UPEL- Instituto Pedagógico de Caracas
Departamento de Idiomas Modernos
Cátedra de Lingüística
EVALUACIÓN EN EL
PROCESO DE ENSEÑANZA
DEL INGLÉS COMO LENGUA
Prof. Rosynella Cardozo R.
Prof. Jonathan Magdalena
Edited by Prof. Mirna Quintero
1.- Review of main concepts
a.- What is evaluation?
b.- Generations in evaluation
c.- Importance of evaluation
d.- Evaluation types and purposes
2.- Evaluation Vs. Assessment
a.-Types of assessment
3.- Principles of test design – test formats
5.- Test analysis and design
6.- Informal assessment
7.- Self assessment
Evaluation is a natural activity which consists of
making value judgments constantly. However,
evaluation itself is not usually carried out in a
principled and systematic way.
The implications of evaluating in an educational context are more
powerful than those related to the social setting. As a result, it
becomes crucial that careful thought is given to make explicit what is
being evaluated and the criteria by which it is being judged.
Therefore, Evaluation (in the pedagogical context) refers to
the act of making value judgments in a systematic
way, using a principled, well-defined criteria to
determine the product of education.
GENERATIONS IN EVALUATION
1st Generation: evaluators measure participants
2nd Generation: evaluators describe participants
3rd Generation: evaluators judge participants
4th Generation: evaluators negotiate with participants
Guba, E. and Lincoln, Y. (1989). Fourth Generation Evaluation.
Newbury Park: Sage Publications Inc.
4. To obtain
2. To determine
how effective a
process is (so as
to improve it).
3. To orient
9. To make
8. To check
5. To confirm
the validity of
all features in
or improve it.
•At the end of
(a stage of) the
•To quantify it
through the use
PURPOSES OF EVALUATION
Accountability: Summative. Determines whether there has been value for money;
whether something has been effective or not. It informs to decide if to continue or
to be drastically removed. How? Analysis of statistical data. Who? Policy makers
and resource providers.
Curriculum Development: Formative. Involves information to be used as the
basis of future planning and action. Improvement and renewal of curriculum. How?
Responses to questionnaires, interviews, diaries. Who? Teachers and curriculum
Teacher self-development: Formative. To raise consciousness on teachers and
other practitioners about what actually happens in the classroom. How? Selfassessment, awareness-raising activities. Who? Teachers.
Student’s outcome: Formative/Summative.To check on students’ behavior (nonlinguistic factors) and performance (linguistic factors). How? Teacher, Self, and
peer-assessment; formal and informal assessment. Who? Teachers and Students.
EVALUATION VS. ASSESSMENT
Assessment is the collection of data to describe or better
understand an issue. It is more often used in relation to
A definition to distinguish the two terms:
Assessment refers to the measurement
of performance to determine if the
ends of teaching have been achieved,
whereas evaluation refers to the
EVALUATION AND ASSESSMENT
Analysis of documents
Examples of why they need Assessment,
Research and Evaluation
set standards, focus on goals, monitor the quality
of education, formulate policies, direct resources
including personnel and money, and determine
effects of tests
are school/departments meeting the goals of the
University, appropriateness of curriculums and
course, identify program strengths and
weaknesses, designate program priorities,
assess alternatives, plan and improve programs
refine curriculum, perform individual diagnosis
and prescription, monitor student progress, how
much knowledge students are retaining from
current teaching methods, provide feedback to
is research meeting the goal of the proposal
(especially if funding is reliant on grant money
that requires progress reports), how to improve
the program, find unexpected outcomes