Chapter 8 - Evaluation

The broadest kind of evaluatio that we should find looks after all aspects of curriculum design to see if the course is the best possible, completing the circle of curriculum. Evaluation requires looking for results of the course and the planning and running of the course. Nevertheless, the evaluation should answer to:

• is the teaching on the course of a suitably high standard?
• Is the course preparing the learners properly for their use of English at the end of the course. 
• Are the learners satisfied with course?
• Is the course cost effective?

Steps in Evaluation

At the time of evaluating we must take into account why the evaluation is being done, and we as teachers must answer the following questions:

• Find who rhe evaluation is for and what kind of information they need. 
• Find what the results of the evaluation will be used for -  tom improve the course, to decide whether to keep or get rid of the course. 
• Decide if the evaluation is necessary or if the needed information is already available. 
• Find how much time and money are available to do the evaluation. 
• Decide what kinds of information will be gathered. 
• Try to gain the support of the people involved in the evaluation process
• Decide how to gather the information and who will be involved in the gathering of information. 
• Decide how to present the findings. 
• Decide if a follow-up evaluation is planned to check the implementation of the findings.

Purpose and Audience of the Evaluation

In order to apply a proper evaluation process make a useful three-way scope distinction: using large sacle evaluations which tend to focus on major educational innovations with significant financial backing with an underlying agenda, teacher led evaluations and management-ked evaluations.

Most of the really importan work in an evaluation is done before the data gathering begins, findign out who the evaluation is for and what kind of information they value. Determine the degree of confidentiality of the evaluation and also if it is available to all involved in the process or if it just goes to a certain person or commision.  Remeber if it is being done to improve the course or to guide a decision whether to maintain or closing the course.

The Type and Focus of the Evaluation 

A distinction is made between formative and summative evaluation, the basis of the distinction  leis in the purpose of evaluation. A formative evaluation has the purpose of forming or shaping the course to improve it, in the other hand the summative evaluation has the only goal to judge or summarize the quality or adequacy of the course so it can be compared with others.

DEciding wtheter the evaluation is at short or long term is another point of importance because it can be conducted over a few days or it is most economically done if it is planned as a part of curriculum design. As well a evaluation can focus on the process of learning and teaching and it can focus on the product or result of learning and teaching.

A course evaluation looks for strengths and weaknesses bu it is naturally the weaknesses that cause concern. Findign weaknesses carries with it the idea that someone or something is to blame for the weaknesses and this is clearly a threatening situation.

Gathering the Information

The tools of needs analysis and the tools of evaluation are somewhat similar to each other. It can involve looking at the performance of teachers andlearners, observing lessons and examining achievement. Look at the environment of the coursem which may involve looking at administrative procedures, availability and quality of resources.