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Assessing and Evaluating a course

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Definition

y Course/Curriculum evaluation is the process ofcollecting information about the various aspects of the

course/curriculum from planning toimplementation- in order to measure its success andeffectiveness and to make decisions about the courseas a whole. The main purpose is to provide: programaccountability and program development.

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Aspects to evaluate

y Design (the process)y Syllabus and content (relevancy, engagement, success,

difficulty, assessment procedures)y

Classroom processes (implementation)y Materials of instructions (appropriateness)y Teachers (perception, effectiveness)y Teacher training (adequacy)y Students (progress)y

Learners motivation (teachers/students role)y Institution (support, communication network)y Learning environment (responsive environment for

students and teachers)y Decision making (types & how)

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Types of evaluation

y Formative (when & why)y Illuminative (when & why action research)y Summative (when & why)

y How effective was the course?y What did the students learn?y How was the course received?y Did the material work well?y Were the objectives adequate or do they need revisions?

y Were the placement and achievement tests adequate?y Was the amount of time spent on each unit adequate?y How appropriate were the teaching methods?y What problems were encountered during the course?

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Measuring course effectiveness

y Mastery of objectives

y Performance on formal tests (quizzes, midterm, final,

exit tests)y Measures of teachers and students acceptability of the

course

y Retention rate

y

Efficiency of the course

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Mastery of objectives:

How far have the objectives been achieved?

y Students will be able to produce fluent speech [aboutpersonal, educational, and social topics)

y

By the end of the course students will be able to do thefollowing with 90% accuracy:

y Identify the key information, processes, and patterns indiagrams, graphs, tables and charts effectively.

y Use effective and a variety of phrases and vocabulary in

describing diagrams, graphs, tables and charts effectively, (e.g.steep decline, increase, rapidly, f luctuation, etc.)

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y Students will articulate constructive and objectivecriticisms on various literary readings

y Students will develop positive attitudes towards reading in

Englishy students will be able to converse with native speakers in English,

as expected by the UK culture, using different languagefunctions such as starting and ending a conversation,apologizing, requesting with 80% accuracy

y Students will be able to deal with enquiries about hotel facilities,local places, local events, and transportation

y Students will be able to develop effective writing skillstransferable to any written context

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The audience for evaluation

y Students

y Teachers

yDesigners

y Administrators

y Sponsors

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Participants in the evaluation process

y Insiders

y Outsiders

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Methods of evaluation

y Qualitative (holistic, naturalistic, exploratory, thickdescription)

y

Classroom observationy Interviews

y Diaries & Journals & teachers reports

y Teacher and students logs

y

Case studiesy Audio/video recording

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y Quantitative (numerical)

y Tests (e.g., TOEFL, IELTS, textbook tests as in

teachers manual)y Checklists

y Surveys/questionnaires (can be analyzed both ways)

y Self-ratings

y

Teachers evaluations of the course (can be analyzedboth ways)

y Students evaluations of the course (can be analyzedboth ways)

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Assessment Plan

y Assessing students learning (who, what, according to what,why, how, when, so what)y Diagnostic assessmenty

Assessing progressy Assessing achievement

y Evaluating the course (who, what, according to what, why,how, when, so what)y Goals and objectivesy

Contenty Appropriate to needsy Organizationy Materials and methodsy Learning assessment plan