The document discusses various aspects of language course evaluation, emphasizing that evaluation is a comprehensive process aimed at enhancing educational programs and student achievement. It outlines different approaches and dimensions, including formative and summative evaluations, and underscores the importance of collecting diverse data beyond just testing learners' abilities. The document also highlights the purposes of evaluation, such as accountability and curriculum development, along with suggested methods and instruments for data collection.

1. Language Course Design:
Program Evaluation

2. Getting started
Other than assessment, in what other ways can
we determine a program/course has been
successful?

3. • Definition of evaluation.
• Approaches and dimensions in program
evaluation.
• Evaluating a program.
In this class

4. Evaluation

5. Evaluation defined
…is a whole process which begins with
determining what information to gather and
ends with bringing about change in current
activities or influencing future ones… the
evaluation process must include action.
Dudley-Evans & St, John, 1998, p. 128

6. Evaluation defined
…is a process of collecting, analysing and
interpreting information about teaching and
learning in order to make informed decisions
that enhance students’ achievement and the
success of educational programs
Genesee, 2001, p. 144

7. Evaluation defined
…the systematic collection and analysis of all
relevant information necessary to promote the
improvement of a curriculum and assess its
effectiveness within the context of the particular
institutions involved…
Brown, 1995, p. 218

8. Key factors in evaluation
•Evaluation is not restricted to testing learners’
abilities.
•More than just the product is important…
•The success or failure of a program depend on
a number of different conditions.
•Other information…related to learning and
teaching… should be included in a program
evaluation.
Rea-Dickins & Germaine, 2001, p. 255

9. Approaches to
program evaluation

10. Approaches
Product-oriented
Static-characteristic
Process-oriented
Decision-facilitation
•Determine that the program’s goals
has been achieved
•Rely heavily on assessment.
•Conducted by outside experts.
•Based on the examination of
accounting and academic records
•Carried out both in descriptive and
judgmental terms.
•Include unexpected outcomes.
•Emphasis on formative evaluation
•Avoid judgments, inform decisions.
•Evaluation is seen as cyclical and on-
going.

11. Dimensions
Formative Summative
Process Product
Quantitative Qualitative
Purpose of the evaluation
Types of information
Types of data and analysis
Based on Brown, 1995

12. Doing program evaluation

13. The evaluation process
Articulate the
purposes of
evaluation
Identify and
collect relevant
information
Analyse and
interpret
information
Make
decisions
Genesee, 2001, p. 145

14. Before doing program
evaluation
Audience and purpose
Criteria for evaluation
Criteria for analysis of the results
Sources of information
Dudley-Evans & St. John, 1998, p. 130-131

15. Purposes

16. Purposes
Purposes of Evaluation
Accountability
Students status in a
program
Instruction and
learning
Genesee, 2001, p. 146

17. Purposes
Purposes of
Evaluation
Accountability
Curriculum
betterment/development
Teacher development
Specific topic related purposes
Rea-Dickins & Germaine, 2001, p. 253

18. Purposes
Specific topic-
related evaluation
Materials
evaluation
Teacher training
Rea-Dickins & Germaine, 2001
Class
observation
Self-
assessment
Peer-
assessment

19. What to ask
BasedonBrown,1995

20. Instruments and data-
collection methods
•Checklists and questionnaires
•Quizzes and tests
•Classroom observation
•Classroom diaries
•Record keeping

21. References
• Brown, J.D. (1995). The elements of language curriculum: A systematic
approach to program development. Heinle & Heinle Publishers.
• Dudley-Evans, T. y St. John, M. J. (1998). Developments in English for
Specific Purposes: A multidisciplinary approach. Cambridge: Cambridge
University Press.
• Genesee, F. (2001). Evaluation. En Carter, R. y D. Nunan (Eds.) The
Cambridge guide to Teaching English to Speakers of Other Languages
(pp. 144-150). Cambridge: Cambridge University Press.
• Rae-Dickins, P. y Germaine, K. (2001) Purposes for evaluation. En Hall,
D.R. y A. Hewings, (Eds.) Innovation in English language teaching. A
reader (pp. 253-262). London: Routledge.