APPROACHES TO EVALUATION

APPROACHES TO EVALUATION

Approaches to evaluation has involved an examination of the context in which the program occurs, of the goals, syllabus, and structure of the course, and how these can be planned and developed, as well as analysis of teaching and learning that takes place during the course.

Curriculum evaluation concerns with how program works and how successfully it works, enabling different kinds of decision to be made about the program, such as whether the program responds to learners’ needs, whether further teacher training is required for teachers working in program, whether the students are learning sufficiently from it.

Evaluation may focus on many different aspects of language program, such as on curriculum design, the syllabus and program content, classroom processes, materials of instruction, the teacher, teacher training, the students, monitoring of pupil progress, learner motivation, learning environment, staff development, and decision making.  (Sanders, 1992; Weir and Roberts, 1994)

The scope of curriculum evaluation covers  collecting information about all aspects of curriculum and making judgment about all aspects of curriculum.

There are two major purposes for language program evaluation, they are program accountability and program development.  The different purposes for evaluation are referred to:

  1. Formative : It focuses on ongoing development and improvement of the program.  Information collected during formative evaluation is used to address problem that have been identified to improve the delivery program.
  2. Illuminative: It’a another kind of evaluation to find out how different aspects of the program work of the teaching and learning progress that happen in the program.
  3. Summative: It’s a kind of evaluation to make decisions about the worth or value of different aspects of curriculum.  It takes place after a program has been implemented.

Weir and Roberts (1994: 42) characterized evaluation into 5 principles:

  1. A need for both insider and outsider commitment and involvement to ensure edaquate evaluation.
  2. A central interest in improvement
  3. Commitment to a deeper professional understanding of the process of educational change
  4. Systematic documentation for evaluation purposes
  5. A willingness to embrace both qualitative and quantitative methodology.

The more complete documentation that is available at a course, the easier it is to arrive at decision about it.  Relevant documentation includes course statistic, relevant course documentation, course work, written comments, institutional documents, and implementation.

About nuniktriyani

I'm an English teacher at Gandhi School, Ancol 😘
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