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EVALUATION - Coggle Diagram
EVALUATION
DOING COURSE EVALUATIONS AS IF LEARNING MATTERS MOST
Description of what happens
To precisely tell
State possibilities
Course Analysis
Quantitative data
Students' views
Teachers' analysis
Course development (years)
Communication (school)
Associated only with questionnaires
Teaching portfolios inclusion
Ss' learning experience
Ss' learning outcomes
Adequate development measures
Course development
Influence conditions - teaching and learning
Questionnaries and interview
Evaluation purpose
Course evaluation focus
Evaluation use
Respondents' views - teaaching and learning
Little awareness - Influence ss'
Teacher raitings
Teacher and teaching focus
Raitings - teachers' attitudes
Course development
Lack of intention (teacher)
Lack of feedbak
Fire alarm
Low and high raitings (students)
Evalution purpose
Determined at the outset
Development
Aspects to improve (problems)
Audit
A basis fo fair judgement
Institution's intended purpose vs Teacher's perception
Teaching and learning focus
Motivation
Constructive allignments
Teacher's role
AN ESP COURSE THROUGH STUDENTS’ END-OF-COURSE EVALUATIONS
Background
English in a particular domain”
Designing courses
Learner needs analysis
Syllabus design
materials design/selection
Evaluation
Evaluation
It means to
collect
and
analyze information
to evaluate, and also means to
act and react
to enhance what is being evaluated
2. Evaluation in ESP courses
Effectiveness and efficiency of learning
if learners’ learning has been maximized
If resources have been employed to the fullest and their best
if the methodology adopted by the ESP practitioner has matched learners’
If the objectives defined through needs analysis have been met
3. METHODOLOGY AND INSTRUMENTATION
Scale ranking
ESP practitioner,
The materials
The course.
4. Data collection and analysis
End-of-course evaluation
Hutchinson and Waters (1987) stated, it was difficult to decide when to evaluate the course as the students would probably avoid it
There are a variety of parameters including competencies of ESP practitioners to design and implement a course matching learners’ needs and expectations as much as possible. It is not enough on its own as ESP practitioners also need to be prepared for classes which means lots of preparation to perform effectively in the class