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Program Evaluation in Language Education [Mīkstie vāki]

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  • Formāts: Paperback / softback, 311 pages, height x width: 216x140 mm, weight: 414 g, XII, 311 p., 1 Paperback / softback
  • Sērija : Research and Practice in Applied Linguistics
  • Izdošanas datums: 26-Jul-2005
  • Izdevniecība: Palgrave Macmillan
  • ISBN-10: 1403945713
  • ISBN-13: 9781403945716
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  • Mīkstie vāki
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Program Evaluation in Language EducationPalielināt
  • Formāts: Paperback / softback, 311 pages, height x width: 216x140 mm, weight: 414 g, XII, 311 p., 1 Paperback / softback
  • Sērija : Research and Practice in Applied Linguistics
  • Izdošanas datums: 26-Jul-2005
  • Izdevniecība: Palgrave Macmillan
  • ISBN-10: 1403945713
  • ISBN-13: 9781403945716
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781403945716.html
Keywords:
Evaluation is a way of understanding and developing language programs: the thematic and background section sets out the decision-making, quality management, and learning functions of evaluation. Case studies illustrate the diversity of evaluation contexts, functions and approaches, documenting the ways in which evaluation processes and outcomes inform and facilitate program development, and contribute to explaining how language and teacher education programs constitute opportunities for learning. The ways in which evaluation practice can be researched and developed to maximize policy, institutional and program effectiveness is included, and a comprehensive set of resources for those commissioning, undertaking or researching language program evaluations concludes the text. Evaluation is a way of understanding and developing language programs: the thematic and background section sets out the decision-making, quality management, and learning functions of evaluation. Case studies illustrate the diversity of evaluation contexts, functions and approaches, documenting the ways in which evaluation processes and outcomes inform and facilitate program development, and contribute to explaining how language and teacher education programs constitute opportunities for learning. The ways in which evaluation practice can be researched and developed to maximize policy, institutional and program effectiveness is included, and a comprehensive set of resources for those commissioning, undertaking or researching language program evaluations concludes the text. Evaluation is a way of understanding and developing language programs: the thematic and background section sets out the decision-making, quality management, and learning functions of evaluation. Case studies illustrate the diversity of evaluation contexts, functions and approaches, documenting the ways in which evaluation processes and outcomes inform and facilitate program development, and contribute to explaining how language and teacher education programs constitute opportunities for learning. The ways in which evaluation practice can be researched and developed to maximize policy, institutional and program effectiveness is included, and a comprehensive set of resources for those commissioning, undertaking or researching language program evaluations concludes the text.

