Jumat, 14 Desember 2012

Mid-term Test of ICT in Language Education



Name               : SITI RAHMAH NURFADHILAH
NPM/NIRM    : 20117470080
Lecture            : Taufik Nugroho, M.Hum., Drs
1.      Elaborate the following concepts:
     A.  Information and communication technology
ICT is the technology required for information processing,in particular, the use of electronic computer , communicxation devices, and and software application to convert, store, protect, process, transmit, and retrieve information from anywhere, anytime.
Information and communication technology (ICT) is a developing of communication and information tool in this area. These technologies include computer, internet, board casting technologies (radio and television) and telephony. The developing of this technology influenced the way of getting information and way of communicating in this era. Previously, in getting information people only getting from newspaper, letter and radio, but today can be gotten from many ways like computer, internet or television. In communication, long time ago, people only can do from sending letters to others, but today it can be done in many ways like telephony, email and etc.
ICT content in English enables students to develop and apply skills, knowledge and understanding of ICT in their composing, responding and presenting, and as part of the imaginative and critical thinking they undertake in English. The ICT content has been incorporated into the content of this syllabus to ensure that all students have the opportunity to become competent, discriminating and creative users of ICT and are better able to demonstrate the syllabus outcomes of English through the effective use of ICT.
In their study of English, students are able to apply their existing knowledge of word processing, multimedia, ways of formatting and presenting texts, simulation software, graphics and electronic communication and further develop their skills, knowledge and understanding of these technologies. They learn about the ethics of information communication through technology. 
   B.  The benefit of ICT in language learning
The benefit of ICT in language learning is much easier in getting much information in many sources from instance from internet, computer and television. After getting information the student and teacher can apply the materials using computer (power point). The materials are presented more clear and easy to be understood. In reading skills for instance the materials can be displayed using many difference styles display to take student’s attention and interest. The material also can be presented using native speakers in pronouncing the word correctly.
Teachers use computers to research for teaching materials, participate in online forums and online conferences as well as to aid their teaching. Students use the computers as reference tool. They use computers to browse the internet to look for information. Researches use computers to collect and process data. School administrators use computers for administrative purposes to make sure that the entire operation runs smoothly.

Many educators (Jonassen 1996, Salaberry 1999, Rost 2002 in Lai 2006) indicate that the current computer technology has many advantages for second language learning. The following are the advantages as stated by many experts:
  1. Interest and motivation
Classical language teaching in classroom can be monotonous, boring, and even frustrating, and students can loose interest and motivation in learning. CALL programmers can provide student ways to learn English through computer games, animated graphics, and problem-solving techniques which can make drills more interesting (Ravichandran 2000).
2. Individualization
CALL allows learners to have non-sequential learning habit; they can decide on their own which skills to develop and which course to use, as well as the speed and level by their own needs.
3. A compatible learning style
Students have different style of learning, and an incompatible style for students will cause serious conflicts to them. Computer can provide an exciting “fast” drill for one student and “slow” for another.
4. Optimal use of learning time
The time flexibility of using computer enables students to choose appropriate timing for learning. Winter (1997) in Kiliçkaya (2007) stressed the importance of flexible learning, learning anywhere, anytime, anyhow, and anything you want, which is very true for the web-based instruction and CALL. Learners are given a chance to study and review the materials as many times they want without limited time.
5. Immediate feedback
Students receive maximum benefit from feedback only if it is given immediately. A delayed positive feedback will reduce the encouragement and reinforcement, and a delayed negative feedback affect the crucial knowledge a student must master. Computer can give instant feedback and help the students ward off his misconception at the very first stage. Brown (1997) in Kiliçkaya (2007) listed the advantages of CALL as giving immediate feedback, allowing students at their own pace, and causing less frustration among students.
6.  Error analysis
Computer database can be used by teacher to classify and differentiate the type of general error and error on account of the influence of the first language. A computer can analyze the specific mistakes that students made and can react in different way from the usual teacher, which make students able to make self-correction and understand the principle behind the correct solution. (Ravichandran, 2007)
7. Guided and repetitive practice
Students have freedom of expression within certain bounds that programmers create, such as grammar, vocabulary, etc. They can repeat the course they want to master as many as they wish. According to Ikeda (1999) in Kiliçkaya (2007), drill-type CALL materials are suitable for repetitive practice, which enable students to learn concepts and key elements in a subject area.
8. Pre-determined to process syllabus
Computer enhances the learning process from a pre-determined syllabus to an emerging or process syllabus. For example, a monotonous paper exercise of ‘fill-in-the-blanks’ type can be made more exciting on the screen in the self-access mode, and students can select their own material. Therefore, CALL facilitates the synthesis of the pre-planned syllabus and learner syllabuses “through a decision-making process undertaken by teacher and learners together” (Breen 1986 in Ravichandran 2000).




