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INTRODUCTION.- PROGRAM EVALUATION. EVALUATION.
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EVALUATION • First of all, evaluation is part of the development of a program. When a decision is made to develop a program, we would start by conducting a needs analysis, we would find out what the Ss need. Based on the needs, we would then develop the program: drawing the aims and objectives, selecting content, making decisions concerning approaches and methods for teaching and learning, writing materials, designing assessment plans and testing instruments. Evaluation here would mean establishing the parameters for revisions of all of these program elements, to ensure on-going improvement and success.
EVALUATION • At this point in the BA Program, we are concerned with a look at evaluation that matches your professional role. As English teachers, we are not usually involved in the whole process of program development. We are most familiar with the adoption of a textbook series and this becomes our program. During this course, you will learn about evaluation as it relates to you the teacher evaluating your teaching practice. it should also serve the purpose of enabling you to better understand evaluation, and prepare you to participate in the evaluation of the English program you and your colleagues are involved with, be that by personal choice or by the institution´s decision to evaluate your performance, and the success of the program.
EVALUATION • To start, here is Brown´s view of Evaluation • “Ongoing program evaluation is the glue that connects and holds all the elements together. In the absence of evaluation, the elements lack cohesion; if left in isolation, any one element may become pointless. In short, the heart of the systematic approach to language curriculum is evaluation: the part of the system which includes, connects, and gives meaning to all the other elements”. ( :217).
EVALUATION • For the purposes of this course, we ask you to work on a general introduction to evaluation and then we ask you to take a close look at these three elements: the materials, the learners, and the teacher.
AIMS • We aim at developing the skills of observation, experimentation and analysis, because this is what separates process (competence & performance), from product (knowledge). This module is designed based on the following pedagogical principles: • 1st Our teaching capabilities depend upon previous knowledge. • 2nd What we can learn how to do, is intrinsically linked to what we have managed to understand.
AIMS • We also aim at having you define, analyze and evaluate your teaching practice, with a developmental purpose. Use techniques, instruments, criteria and strategies for the evaluation of knowledge, the development of skill, and a positive attitude to evaluation through a systematic, rational reflection on your teaching practice.
OBJECTIVES • Teacher demonstrates knowledge of materials, ability to use and adapt materials appropriately to satisfactorily integrate learners´ needs and unit objectives. • Teacher demonstrates knowledge and skill in evaluating the effectiveness of materials to further support learners in their learning. • Teacher demonstrates sensitivity to learners´ needs and expectations and how this should be reflected in the selection and adaptation of materials.
OBJECTIVES • Teacher can identify and appropriately select materials, activities and strategies accounting for individual differences to further support individual and group´s progress and achievement. • Experience being a more reflective teacher, based on principles shown here by selecting and using different self-monitoring techniques for a short period of time.
WHAT DO YOU KNOW ABOUT EVALUATION? • SCHOOL X • In School X, English is one of the subjects. Ss take English lessons twice a week in 50 minute sessions. There are 4 levels of English, Ss are placed according to how well their linguistic and communicative competence matches each of the levels. Program effectiveness is evaluated in terms of how Ss perform in the end of program examination. This is a battery of tests including a language component (structure and vocabulary), an oral exam (Ss perform dialogues in a variety of situations and contexts) and a writing composition (free writing, the topics are varied but correspond to everyday life issues). The evaluation of teachers is a composite of in-course observation conducted by a supervisor, two interviews, and questionnaires completed by the Ss.
WHAT DO YOU KNOW ABOUT EVALUATION? • SCHOOL Y • In School Y, English is one of the subjects. Ss take English lessons twice a week in 50-minute sessions. Ss are not placed, they take the English level that corresponds to the grade they are in (1st, 2nd, or 3rd). The effectiveness of the program and the teachers´ competence are rated according to test results. There is one final test at the end of each level, prepared by the institution or by an external examiner. Based on test results teachers are hired (or not) for the following term.
Reading about School Y, you might agree with us this could easily derive into a situation where teachers are teaching for the test. After all it is only human to seek job security. However, one should try and strive at getting an equilibrium between teaching for the test, having Ss pass it, and learning something in the intent. Also, there should be a developmental purpose for teachers to acquire a sense of accomplishment, professional and personal. In any event, School Y is not a reflection of reality, it is just here to introduce the topic. Hopefully, it has managed to introduce the idea of program evaluation, purposes it serves, and some ways evaluation takes place.
