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TESOL evaluation


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TESOL evaluation

  1. 1. Evaluation in TESOL prepared byMarwan Alalimi
  2. 2. How can evaluation be defined inTESOL ? Evaluation in TESOL settings is a process of collecting, analyzing and interpreting information about teaching and learning in order to make informed decisions that enhance student achievement and the success of educational programmes.
  3. 3. What’s the difference betweenassessment and evaluation in TESOL ? Assessment of an individual students progress or achievement is an important component of evaluation: it is that part of evaluation that includes the collection and analysis of information about student learning. The primary focus of assessment in TESOL has been language assessment and the role of tests in assessing students language skills. Evaluation goes beyond student achievement (and language assessment) to consider all aspects of teaching and learning, and to look at how educational decisions can be informed by the results of alternative forms of assessment.
  4. 4. Evaluation can focus on differentaspects of teaching and learning : Textbooks and instructional materials. student achievement. whole programes of instruction.
  5. 5. Evaluation is a process that includes fourbasic components:
  6. 6. Evaluation is a process that includes fourbasic components:1) The purpose of the evaluation is first articulated: e.g. to decide whether to continue using new materials; to decide which students will be exempt from ESL/ EFL instruction.2) Information relevant to the purpose of evaluation is identified and collected:  the teacher uses student scores on tests and his observations of performance to make decisions;  school officials use feedback from teachers and school administrators .  language test results in the new and regular programs to decide where and how to revise the new program.
  7. 7. Evaluation is a process that includes fourbasic components:3) Once collected, the information is analyzed and interpreted: feedback from students, their employers and teachers is interpreted impressionistically; test scores of students in the new program are compared to those of students in the regular program and responses to interviews and questionnaires from principals and students are interpreted qualitatively.4) Finally, decisions are taken: the materials are kept, or rejected; decisions are made about how to modify the programme.
  8. 8. Evaluation must consider thefollowing issues: purposes of evaluation. Participants. kinds of information. information collection. and analysis and interpretation of information.
  9. 9. PURPOSES OF EVALUATION An important purpose of evaluation is accountability: to demonstrate that students are learning to the standards expected of them or that a curriculum or programme of instruction is working the way it should. To make placement, advancement/promotion or related decisions about students status in a programme, course or unit within a course. To guide classroom instruction and enhance student learning on a day-to-day basis.
  10. 10. PARTICIPANTS. Policy-makers and educational leaders. Researchers. Teachers. Students. Parents.
  11. 11. KINDS OF INFORMATIONEvaluation in TESOL calls for a great deal of information about the factors influencing the processes of teaching and learning in the classroom; e.g. Students’ achievement. information about students interests. language learning needs. prior educational experiences. preferred learning styles and strategies. attitudes toward schooling and themselves as learners. and even medical and family histories.
  12. 12. INFORMATION COLLECTION. Tests. Dialogue journals shared with teachers. Portfolio conferences. Observation.For tests and alternative forms of language assessment to be useful for classroom-based evaluation, they should be:  linked to instructional objectives and activities;  designed to optimize student performance;  developmentally appropriate,  relevant and interesting to students;  authentic; fair; and ongoing.
  13. 13. ANALYSIS AND INTERPRETATION OF INFORMATION ESL/EFL educators increasingly utilize content and, in some cases, performance standards established by educational authorities (Brindley 1998a) and professional associations (ACTFL1996; TESOL 1997) as benchmarks for evaluating student performance and educational effectiveness.
  14. 14. Conclusion Evaluation is essential to successful education because it forms the basis for appropriate and effective decision- making. Evaluation in TESOL is the purposeful collection of information to assist decision-making about teaching and learning in ESL/EFL classrooms and programmes. It has evolved in recent years to include informal and formal approaches, bottom-up and top-down perspectives, and alternative forms of information collection and interpretation to complement tests.