Evaluation

Enhanced descriptions from Syndetics:

Testing is only one component in the evaluation process. This book shows how this process can form an integral part of teaching and learning, how it can provide teachers and other ELT professionals with valuable data that can be used to inform, and develop classroom practice. It both examines the principles underlying evaluation and provides practical guidance in the planning of evaluation activities.

Table of contents provided by Syndetics

• The authors and series editors
• Introduction
• Section 1 Explanation - The principles of evaluation
• 1 What is evaluation?
• 1.1 Introduction
• 1.2 Evaluation in education
• 1.3 Evaluation and innovation
• 1.4 Evaluation and management
• 1.5 Evaluation and context
• 1.6 Summary
• 2 Purposes for evaluation
• 2.1 Introduction
• 2.2 General evaluation purposes
• 2.3 Specific topic-related purposes for evaluation
• 2.4 Materials
• 2.5 Teachers and teaching
• 2.6 Evaluating learner outcomes
• 2.7 Summary
• 3 How can teachers evaluate their classrooms?
• 3.1 Introduction
• 3.2 Measurement-based evaluation
• 3.3 Descriptive data-based evaluation
• 3.4 Evaluation and the classroom teacher
• 3.5 Summary
• 4 A framework for curriculum evaluation
• 4.1 Introduction
• 4.2 The evaluation framework
• 4.3 Summary
• Section 2 Demonstration - The practice of evaluation
• 5 Project evaluation
• 5.1 Introduction
• 5.2 The Communicational Teaching Project (Bangalore)
• 5.3 The context
• 5.4 Aims
• 5.5 Design and procedures
• 5.6 Findings
• 5.7 Summary
• 6 Evaluation of methodology
• 6.1 Introduction
• 6.2 The context
• 6.3 Aims
• 6.4 Design and procedures
• 6.5 Findings
• 6.6 Summary
• 7 Evaluation of a foreign language teaching programme
• 7.1 Introduction
• 7.2 The context and aims
• 7.3 Design and procedures
• 7.4 Feedback from the evaluation
• 7.5 Summary
• 8 Evaluating teacher feedback on oral errors
• 8.1 Introduction
• 8.2 Aims
• 8.3 Design and procedures
• 8.4 Findings
• 8.5 Summary
• 9 Evaluation of materials: dictionaries
• 9.2 The context
• 9.3 Aims
• 9.4 Design and procedures
• 9.5 Findings
• 9.6 Summary
• 10 Evaluation of materials: book reviews
• 10.1 Introduction
• 10.2 The context and aims
• 10.3 Summary
• 11 Teacher evaluation
• 11.1 Introduction
• 11.2 Grading teachers: context and aim
• 11.3 Design and procedures
• 11.4 Teacher evaluation: self-development
• 11.5 The context
• 11.6 Aims
• 11.7 Design and procedures
• 11.8 Evaluation of the evaluation
• 11.9 Summary
• 12 Evaluating learner outcomes: product
• 12.1 Introduction
• 12.2 The context and aims
• 12.3 Procedure
• 12.4 Examination results
• 12.5 Feedback
• 12.6 Summary
• 13 Evaluating learner outcomes: process
• 13.1 The context
• 13.2 Aims
• 13.3 Design and procedures
• 13.4 Summary
• 14 Syllabus evaluation
• 14.1 Introduction
• 14.2 The context
• 14.3 Aims
• 14.4 Design and procedures
• 14.5 Findings
• 14.6 Feedback
• 14.7 Summary
• Section 3 Exploring evaluation potential
• 15 General principles
• 15.1 Introduction
• 15.2 The framework for an evaluation
• 16 Evaluation procedures
• 16.1 Planning evaluation procedures
• 16.2 Writing items for a questionnaire
• 16.3 Self-evaluation questionnaire
• 16.4 Observation sheets
• 16.5 Preparing questions for an interview
• 17 Evaluation of classroom methodology
• 17.1 Error correction
• 17.2 Presenting structure items
• 17.3 Evaluating the use of different learning activities
• 18 Evaluation of materials
• 18.1 Materials evaluation: workplan
• 18.2 Materials evaluation: classroom use
• 19 Teacher evaluation
• 19.1 Motivating learners
• 19.2 Teacher leadership styles
• 19.3 Question types
• 19.4 Homework: setting, marking, and giving feedback
• 19.5 Teacher self-evaluation
• 20 Evaluating learner outcomes
• Glossary
• Further reading
• Notes on examinations
• Bibliography
• Index