By Kiely
The authors describe assessment as a manner of figuring out and constructing language courses: the thematic and history part units out the decision-making, caliber administration, and studying capabilities of overview. Case stories illustrate the variety of overview contexts, features and ways, documenting the ways that overview strategies and results tell and facilitate software improvement, and give a contribution to explaining how language and instructor teaching programs represent possibilities for studying. The ways that overview perform should be researched and built to maximise coverage, institutional and software effectiveness is incorporated, and a finished set of assets for these commissioning, venture or gaining knowledge of language software reviews concludes the text.
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Additional resources for Program Evaluation in Language Education
Sample text
4 Evaluation as measurement and comparison Stufflebeam, Foley, Gephart, Hammond, Merriman and Provus defined educational evaluation as ‘the process of delineating, obtaining and providing useful information for judging decision alternatives’ (1971: 43). The twin dimensions of this definition illustrate (1) the nature of the data involved – quantified measures of program or curricular outcomes; and (2) the way these are used, for the purpose of comparing two different policy options or pedagogical strategies.
It provides for engagement with the complexities of learning, an important theoretical hinterland for language education programs. 4, p. 23 above), the foreign language learning programs reported in Mitchell (1989) and many of the studies reported in Alderson and Beretta (1992) and Rea-Dickins and Germaine (1998) sought to inform on the language learning research agenda as well as determine the worth of specific programs. Illuminative evaluation also engaged directly with notions of agency and mediation in social programs, thus incorporating affective, political, cultural and historical dimensions of program contexts in evaluations.
3 Early evaluations The twentieth century saw extensive development in publicly funded and managed social programs in the fields of education and schooling; health care; social welfare; and policing and penal services. These areas share two key factors: first, they are the areas of state provision which directly affect individuals as users and also as providers of services. Second, they are the major areas of spending from the public purse, and funded programs are expected to contribute to the public good.