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Lesson Three Program Evaluation

The document discusses approaches to program evaluation. It defines evaluation as the systematic collection and analysis of relevant information to both improve a program and assess its effectiveness. There are three main approaches: product-oriented focuses on objectives and aims, process-oriented is formative and occurs during development, and static-characteristic is done by outside experts for accreditation. Data is gathered through quantitative methods like tests and surveys or qualitative methods like interviews and observations to analyze patterns and evaluate program quality. Both data types should be used together for comprehensive evaluation.

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34 views

Lesson Three Program Evaluation

The document discusses approaches to program evaluation. It defines evaluation as the systematic collection and analysis of relevant information to both improve a program and assess its effectiveness. There are three main approaches: product-oriented focuses on objectives and aims, process-oriented is formative and occurs during development, and static-characteristic is done by outside experts for accreditation. Data is gathered through quantitative methods like tests and surveys or qualitative methods like interviews and observations to analyze patterns and evaluate program quality. Both data types should be used together for comprehensive evaluation.

Uploaded by

Zellagui Feriel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TEFL / Master 2

Lesson Three: Program Evaluation

1. Introduction

2. Definition of Evaluation

3. Approaches to Program Evaluation

3.1. The Product-oriented Approach

3.2. The Process-oriented Approach

3.3. The Static-characteristic Approach

4. Gathering Evaluation Data

5. Conclusion

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1. Introduction

In the process of curriculum development, provision must always be


made for an evaluation of the curriculum elements. The primary aim is to
keep improving these elements.

2. Definition of Evaluation

Evaluation is a broad term that includes testing: tests and measurement in


general that result in quantitative data such or qualitative data, for
example interviews, classroom observation, meetings, diaries and
questionnaires, and teacher ratings of students.

Worthen & Sanders (1973, p.19) explained that “evaluation includes


obtaining information for use in judging the worth of a program, the
procedure or the potential utility of a designed curriculum to attain
specified objectives”.

Brown (1989, p.223) defined evaluation as “the systematic collection and


analysis of all relevant information necessary to promote the
improvement of a curriculum and assess its effectiveness within the
context of the particular institution involved”.

These definitions imply that:

 information is gathered and analyzed in a systematic manner;


 only relevant information is included;
 and that evaluation serves two purposes: the promotion of
improvement and the assessment of effectiveness.

3. Approaches to Program Evaluation

Approaches to program evaluation can be either product-oriented,


process-oriented or static-characteristic.

2
3.1. The Product-oriented Approach

In a product-oriented approach, the focus of the evaluation is on:

 the explicitly defined objectives, i e. what the students are expected to


be able to do,
 and aims, i.e. what the teacher should present to make the students
achieve the objectives).

It corresponds to a summative evaluation which occurs at the end of the


program and aims at determining the degree to which the program is
successful.

3.2. The Process-oriented Approach

This approach is related to a formative evaluation.

Formative Evaluation takes place during the ongoing curriculum


development and aims at collecting and analyzing information that will
help in improving the curriculum.

It is a regular part of the curriculum as we gather and analyze information


to be used for changing and developing the program.

3.3. The Static-characteristic Approach

Static-characteristic evaluation is performed by outside experts in order to


determine the effectiveness of a particular program for institutional
accreditation. Accreditation is a process whereby an association of institutions
sets up criteria and evaluation procedures, the number of library books, the
number and types of degrees held by the institution, the student-to-teacher ratio
and the number and seating capacity of classrooms for the purpose of deciding
whether an institution should be certified (accredited) as a member of that
association.

3
4. Gathering Evaluation Data

We gather evaluation data through quantitative or qualitative evaluation.

a. Quantitative Evaluation is gathered through:

 proficiency tests,
 placement tests,
 diagnostic tests,
 achievement tests,
 biodata surveys,
 self-ratings.

The importance of using quantitative data is in the analysis of the data,


which should be carried out in such a way that patterns emerge in order
to make sense of the results and assess the quality of the program .

b. Qualitative Evaluation is gathered through:

 records analysis,
 literature review,
 case studies,
 diary studies,
 behaviour observation,
 individual / group interviews,
 interest group meetings,
 opinion surveys.

The goal of qualitative research is ultimately very similar to that of


quantitative research: to collect data in order to analyze them in such a
way that patterns emerge so that sense can be made of the results and the
quality of the program evaluated.

4
Both types of data can yield valuable information in any evaluation and
should be used in combination.

6. Conclusion

In the process of a program (curriculum), it is important to consider the


various approaches which can be followed, why and how they can be
implemented. One has to keep in mind that both quantitative and
qualitative methods should be used in any evaluation study in order to
evaluate the effectiveness, efficiency and attitudes towards the
curriculum components.

References:

Brown, J. D. (1989). Language Program Evaluation: A Synthesis of


Existing Possibilities. In Johnson, K. (Ed.), The Second Language
Curriculum. Cambridge University Press.

Scriven, M. (1967). The Methodology of Evaluation. In Stake, R. E.


(Ed.), Curriculum Evaluation. Rand-Mc Nally.

Worthen, B. R, & J. R. Sanders. (1973). Educational Evaluation: Theory


and Practice. Worthington.

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