    C.  The weakness of ICT in language learning
    Although there are many advantages of computer, the application of current computer technology still has its limitations and disadvantages. Some disadvantages of CALL are as follows:
According to Ansel et al (1992) in Hartoyo (2006, 31), the CAL program is different from traditional books that can be carried around and studied wherever and whenever they wish: on a train, at home, in the middle of the night, and so on. School computers or language laboratory can only be accessed in restricted hours, so CALL program only benefits people who have computers at home or personal notebook.
Increased educational costs. Gips, DiMattia, and Gips (2004) in Lai (2006) indicated that CALL will increase educational cost, since computers become a basic requirement for students to purchase, and low-budget school and low income students cannot afford a computer
            1. Lack of trained teachers
It is necessary for teachers and students to have basic technology knowledge before applying computer technology in second language teaching and learning. Therefore, computers will only benefit those who are familiar with computer technology (Roblyer 2003 in Lai 2006).
2. Imperfect current CALL programs
At present, the software of CALL mainly deals with reading, listening, and writing skills. There are some speaking programs have been developed recently, but their functions are still limited. Warschauer (2004) in Lai (2006) stated that a program should ideally be able to understand a user’s spoken input and evaluate it not just for correctness but also for ‘appropriatness’. Speaking program should be able to diagnose a learner’s problem with pronunciation, syntax, or usage and then intelligently decide among a range of options.
3. Inability to handle unexpected situations
The learning situation that a second-language learner faces are various and ever changing. Computers merely have artificial intelligence, and it cannot deal with learner’s unexpected learning problem or response to learner’s questions immediately as teachers do. Blin (1994) in Lai (2006) stated that computer technology with that degree do not exist, and are not expected to exist quite a long time. In other words, today’s computer technology and its language learning programs are not yet intelligent enough to be truly interactive.
·           High infrastructure and start up costs:  It costs money to build ICT systems and to maintain them.
·           Tend toward centralized uniform content in economies of scale:  The larger the numbers, the lower the cost.  This means that sometimes we try to reach large numbers so we make content common, not taking into account individual differences.
·           Are not ideally location and problem sensitive: Address problems in a general way, but cannot, without special effort, solve local and culturally sensitive problem.
·           Problems of reach, access, remain: Not everyone has equal access; so not everyone benefits equally from the use of ICTs.
·           Tend to create new class of knowledge rich/knowledge poor: Those who have access and knowledge through the media become richer and those who do not become poorer, widening the “knowledge or digital gap” between rich and poor.
·           Essentially delivery systems: A medium is different from the content; and often we forget that we can deliver any content, because ICTs are essentially meant only to deliver content, not to change attitudes or bring about behavior change.
·           Hard to assess impact:  Learning from ICT delivered content is difficult to assess since such learning is of a multidimensional and long term kind.

