the names of the group members are included with the submission.

(8) Please note that this task does NOT require students to do any evaluation using their developed or modified checklist. The main purpose of this task is for students to think about what would make a contextually, culturally appropriate evaluation instrument.

The assessment grading for this task will relate to: the setting of the professional context (2) the expected audience/s (eg. for teachers, for students, for supervisors, for all

three) of the adapted evaluation instrument (2) the adapted / adjusted evaluation instrument (6) the justification for inclusion of or changes to the items in the evaluation instrument,

ie. why were these inclusions / changes made and how do these inclusions / changes better suit the Vietnamese culture and teaching and learning contexts? (25)

Due Dates of the Assessment Tasks All daily tasks and individual presentations will be done in class time.

The collegially developed evaluation instrument is to be emailed to your lecturer by your group leader no more than one month after the completion of the classes.

The main assessment task - Presentation

This information is about the requirements for the individual oral presentations to the class.

Please note:

The timetable for the presentations will be randomly generated. This timetable will be given to students on the first day of class or emailed to the participants prior to the classes commencing.

All participants will need to be ready to deliver their presentations at the beginning of the classes.

Please also note that the timetable for the presentation sessions is flexible. On some days there may be a need to spend more time on questions and feedback.

If you want to change the time of your presentation you will need to arrange a swap with another student. If you do arrange a change of time, please inform your teacher.

To prepare for the presentations, each participant needs to think about a plan. This plan would probably include: 1. The topic of the presentation (ie. what area/s of your previous research and innovation

is being proposed to be evaluated related to your teaching context?) 2. A list of possible problems and likely questions (ie. think ahead about what might go

wrong with your presentation, and what questions you might be asked, and try to prepare for these).

3. The procedure to be followed. 4. The materials and equipment required for the presentation.

Each presentation is expected to take a maximum of 15 minutes, with 5 — 10 minutes allowed for questions from your colleagues and teacher.

Please plan ahead. You must prepare any materials that you want to use for your presentation, eg. photocopies or powerpoint presentations. Pens and whiteboard cleaners will be provided. If you wish to use a computer / laptop and projector you may need to arrange these yourself, or ask your teacher as soon as possible to arrange for them. It is not necessary to use any technological aids if you do not wish to.

The presentation must be an evaluation of what you did for your research and/or innovation assignments. This evaluation needs to be related to your teaching context. Your evaluation presentation must show what decisions you have made as a result of your previous research. It must state what you are now doing or are going to do as a result of the previous research. Your presentation is not simply a summary of what you have done. It is a critical appraisal of what you have done.

The purpose of your presentation is to explain to your colleagues the evaluation of your area of interest related to your research and innovation and your teaching context. This means that you need to understand the basic points of any evaluation:

What was the purpose of your previous research? Who was the 'audience' of your previous research? Were there any ethical considerations in your previous research? What were the mechanisms used for reliable data collection in your previous

research? What were the means used to validly interpret and analyse the data of your

previous research? What were the recommendations of your previous research? What was the reporting process of your previous research? What are you now doing or going to do as a result of your previous research? What has changed as a result of your previous research? What further research needs to be done as a result of your previous research?

The presentation will be delivered in front of an 'audience' (your colleagues and teacher) and could be supported by computer graphics, overhead diagrams and use of the whiteboard if appropriate and necessary.

Tips for a successful presentation Refer to the assessment criteria (attached) to see how you will be assessed. Use 'prompt cards' that are small enough to carry in your palm and that

summarise your talk, especially if you think you will be nervous. Rehearse with friends to give you feedback and to practice the timing of

your presentation. Write the title of your presentation on the board or OHT or slide before beginning. Pause to capture audience attention before starting. Use body language appropriately. Conclude and summarise each of your main points and the overall presentation. Use appropriate visual aids. Practice using the 'data show' projector, the overhead projector (OHP) and

whiteboard or other equipment beforehand. Attend to lettering size and the size of any diagrams. Do not put too much information on each slide / OHT. Notes may be used for reference but they must not be read to the class. You will be stopped if you run over time so do not try to present too much. There is a limit to the amount of information that is necessary and you are advised to

highlight no more than five key points in your talk. Check the accuracy of anything you present that is written (ie. spelling and

grammar). Look at websites related to the giving of presentations: eg. There are online video

examples of what previous students have presented at http://aehd.pbworks.com/. There is an online video about 'Presenting to a Group' available at the Victoria University Offshore Library website. There are other examples at http://www.kumc.edu/SAH/OTEd/jradel/effective.html

Please note the assessment criteria on the following pages (Pp. 17-18). Please refer to these criteria when you are preparing your presentation.

Note: If students fail to present appropriately, they will have to submit a 5,000 word written assessment task related to the 'Evaluation' unit's learning outcomes.

