Book contents
- Frontmatter
- Contents
- List of figures
- List of abbreviations
- Acknowledgements
- List of contributors
- Introduction
- Chapter 1 Listening
- Chapter 2 Speaking
- Chapter 3 Reading
- Chapter 4 Writing
- Chapter 5 Grammar
- Chapter 6 Vocabulary
- Chapter 7 Discourse
- Chapter 8 Pronunciation
- Chapter 9 Materials development
- Chapter 10 Second language teacher education
- Chapter 11 Psycholinguistics
- Chapter 12 Second language acquisition
- Chapter 13 Bilingualism
- Chapter 14 Sociolinguistics
- Chapter 15 Computer-assisted language learning
- Chapter 16 Observation
- Chapter 17 Classroom interaction
- Chapter 18 English for academic purposes
- Chapter 19 English for specific purposes
- Chapter 20 Assessment
- Chapter 21 Evaluation
- Chapter 22 Syllabus design
- Chapter 23 Language awareness
- Chapter 24 Language learning strategies
- Chapter 25 Task-based language learning
- Chapter 26 Literature in the language classroom
- Chapter 27 Genre
- Chapter 28 Programme management
- Chapter 29 Intercultural communication
- Chapter 30 On-line communication
- Postscript: The ideology of TESOL
- Glossary
- References
- Index
Chapter 21 - Evaluation
Published online by Cambridge University Press: 07 September 2010
- Frontmatter
- Contents
- List of figures
- List of abbreviations
- Acknowledgements
- List of contributors
- Introduction
- Chapter 1 Listening
- Chapter 2 Speaking
- Chapter 3 Reading
- Chapter 4 Writing
- Chapter 5 Grammar
- Chapter 6 Vocabulary
- Chapter 7 Discourse
- Chapter 8 Pronunciation
- Chapter 9 Materials development
- Chapter 10 Second language teacher education
- Chapter 11 Psycholinguistics
- Chapter 12 Second language acquisition
- Chapter 13 Bilingualism
- Chapter 14 Sociolinguistics
- Chapter 15 Computer-assisted language learning
- Chapter 16 Observation
- Chapter 17 Classroom interaction
- Chapter 18 English for academic purposes
- Chapter 19 English for specific purposes
- Chapter 20 Assessment
- Chapter 21 Evaluation
- Chapter 22 Syllabus design
- Chapter 23 Language awareness
- Chapter 24 Language learning strategies
- Chapter 25 Task-based language learning
- Chapter 26 Literature in the language classroom
- Chapter 27 Genre
- Chapter 28 Programme management
- Chapter 29 Intercultural communication
- Chapter 30 On-line communication
- Postscript: The ideology of TESOL
- Glossary
- References
- Index
Summary
Introduction
Evaluation in TESOL settings is a process of collecting, analysing and interpreting information about teaching and learning in order to make informed decisions that enhance student achievement and the success of educational programmes (Rea-Dickins and Germaine 1993; Genesee and Upshur 1996; O'Malley and Valdez-Pierce 1996). Three simple examples help explicate the varied forms evaluation can take in TESOL settings:
Example 1: The English Language Institute at Central University, South Africa offers courses in oral and written English for business purposes to adult non-native speakers of English whose employers want to transfer them to international operations. They have designed an evaluation to determine the effectiveness and usefulness of new textbooks and audiolingual materials to decide whether to continue using them in the coming year. Questionnaires will be used to collect feedback from the students, their teachers and their employers.
Example 2: Henry Jones is an elementary ESL teacher. He prepares students with little or no proficiency in English for participation in mainstream classrooms where academic instruction is presented only in English. At the end of each year he identifies which of his ESL students can be ‘mainstreamed’ without special ESL instruction. His decisions are based on specially designed ESL tests administered at the end of each year and on his observation of students' performance in maths and science classes taught in English.
[…]
- Type
- Chapter
- Information
- Publisher: Cambridge University PressPrint publication year: 2001
- 2
- Cited by