2.      Tell the appropriate ICT media and the reason for:
A.  Teaching listening and speaking
The appropriate ICT media for listening and speaking is availability of language laboratory which is equipped with audio-visual like CD, Video player, Earphone, computer and so on. The students can listen to the native speaker model which is displayed with video player. The students are asked to simulate the conversation which is displayed in video-cd. The teachers guide the student to practice among them. In teaching listening and speaking we can use ICT media such as audio visual like television and DVD player. The students can see and listen to the sound and the picture. The teacher can give the questions from the theme for memorizing and re-speak based on their own word. 
B.  Teaching Reading
For teaching reading, the appropriate ICT media can be used is computer or internet and magazine. The student can be shown the reading materials that are taken from internet or magazine. The teacher can guide the students to read the reading materials based on native speaker’s reading in internet or computer by correct pronunciation.
C.  Teaching writing
The appropriate ICT media for teaching writing is computer, magazine and books. The students are asked to write some topics through computer and displayed it using power point to be presented. The topic of writing can be taken from some sources like internet and books.

3.      Why is internet important in language learning
Today the internet, consisting of millions of computers, has an important role and great potential in educational life. It is also used specifically and widely in second language learning all over the world. The internet motivates learners to use English in their daily lives and provides functional communicative experiences. Additionally, the Internet promotes higher thinking skills. It helps students to improve their computer skills, such as keyboarding skills, opening and storing files, Internet searching, and technical and conceptual experiences. It increases the participation when it is used in classroom environment. For instance, it was found that the ESL learners produce more sentences when it compared to the situation in classroom environment. It also useful not only for the quantity but also the quality of language: Learners have a great variety of speech discourse and use more complex language. According to the research activities, the internet changes the interaction between learners and teachers: There is less teacher and more learner talk in computer classes. Furthermore, it changes teacher and students' roles and makes learning more student-centered. The internet is a source of supplemental resources and authentic materials. Finally, the studies indicate that the internet has positive effects on motivation, provides means for creative works and gives opportunities for collaboration and socialization in learning process.

4.      What are the critical issues of utilizing internet in Indonesia
Internet spread widely around of the world, in Indonesia especially, the internet does not only develop in big cities but also begin to spread widely in villages. The developing of internet in Indonesia is not supported enough with complete infrastructure, like connection still use under standard cable which make loading access become low, weak and long minutes. In the other hands, the high cost in accessing internet is more expensive contrast to others countries like Singapore, Malaysia and China. Most people in Indonesia are under poverty and they cannot consume the internet, while they have to face the globalization era. Therefore, the government must make priority about these problems. Besides, the critical issues of utilizing internet in Indonesia are no availability of competence controlled system to check out the negative contents in internet like phonography. Phonography makes our generation become weak and be bad character. The controller system to the negative contents must be controlled tightly to avoid of negative use of internet

Jumat, 30 November 2012

APPROACHES TO EVALUATION


APPROACHES TO EVALUATION

 

A.      Background

 

Planning and teaching a language course needs approaches to evaluation which it could be planned and developed by language programs and language teaching materials. This overall and interlinked system of elements (i.e., needs, goals, teachers, learners, syllabuses, materials, and teaching) is known as the second language curriculum. However, once a curriculum is in place, a number of important questions still need to be answered. These include:

1.       Is the curriculum achieving its goals?

2.        What is happening in classrooms and schools where it is being implemented?

3.        Are those affected by the curriculum (e.g., teachers, administrators, students, parents, employers) satisfied with he curriculum?

4.        Have those involved in developing and teaching a 

5.        Language course done a satisfactory job?

6.        Does the curriculum compare favorably with others of its kind?

Curriculum evaluation is concerned with answering these above questions. It focuses in collecting information about different aspects of a language program and understand how the program works, how successfully it works, enabling different kinds of decisions to be made about the program, such as when the program responds to learner’s need, whether further teachers training is required for teachers working in the program, or when students are learning sufficiently from it.