The following evaluation questions need to be answered in the 5,000 word resubmission assignment about the previous research or innovation or both:

What was the purpose of your previous research? Who were the 'audience' and 'stakeholders' of your previous research? Were there any ethical considerations in your previous research? What were the mechanisms used for reliable data collection in your previous

research? What were the means used to validly interpret and analyse the data of your

previous research? What were the recommendations as a result of your previous research? What was the reporting process of your previous research?

What are you now doing or going to do as a result of your previous research? What has changed as a result of your previous research? What further research needs to be done as a result of your previous research?

EVALUATION PRESENTATION - ASSESSMENT (TEACHER)

Student Name: Date: .... / / ...

Topic: ____________________________________________________________

Criteria Comments

Content (Total 32 Marks) Provides an overview of the links

between each section of the presentation (2)

Briefly describes the relevance of the topic for the specific audience (3)

Defines & clarifies key vocabulary (as necessary and as appropriate) (3)

Indicates the relationship between the context and the research questions (3)

Indicates the relationship between the context and research processes (3)

Supports statements or claims with specific, relevant examples from the previously completed research or from specific, relevant references (4)

Clearly states and exemplifies how the research process has influenced the presenter as a teacher and a researcher (4)

Highlights and explains the practical difficulties and pedagogical tensions that occurred during the research (3)

Refers to and demonstrates with examples the use of evaluative procedures (3)

Indicates what has been done and what needs to be done in the future as a result of the previously completed research (4)

Organisation (Total 8 Marks) Introduces each section (1) Develops ideas in logical sequence (1) Summarises the presentation (1) Initiates discussion & questioning (1) Controls & manages the audience's

questions and comments (2) Manages the allocated time well (2)

Speech (Total 10 Marks) Clearly pronounces words (2) Fluently expresses ideas (2) Maintains interest by varying

intonation (2) Speaks loud enough for all to hear (2) Uses appropriate pausing and varies

speed (2)

Performance (Total 10 Marks) Shows familiarity with and interest in

the content of the presentation (3) Uses appropriate body language and

gestures to punctuate delivery (2) Maintains appropriate eye contact with the audience (2)

Effectively and appropriately uses handouts / materials / resources / technologies (3)

PRESENTATION ASSESSMENTVICTORIA A NEW (STUDENTS)UNIVERSITYSCHOOL OF

Additional Comments (if appropriate or necessary): ........................................................

Score (Total 60):

Assessor's Signature:

You will be asked to assess your colleagues' presentations. You are asked to do this in pairs in order to 'moderate' your assessments.

Your peer assessment of your colleagues will be used by your lecturers to help moderate their assessment of the presentations.

Your Names: ...................................................................................................

Name of the Presenter: ............................................

Topic: .........

What is your overall assessment grade for this presentation (Please give a score out of 10)

Please refer to the assessment criteria (Pp. 17-18 of the Study Guide).

Write at least two reasons why you gave your score based on the assessment criteria:

Other Reasons: .......................................................................................................

Assessment criteria for attendance & participation Grade Criteria

HD This grade would be awarded for regularly initiating relevant discussion, asking pertinent questions and respectfully listening to others in a whole class setting. There is evidence of considered reading of the course materials and reflective thinking about the local context. There is willingness (without dominating the group) to participate actively in group discussion and (without excluding others) to take the role of group reporter during feedback. Reporting on group work is clear, succinct and inclusive of the group's responses and responsive to what other reporters have said previously. Well-developed or developing evidence-based independent opinions are held. Attendance: 100%

D This grade would be awarded for sometimes initiating relevant discussion, asking some pertinent questions and respectfully listening to others in a whole class setting. There is evidence of reading of the course materials and reflective thinking about the local context. There is (without dominating the group) participation in group discussion and the opportunity is taken (without excluding others) to be group reporter during feedback. Reporting on group work is clear and inclusive of the group's views. Some developing evidence-based independent opinions are held. Attendance: 90% or greater

C This grade would be awarded for asking some questions and respectfully listening to others in a whole class setting. There is evidence of some reading of the course materials and reflective thinking about the local context. There is some participation in group discussion and the opportunity is taken (without excluding others) to be group reporter during feedback. Reporting on group work is mostly clear and inclusive of the group's views. Some evidence-based opinions are held. Attendance: 80% or greater

P This grade would be awarded for listening to others in a whole class setting and asking some questions whether privately after class or publicly. There is evidence of some reading of the course materials and some thinking about the local context. There is some limited participation in group discussion (though the participant may sometimes be seen working alone) and encouragement is needed to be group reporter during feedback. Attendance: 80% or greater

N (Fail)

This grade would be awarded for non-participation in discussions, group work, reporting or set tasks. Attendance is less than 80%.

157 149

220 209

222 211

224 213

278 259

280 261

evaluation aed5008 study guide and readings-2011aehd.pbworks.com/w/file/fetch/45294874/evaluation...

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