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Approaches to evaluation, Chapter 9 - Coggle Diagram

- - - - measures how far have the objectives are achieved
    - - Tests can help in the making of decisions about needed changes to a program such as which objectives need more attention or revision
    - - measures if teachers and students liked a course and spoke enthusiasticly of it
    - - studies of the students continue in the course throuought its duration and percentage of students who reenrol for another course.
    - - measures the success of a course how straightforward the course was to develop and implement
- - - - descriptions, publicity, syllabus, course materials, etc.
    - - examples of tests, class assignments, students' work
    - - students numbers, attendance, class size, drop outs, self-access center.
    - - anything that has been writen aboput the course by external assessors. teachers, learners, managers
- - - - institutional tests
      - international tests
      - textbook tests
      - student records
    - - Provide direct measure od achievement
    - - results can be linked to other factors
  - - - seeks to control all relevant factors
    - - can impose artificial constraints on teachers
  - - - Time consuming
    - - indepth information can be obtained on specific questions
  - - - easy to administer and can be done to many people
    - - need to be carefully designed and info may be difficult to interpret
  - - - provides info quickly
      - the info may be impressionistic and biased
  - - - provide detailed and open ended info
    - - difficult to decide how to use the information
      - require time commitment
  - - - provide detailed account of course aspects
    - - not all info may be relevant and may be biased
  - - - gives students´ prespective and insights that the teacher may not be aware of
    - - requires student cooperation and time commitment
  - - - give detailed info and over time accumulated info provides a rich picture
    - - the info may not be representative and case studies are time consuming
  - - - rich account of teaching in real time and record info that is difficult to document
    - - precense of the person recording can be disruptive and can bias the data
  - - - observers can focus on any aspect and provide an objective eye
    - - The observer´s presence may be intrusive