Papildus informācija

RICHARD KIELY is a Lecturer in the Graduate School of Education at the University of Bristol, UK and eads the MEd TESOL program. He has carried out language program evaluations in a range of contexts, and supervises research in this field. Other research interests include language teacher cognition and teacher development, intercultural aspects of TESOL, and qualitative research methods in TESOL. PAULINE REA-DICKINS is Professor of Applied Linguistics in Education in the Graduate School of Education, University of Bristol, UK, where she is Deputy Director of Research, and leads the doct
General Editors' Preface xi
Acknowledgements xii
Part 1 Departure Points 1(72)
Introduction
3(70)
1 Themes and Challenges
1.1 Introduction
5(1)
1.2 Three features of evaluation
5(2)
1.3 Five challenges for evaluation
7(9)
1.4 Summary
16(1)
2 Historical Perspectives: Focus on Design and Method
17(20)
2.1 Introduction
17(1)
2.2 Early judgements
18(1)
2.3 Early evaluations
19(4)
2.4 Evaluation as measurement and comparison
23(3)
2.5 Evaluation as a focus on worth and development
26(4)
2.6 Evaluation standards
30(2)
2.7 New theoretical perspectives
32(4)
2.8 Summary
36(1)
3 Historical Perspectives: Focus on Context and Use
37(19)
3.1 Introduction
37(1)
3.2 Use of evaluation
37(3)
3.3 Constructivism in evaluation
40(4)
3.4 Realism in evaluation
44(2)
3.5 Political dimensions of evaluation
46(4)
3.6 Compliance with mandates
50(4)
3.7 Summary
54(2)
4 Historical Perspectives: Language Program Evaluation and Applied Linguistics
56(19)
4.1 Introduction
56(1)
4.2 Evaluation in language education and Applied Linguistics
56(3)
4.3 Language program evaluations
59(12)
4.4 Language evaluation outside language teaching programmes
71(1)
4.5 Summary
72(1)
Part 2 Cases and Issues 73(148)
Introduction
75(86)
5 Evaluating Teachers' English Language Competence
77(22)
5.1 Introduction
77(1)
5.2 Context
77(1)
5.3 Scope and aims of the evaluation
78(2)
5.4 Evaluation planning
80(1)
5.5 Articulating constructs and procedures
81(15)
5.6 Evaluation implementation and implications
96(2)
5.7 Summary
98(1)
6 Evaluating a Language through Science Program
99(20)
6.1 Introduction
99(1)
6.2 Context
99(3)
6.3 Aims and scope of the evaluation
102(2)
6.4 Evaluation design
104(7)
6.5 Some findings
111(4)
6.6 Implications for evaluation
115(2)
6.7 Summary
117(2)
7 Evaluating the Contribution of the Native Speaker Teacher
119(17)
7.1 Introduction
119(1)
7.2 Context
119(3)
7.3 Aims and scope of the evaluation
122(2)
7.4 Evaluation design
124(3)
7.5 Data collection
127(1)
7.6 Some findings
128(1)
7.7 Implications for evaluation
129(4)
7.8 Afterword - 15 years on
133(1)
7.9 Summary
134(2)
8 Evaluating Foreign Language Teaching in Primary Schools
136(14)
8.1 Introduction
136(2)
8.2 Context
138(3)
8.3 Aims and scope of the evaluation
141(1)
8.4 Design of the evaluation
142(3)
8.5 Data collection
145(2)
8.6 Implications for evaluation
147(2)
8.7 Summary
149(1)
9 Evaluating Program Quality in Higher Education
150(11)
9.1 Introduction
150(1)
9.2 Context
150(1)
9.3 Aims and scope of the evaluation
151(3)
9.4 Design of the evaluation
154(2)
9.5 Implications for evaluation
156(4)
9.6 Summary
160(1)
10 Evaluating the Student Experience in Higher Education
161(17)
10.1 Introduction
161(1)
10.2 Context
161(1)
10.3 Aims and scope of the evaluation
162(7)
10.4 Data collection
169(4)
10.5 Implications for evaluation
173(4)
10.6 Summary
177(1)
11 Evaluating Assessment Standards and Frameworks
178(22)
11.1 Introduction
178(5)
11.2 Evaluation study 1: Evaluation of national and state frameworks for the assessment of learners of English as an additional language
183(7)
11.3 Evaluation study 2: The Centre for Canadian Language Benchmarks
190(7)
11.4 Implications for evaluation practice
197(2)
11.5 Summary
199(1)
12 Stakeholding in Evaluation
200(19)
12.1 Introduction
200(2)
12.2 Understanding stakeholding
202(4)
12.3 Modes of stakeholder involvement
206(8)
12.4 Stakeholding and the locus of control
214(4)
12.5 Summary
218(1)
Appendix 12.1 Student action points
219(1)
Appendix 12.2 Focus group instruments
219(2)
Part 3 Evaluation Practice and Research 221(52)
Introduction
223(2)
13 Large-scale Evaluations
225(21)
13.1 Introduction
225(1)
13.2 Understanding large-scale evaluations
225(6)
13.3 How will you validate the evaluation issues and questions?
231(2)
13.4 Which evaluation procedures will you use, and why, and how will you analyse your data?
233(3)
13.5 Why and how will you develop evaluation skills?
236(4)
13.6 What are the constraints that you will be working with in your evaluation?
240(4)
13.7 Developing ethical mindfulness
244(1)
13.8 Summary
245(1)
14 Teacher-led Evaluations
246(9)
14.1 Introduction
246(1)
14.2 The scope of teacher-led evaluations
246(1)
14.3 Evaluation projects
247(3)
14.4 Sample projects
250(4)
14.5 Summary
254(1)
15 Management-led Evaluation Projects
255(18)
15.1 Introduction
255(1)
15.2 The scope of management-led evaluations
255(1)
15.3 Evaluation projects
255(6)
15.4 Sample projects
261(10)
15.5 Summary
271(2)
Part 4 Resources 273(16)
16 Resources for Language Program Evaluation
275(14)
16.1 Introduction
275(1)
16.2 Books
275(3)
16.3 Journals
278(4)
16.4 Professional associations
282(1)
16.5 Ethical guides and best practice codes
283(1)
16.6 Email lists and bulletin boards
284(1)
16.7 Additional internet resources
285(4)
Postscript 289(3)
Bibliography 292(15)
Index 307


RICHARD KIELY is a Lecturer in the Graduate School of Education at the University of Bristol, UK and eads the MEd TESOL program. He has carried out language program evaluations in a range of contexts, and supervises research in this field. Other research interests include language teacher cognition and teacher development, intercultural aspects of TESOL, and qualitative research methods in TESOL.

PAULINE REA-DICKINS is Professor of Applied Linguistics in Education in the Graduate School of Education, University of Bristol, UK, where she is Deputy Director of Research, and leads the doctoral programme in Applied Linguistics/TESOL. She researches and writes in the areas of language program evaluation, language testing and classroom-based language assessment