B.      SCOPE

Thus, the paper will cover on the Evaluation focuses on many different aspects of a language program (Sanders 1992,; Weir and Roberts), such as:

1.       Curriculum design

2.       The syllabuls and program content;

3.       Classroom processes;

4.       Materials of instruction;

5.       The teachers;

6.       Teacher training;

7.       The students;

8.       Monitoring of pupil progress;

9.       Learner motivation;

10.   The Institution;

11.   Learning environment;

12.   Staff development;

13.   Decision making.

The Scope of evaluation has changed from a concern with test results to the need information collection and make judgments about all aspects of the curriculum, from planning to implementation (Hewings and Dudley-Evans 1996). The points that will be discussed in this paper are as follows :

a.       Purposes of Evaluation:

·         Formative evaluation;

·         Illuminative evaluation;

·         Summative evaluation.

 

b.      Issues in Program Evaluation:

·         The audience for evaluation;

·         Participants in the evaluation process;

·         Quantitative qualitative evaluation;

·         The importance of documentation;

·         Implementation;

 

C.      Procedures used in conducting evaluations:

·         Tests

·         Comparison of two approaches to a course;

·         Interviews;

·         Questionnaires;

·         Teachers written evaluation;

·         Diaries and Journals;

·         Teachers’ records;

·         Student logs;

·         Case study;

·         Student evaluations;

·         Audio or video recording;

·         Observation.

 

d.      Discussion questions and activities:

 

e.      Appendix            Examples of Program Evaluations:

·         Example 1: Evaluation of a primary English course in an EFL Country;

·         Example 2: Evaluation of courses in a private language institute.

 

C.      OBJECTIVES

 

We hope this paper can give an insight on approaches to evaluation with Focus from test results to the need to collection information and make judgments about all aspects of the curriculum, from planning to implementation.

 

 

 

 

CHAPTER II

 

DISCUSSION

 

 

 

A.      CURRICULUM EVALUATION

The aim of this part of Curriculum Evaluation is concerned with answering questions such as :

·         Is the curriculum achieving its goals?

·         What is happening in classrooms and schools where it is being implemented?

·         Are those affected by the curriculum (e.g., teachers, administrators, students, parents, and employers) satisfied with the curriculum?

·         Have those involved in developing and teaching a language course done a satisfactory job?

·         Does the curriculum compare favorably with others of its kind?

It focuses on collecting information about different aspects of language program in order to understand how the program works, and how successfully it works, enabling different kinds of decisions to be made out the program.

Evaluation may focus on many different aspects of a language program, such as:

·         Curriculum Design: to provide insights about the quality of program planning and organization;

·         The syllabus and program content: how relevant and engaging it was, how easy or difficult,

how successful tests and assessment procedures were;

·         Classroom Processes: to provide insights about the extent to which a program is being    

implemented appropriately;

·         materials of instruction: to provide insights about whether specific materials are aiding

student learning;

·         the teachers: how they conducted their teaching, what their perceptions were of the program, their perceptions of it, and how they participated in it;

·         monitoring of pupil progress: to conduct formative (in-progress) evaluations of student

learning;

·         learner motivation: to provide insights about the effectiveness of teachers in aiding students

to achieve goals and objectives of the school;

·         the institution : for example, what administrative support was provided, what resources were used, what communication networks were employed;

·         learning environment:  to provide insights about the extent to which students are provided with a responsive environment in terms of the educational needs;

·         staff development: to provide insights about the extents to which the school system provides the staff opportunities to increase their effectiveness;

·         decision making: to provide insight about how well the school staff principles, teachers, and others – make decisions that the result in learner benefits.

 

 

A.1. According to Weir and Roberts (1994):

ü  to examine the effects of a program or a project

ü   Program development:to improve two major purposes for language program evaluation, program accountability and program development, such as:

 

1.       FORMATIVE EVALUATION

·         To find out what is working well, and what is not,and what problems need to be addressed;

·         Ongoing development and improvement of the program;

·         Some typical questions that relate to formative evaluation (p. 288);

·          To address problems and to improve.

Example 1:

·         Situation: task-oriented communicative methodology

·         Problem: teachers are resorting to a teacher-dominated  drill and practice mode of teaching during the implementation. 

