There are three roles in course design, which are interrelated with one another: assessing needs, assessing students’ learning, and evaluating the course. Among three roles in this chapter I will summarize only the third roles: evaluating the course since the third is directly connected to the topic of the Module # 7 assignment: Evaluation of Curriculum Materials.
Who evaluate the course?
“In formative evaluation of the course, it is usually the teacher and the students who evaluate its effectiveness. In summative evaluation, in addition to the teacher and students, the institution may have an official means of evaluating the effectiveness of a course” (Graves, K. Designing Language Course. p. 214)
What is evaluated?
1. The goals and objectives
Are/ were they realistic? Appropriate? Achievable?
How should they be changed?
2. The course content
Is/ was it what the students need/ed? at the right level? comprehensive enough? focused enough?
3. The needs assessment
Did it provide the needed information? the right amount of information? in a timely way?
Did the students understand it?
Was it appropriately and effectively responded to?
4. The way the course is organized
Does it flow from unit to unit and within units?
Do students perceive a sensible progression?
Is the course content woven together in a balanced way?
Is material recycled throughout the course?
5. The materials and methods
Are they at the right level?
Is the material engaging?
Do the students have enough opportunities to learn what they need to?
Is the material relevant?
Are the students comfortable with their roles? the teacher’s role?
6. The learning assessment plan
Do students understand how they will be assessed and why? Do assessment activities assess what has been learned?
Do they help students diagnose needs? measure progress or achievement?
Are they timely?
Why evaluate the course?
In formative evaluation, it is to evaluate effectiveness and to change ineffective things, which don’t meet students’ needs, to give students the chance of participation in their class, and to provide information for redesign of the course.
In summative evaluation, it is for making decisions about whether the course will continue or not, assessing the success of the course, and offering information of redesign of the course.
How can you evaluate the course?
“I can evaluate through systematic observation, feedback (oral or written, individual or group), questionnaires, dialogue journals, ranking activities, and so on” (Graves, K. Designing Language Course. p. 215).
When can you evaluate the course?
“You can evaluate the course periodically, at natural intervals; at the midterm, or at the end of the course; when problems arise” (Graves, K. Designing Language Course. p. 215).
What is done with the results of evaluation?
It help you make decisions on both an ongoing and final basis about the course.
Some ways to design an assessment plan
1. David Thomson’s Assessment Plan
Student letter, error correction symbol sheet, self-rating forms, portfolios, grammar/vocabulary log, teacher-student dialogue journals, end of course letter, a final self-rating, and read aloud
2. IE7 Class Assessment Plan
Attendance, Participation, Teacher assessment
3. Denise Maksail-Fine’s plan
Assessment Plan- Learning assessment tool #1: New York State Comprehensive Regents Examination, assessment tool #2: Portfolios, assessment tool #3: Situational Role Plays, course evaluation tool #1: Student Feedback Questionnaire
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