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FORMATIVE EVALUATION
SUMMATIVE EVALUTION
IMPACT EVALUTION
PROCESS EVALUTION
FORMATIVE EVALUATION
conducted early in the implementation of a program; aims to identify problems that arise during development and thus allowing modification.
SUMMATIVE EVALUATION
PROCESS EVALUATION
focuses on how the program has been implemented; assesses whether activities have been conducted as planned.
IMPACT EVALUATION
focuses on the immediate effects of the program; judges how well the objectives have been met.
EVALUATION:
Answers the question "How well did we do?" (Qualitative evaluation) Answers the question "How much did we do? (Quantitative evaluation)
Qualitative evaluation answers the questions below: What was learned? Are the learners using their new knowledge? If so, how? What do the learners think about the lessons, the teachers,
Do the learners like the materials? Do the students think the materials are appropriate for each group of learners? Do the materials communicate information they want to learn? Do the learners think that the program is successful?
LEARNER ASSESSMENT
COURSE EVALUATION
LEARNER ASSESSMENT
It helps to assess students performance either at the beginning of the course or at the end.
COURSE EVALUATION
Course evaluation is the last, but not the least important stage. It helps to determine whether the course objectives are being met. Teachers should evaluate their courses to improve and promote their effectiveness. Evaluation of the course is a brave step for the teacher. He / she should be open-minded in hearing and implementing learners' comments.
performance but, to some extent, the effectiveness or noneffectiveness of the the course as well.
methodology.
We do not expect learners to indicate where the exact fault lies but this application will show us the possible lacks of our programme.
and procedures.
For instance; The London Chamber of Commerce and Industry The Associated Examination Board (AEB) Pitman Examinations Institute Secretarial and Commercial English
Cambridge University
ESP testing.
There are three basic types of assessment: Placement Tests Achievement Tests Proficiency Tests
PLACEMENT TESTS:
This type of test is used to assess learners academic ability in a certain field so that he or she can be placed in the appropriate courses. It determines whether the learner needs the course or what form of course the learner should take. If a learner is fully qualified in the required skills, no further course is necessary. So it can be concluded as placement tests sometimes act as proficiency tests.
ACHIEVEMENT TESTS:
Achievement tests are standardized measures of knowledge, information, or procedural learning such as how to do something. Achievement tests may assess general academic skill areas, such as reading, writing, or mathematics, or they may test for content knowledge in a specic academic subject such as biology or American history.
PROFICIENCY TESTS:
1. NON-USER: Unable to use the language or doesnt provide relevant evidence of language competence forassessment. 2. INTERMITTENT USER: No real communication possible although single-word messages may be conveyed and
understood.
3. EXTREMELY LIMITED USER: Below level of functional competence; although general meaning can be conveyed and understood in simple situations; there are repeated breakdowns in communication. 4. LIMITED USER: Basic functional competence limited to familiar situations, but frequent problems in understanding and fluency can make communication a constant effort.
5. MODEST USER: Partian command of the language coping with overall meaning in most situations although some misunderstanding and lack of fluency could block fluency. 6. COMPETENT USER: Generally effective command of the
occasional inaccurasies and misunderstandings in some situations. 8. VERY GOOD USER: Fully operational command of the language; occasional minor inaccurasies or misunderstandings in some situations.
appropriate,accurate
understanding.
and
fluent
with
complete
Although
specific
language
proficiency
tests
are
an
extension of the ESP principle, there are still some problems about it. The problems are:
Proficiency
criteria be then? What skills and knowledge enable someone to perform particular tasks? Although there is a huge development in our knowledge of language use, we still have lacks on what makes communicative performance possible.
How specific is specific? Can a test in Engineering be attributed to all branches of Engineering hoping it to be a valid indicator?
So we should consider proficiency tests as a guide until a more valid technique is found out.
As an ESP course needs to satisfy a particular need, evaluation helps to see how well the course is fulfilling the need. It helps to determine whether it meets its objectives. The result of this evaluation forms your starting point for any necessary revisions, helps to design your other related courses and guides to your teaching methodology. It plays a social role involving teachers, learners, sponsors etc. in evaluation. There are four basic questions to be asked in
course evaluation.
What should be evaluated? How can ESP courses be evaluated? Who should be involved in the evaluation? When (how often) should evaluation take place?
Is the course fulfilling the learners language learning needs? Has the course fulfilled the learners language using needs?
What areas of need are not being / have not been fulfilled? If we know where the problematic areas are, we can try to find out the source(s) of the problems. Here are some other relevant questions on what to evaluate on course evaluation.
Were the unfulfilled needs identified during the course design project? If not, why not?
How can the course design process be improved to avoid this problem in future?
Taking these needs into account, how can the course be changed?
If the needs were identified during the course design process, is the fault in: a. the syllabus(es), b. the applied materials, c. the teaching and learning techniques, d. the testing procedures, e. logistical / administrative arrangements, f. the course evaluation system?
time. More than one technique can also be used at the same
time. TEST RESULTS QUESTIONNAIRES DISCUSSIONS
INTERVIEWS
you should
EVALUATION INVOLVES
ASKING QUESTIONS
ANSWERING QUESTIONS
MAKE CHANGES!
students.
Who you ask and how you ask also affect the results. Thats
why, the methodology of evaluation process should be taken into a great consideration. You should explicitly note how you obtain the information, from whom you got it and by what means.
Evaluation can be time-consuming, complex and frustrating. There might be no obvious solution to the problem.
STUDENT ANALYSIS
CONTENT
COURSE EVALUATION
REFERENCES
Hutchinson, T. & Waters, A. (1987). English For Specific Purposes: a learning-centered appproach. Cambridge: Cambridge University Press . Spencer, L.(2003). Quality in Qualitive Evaluation: A framework for assessing research evidence. The Brazilian ESP Project. Ed. Holmes, J. (1988)
Caado, Mara Luisa Prez & Esteban, Ana Almagro. (2005). Authenticity in the Teaching of ESP: An Evaluation Proposal