·         Solution: provide videos to model teaching strategies

Example 2:

·         Situation: to implement integrated skills

·         Problem: different perceptions of what the major points in the course  (after few

weeks)

·   Solution: to held meetings to review teachers’ understanding and to clarify the      

weighting as well as to provide peer observation.

                                Example 3:

·         Situation: to implement Conversation Skills

·         Problem: a number of students have persistent and major pronunciation problems that the course is not addressing (four weeks after the course).

·         Solution: to refocus one section of the course to include a pronunciation component. Individual diagnostic sessions are held with students who have the most serious pronunciation problems, and laboratory work as well as classroom time is allotted to systematic pronunciation work for the remainder of the course. 

 

 

2.       ILLUMINATIVE EVALUATION

 

§  Another type of evaluation can be described as Illuminative Evaluation. This refers to evaluation that seeks to find out how different aspects of the program work or are being implemented.

§  Otherwise, Illuminative Evaluation seeks to provide a deeper understanding of the processes of teaching and learning that occur in the program, without necessarily seeking to change the course in any way result. Some questions that might be asked within this framework are:

a.       How the students carry out group work tasks? Do all students participate equally in them?

b.      What type of error-correction strategies do teachers use?

c.       What kinds of decisions do teachers employ while teaching?

d.      How do the teachers use lesson plan when teaching?

e.      What type of teacher student interaction patterns typically occur in classes?

f.        What reading strategies do students use with different kinds of texts?

g.       How do the students understand the teacher’s intentions during a lesson?

h.      Which students in a class are most or least active?

Example 1:

·      Situation:

A teacher is teaching a course on reading skills and has developed a course which focuses on wide variety of reading skills, such as skimming, reading for details, surveying a text, critical reading, and vocabulary development. The teacher is interested in finding out what the students perceived to be the main point of the course. Students complete a short questionnaire at different times during the course in order to describe their perceptions of what the course is seeking to achieve.

·      Evaluated Way: conduct a short questionnaire;

 => understand students’ opinion and need. It means the learners’ perceptions of a course may reflect what they are most interested in or what they feel they need most help with at a particular point in time.

 

                                Example 2:

·         Situation: A teacher is interested in learning more about teacher-student in her own classroom. She invites a colleague to visit her class and to carry out a series of classroom observations. The observer is given the task of nothing how often the teacher interacts with different students in the class and the kind of interaction that occurs. 

 

·         Evaluated way: to invited colleague to do the classroom observation

=> assess what happened during the course. From the data collected by the Observer that the teacher was able to assess the extent to which the teacher or the students control classroom interaction and got better understanding of how the teacher used questions to “scaffold” lesson content.

 

Example 3:

·      Situation:  A teacher wants to know how students carryout group work and whether he is sufficiently preparing students for group-work task.

·      Evaluated Way: record and review the recordings.It means the teacher arranged to record different groups of students carrying out a group-work task and reviewed the recordings to find out the extent to which students participate in group discussions and kind of language they use.

        => know what kind of roles for each member in a group and make sure students

participate actively.

Ø  Much classroom action research or teacher inquiry : it can be regarded as a type of Illuminative Evaluation.

Ø  Block (1998) : interview learners regularly, it means to find out how they interpret what is going on in a course.

Ø  Richards and Lockhart (1994): describe a piece of classroom action research (classroom observation, learner journals, and interviews) The teachers found the successful learners had identified a number of helpful learning strategies that they applied in different ways, there are some questions about their classes as below:

§  What learning strategies were used by successful learners in their classes?

§  Do the learners use English outside of the classroom?

§  Do they feel good about learning English?

=>it was useful to confirm and make explicit some things which we knew intuitively. We have learned a useful strategy to use in order to more effectively facilitate our students’ learning. The teachers collected the information on two learners over a term, using classroom observation, learner journals and interviews. In helping to remember things they had studied, the children gave these examples:

- It is easy to remember when you listen

- I do it ever and over again

- I practice with my friend and family

- I stick sentences on my wall in my room

- I spend lots of time going over with my books because I like it and I learn. I would

still study it if my teacher didn’t see it or  mark it.

