Evaluación IlLE Edited by MirnaPresentation Transcript
UPEL- Instituto Pedagógico de Caracas Departamento de Idiomas Modernos Cátedra de Lingüística EVALUACIÓN EN EL PROCESO DE ENSEÑANZADEL INGLÉS COMO LENGUA EXTRANJERA Código IIU115 Prof. Rosynella Cardozo R. Prof. Jonathan Magdalena Edited by Prof. Mirna Quintero
CONTENT 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
CONTENT 5.- Test analysis and design 6.- Informal assessment 7.- Self assessment 8.- Evaluation
1- EVALUATIONEvaluation is a natural activity which consists ofmaking value judgments constantly. However,evaluation itself is not usually carried out in aprincipled and systematic way.The implications of evaluating in an educational context are morepowerful than those related to the social setting. As a result, itbecomes crucial that careful thought is given to make explicit what isbeing 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 EVALUATION1st Generation: evaluators measure participants2nd Generation: evaluators describe participants3rd Generation: evaluators judge participants4th Generation: evaluators negotiate with participants Guba, E. and Lincoln, Y. (1989). Fourth Generation Evaluation. Newbury Park: Sage Publications Inc.
2. To determine 4. To obtain 5. To confirm 3. To orienthow effective a feedback the validity of or reorient aboutprocess is (so as all features in a process. classroomto improve it). the education practice and context. progress.1. Todiagnose the IMPORTANCE 6. Toneeds of OF EVALUATION determineparticipants and monitor 8. To check 7.To determine students’ on the the program’s weaknesses or 9. To make strategies appropriateness strengths. decisions. and the students’ response to them.
TYPES OF EVALUATION Formative Summative •At the end of•Throughout (a stage of) thethe whole process.process. Congruent •To quantify it•To reinforce through the useor improve it. •Before the of grades. process begins. •To predict results.
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 developers. Teacher self-development: Formative. To raise consciousness on teachers and other practitioners about what actually happens in the classroom. How? Self- assessment, awareness-raising activities. Who? Teachers. Student’s outcome: Formative/Summative.To check on students’ behavior (non- linguistic factors) and performance (linguistic factors). How? Teacher, Self, and peer-assessment; formal and informal assessment. Who? Teachers and Students.
EVALUATION VS. ASSESSMENTAssessment is the collection of data to describe or betterunderstand an issue. It is more often used in relation toeducational programs.A definition to distinguish the two terms:Assessment refers to the measurementof performance to determine if theends of teaching have been achieved,whereas evaluation refers to thejudgements based on thatinformation.
EVALUATION AND ASSESSMENT Ev al on ua i t u at io n al Analysis of documents Ev Assessment Teachers’ Ev Appraisals n alu io Administrators’ at at lu Counselors’ io n va Community members’ E
WHO SHOULD USE ASSESSMENT ANDEVALUATION? Examples of why they need Assessment, Job Description Research and Evaluation Policy Makers set standards, focus on goals, monitor the quality of education, formulate policies, direct resources including personnel and money, and determine effects of tests Administration 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 Teachers refine curriculum, perform individual diagnosis and prescription, monitor student progress, how much knowledge students are retaining from current teaching methods, provide feedback to students Researchers 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 .