Application assessment in Language schooling (05) by way of Kiely, Richard - Rea-Dickins, Pauline [Paperback (2005)]
Read or Download Program Evaluation in Language Education (05) by Kiely, Richard - Rea-Dickins, Pauline [Paperback (2005)] PDF
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Additional info for Program Evaluation in Language Education (05) by Kiely, Richard - Rea-Dickins, Pauline [Paperback (2005)]
The requirement to use quantified, objective research methods leads to the neglect of data considered subjective, anecdotal, or impressionistic which might have the potential to provide explanations for findings. 4. There is no possibility to consider local factors: atypical results and deviant cases are marginalised and lost to discussion. 5. The focus on objective truth means that the concerns of participants in the program are not addressed by the evaluation. 6 Parlett and Hamilton on illuminative evaluation Illuminative evaluation takes account of the wider contexts in which educational programs function.
2 Taba on evaluation Many curriculum innovations are introduced on little more than hunches. . These matters cannot be settled by philosophical arguments alone. One needs to determine what changes these innovations actually produce and what effects they have on the total pattern of educational outcomes. Innovations introduced for a certain limited purpose too often produce other undesirable results. For example, a school which was greatly concerned with the development of scientific objectivity and critical thinking had stressed the reliable and dependable materials of unquestionable objectivity.
The value of particular educational strategies cannot be determined by theory; they need to be empirically validated through evaluation procedures. 2. Evaluation proceeds by identifying behaviours which represent the curriculum strategy, measuring them and developing comparisons with a parallel context where the strategy is not used. 3. The evaluation process has to take a broad, open view, documenting curriculum processes so that unanticipated data can be interpreted and understood. 4. This evaluation process has the potential to improve the program at the level of understanding the curriculum theory, as well as identifying successful and unsuccessful aspects of the practices which make up the program.