 

 

3.       SUMMATIVE EVALUATION

Ø  Summative Evaluation is used to determine the effectiveness of a program, its efficiency, and to some extent with its acceptability

Ø  Used “after” a program: it take place after program has been implemented and seeks to answer questions such as these below;

Ø  Some typical questions (p. 292):

a.       How effective was the course?

b.      What did the students learn?

c.       How well was the course received by students and teachers?

d.      Did the materials work well?

e.      Were the objectives adequate or do they need to be revised?

f.        Were the placement and achievement tests adequate?

g.       Was the amount of the time spent on each unit sufficient?

h.      How appropriate were the teaching methods?

i.         What problems were encountered during the course?

Ø  There are many different measures of a course’s effectiveness and each measure can be used for different purposes. For example:

a.       Mastery of Objectives: “How far have the objectives been achieved?”

It is one way of measuring the effectiveness of a course.

For example: in a course on speaking skills.

So the Objective might be: In group discussions students will listen to and respond to the opinions of others in their group. The extent to which the students have mastered this objective at the end of the course can be assessed by the teacher’s observing students during group discussions and recording on a scale the extent to which they listen and respond to opinions.

BUT mastery of objectives does not provide a full picture of the effectiveness of a course. It means Objectives can be achieved despite defects in a course. Students may have realized that the teaching or materials were poor or insufficient and so spent a lot of extra time in private study to compensate for it.

 

v  Performance on Tests:

a.  Formal tests, these are probably the commonest means used to measure achievement. Such tests might be unit tests given at the end of each unit of teaching materials, class tests or quizzes devised by teachers and administered at various stage throughout the course, or as formal exit tests designed to measure the extent to which the objectives have been achieved.

b.  Weir (1995): it is helpful for teaching and learning. They can help in the making of decisions about needed changes to a program. Such as which objectives need more attention or revision.

c. Brindley (1989): informal methods; reports, however, that in programs he studied in Australia, teachers preferred to rely on informal methods of ongoing assessment rather than formal exit tests.

BUT Weir (1995) stated that summative evaluation and for the development of progress-sensitive performance tests for use are necessarily during course;such as:

v Measures of acceptability:

satisfactory achievement of the objectives and  good levels of performance      

on exit tests ≠ teachers and learners’ opinion;

should be considered some factors: time-tabling; class size, choice of materials,

or teachers’ teaching styles.

 

v Retention rate or reenrollment rate : A measure of a course’s effectiveness that may be important from an institution’s point of view is the extent to which students continue in the course throughout its duration and the percentage of students who reenroll for another course at the end. If there is  a significant dropout rate, is this true of other courses in the institution and the community or is it a factor of a given course only?

 

v Efficiency of the course: one of the success of a course is how straightforward the course was to develop and implement. The time spent on planning and couse development the need for specialized materials and teacher training, and the amount of time needed for consultations and meetings.

 

4.       ISSUES IN PROGRAM EVALUATION

Weir and Roberts (1994,42) propose a broad view of evaluation that is characterized by:

v Insider and outsider commitment and involvement to ensure adequate evaluation;

v The “product value” of a program or project or their components;

v A deeper professional understanding of the processes of educational change, as well as the results of that change;

v Systematic documentation for evaluation purposes both during implementation and the beginning and end of a program or project’s life;

v A willingness to embrace both quantitative methodology appropriate to the purpose of the evaluation and the context under review.

So these principles raise the following issues in the evaluation process.

5.       THE AUDIENCE FOR EVALUATION

It is important to identify who the different audiences are and what kind of information they are most interested in (Elley 1989). For example:

To develop a new textbook series for public schools funded by the ministry of education, officers in the ministry (who might not be specialists in language teaching), such as “money” which provided for the project is spent and when all components of the project (student books, teacher guides, and workbook) are available in schools by a specific date. Teachers: the sufficient materials for all the classes on the school time table. Outside Consultant: might be interested in the design of the materials Interaction and language practice. Vocational training centers: school leavers’ English. Therefore, evaluation has to satisfy all interested parties. Questions different audiences might be interested in are:

Students:

What did I learn?

