Evaluation: (Language Teaching: A Scheme for Teacher Education)

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:
The authors and series editors Introduction Section One: 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 Two: 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 Three: 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