How well did I do compare to others? 

How well will I rate this course?

 

Teachers:

How well did I teach?

What did my students learn?

Were my students satisfied with the course?

 

Curriculum developers:

Is the design of the course and materials appropriate?

What aspects of the course need replacing or revising?

Do teachers and students respond favorably to the course?

 

 

Administrators:

Was the time frame of the course appropriate?

Were the management and monitoring of the course successful in identifying and rectifying problems?

Were clients’ expectations met?

 

Sponsors:

Was the cost of the course justified?

Did the course deliver what was promised?

 

*   Three Audiences are identifiable for all summative evaluation of language courses (Shaw and Dowsett, 1986):

a.       Other teachers in the program, for course design and planning purposes (the main audience);

b.      Managers of the institution or program, for the purpose of determining course offerings and placement;

c.       The Curriculum support or development unit, for the purpose of monitoring the curriculum.

The audiences need to be carefully identified and the results of the evaluation presented in a way that is appropriate for each audience.

                       

6.       Participants in the Evaluation Process

Two types of participants are typically involved in evaluation – Insiders and Outsiders. Insiders refers to teachers, students, and anyone else closely involved in the development and implementation of the program. Outsiders are others who are not involved in the program and who may be asked to give an objective view of aspects of the program. They may be Consultants, inspectors, or administrators.

Example: Formative evaluation: teachers

                    Summative evaluation: students

Why Insiders are important? Because they are the direct participants for a Curriculum.

                       

7.       Quantitative and Qualitative Evaluation

Quantitative measurement: something can be expressed numerically.

                                => collect information from a large number of people and analyze statistically

                                      more fair but some limitations.

                Qualitative measurement: something can not be expressed numerically and                                 => collect information from classroom observation, interviews, journal and so on     

                       more holistic and naturalistic but hard to analyze

                                    Combine both Quantitative and Qualitative

 

                        8.  The importance of Documentation

                             Relevant documentations:

     a) Course statistics: information on why students chose the course,   

          student numbers, attendance, class size, drop outs, use of facilities such as

          library or self-access center.

 

                                            b) Relevant course documents: Compilation of all relevant documentation about

                                                 the course. Such as descriptions, publicity materials, statements of aims,

                                                 objectives, and syllabus, course materials, teaching guides, newsletters,

                                                 newspaper articles, report of planning meetings.

 

                                     c) Course work: examples of tests, class assignments, examples of students work.

 

                                     d) Written comments : anything that has been written about the course by external

                                          assessors, teachers, learners, managers.

 

                                     e) Institutional documents: anything that is available about the school or

                                          institution, hiring policy, job description, need analyses that have been

                                          conducted, reports of previous courses.

 

                                     f) Course Reviews: a written account of a course, prepared by the teacher or

                                         teachers who taught the course.

 

9.         Procedures used in Conducting Evaluations

1. Tests

               1) institutionally prepared tests

               2) international tests

               3) textbook tests

               4) student records

-  Advantage:

     1) direct measure of achievement or performance

 

 

 - Disadvantages:

     1)   hard to make sure the tests are a direct of teaching or are liked to other   

            factors=> further investigation.

     2) “reliability and validity” problems. 

 

2. Comparison of two approaches to a course

   two different versions of the course

        => compare the effects of two or more different teaching conditions.

        -  Advantage:

            1) control all relevant factors and investigate strictly 

       -  Disadvantage:

          1) teachers’ load (maintain the difference at the same time)

 

  3. Interview

   could get many different views of the course

   structured interview is more useful

  Advantage:

     1) obtain more deeper (in-depth) information

  Disadvantages:

     1) time-consuming

     2) could not be generalized