FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic June 2003 – Harrogate, UK

FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic Courses Language training programme in the Czech military comprises different types of courses. The most common are: four-month intensive courses for SLP 1111 June 2003 – Harrogate, UK four-month intensive courses for SLP 2222 six or five-month intensive courses for SLP 3333 “combined courses” (10 months, one week a month) for all three levels one- or two-week military terminology courses for specific purposes (for Rapid Deployment Force, UN missions, etc.) one- or two-week military terminology courses for specific purposes (for Rapid Deployment Force, UN missions, etc.)

FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic June 2003 – Harrogate, UK four-week refreshment courses for SLP 1111 and 2222 eight-week refreshment courses for SLP 3333 IMET Programme courses for all levels British Council courses for SLP 2222 Courses Language training programme in the Czech military comprises different types of courses. The most common are: The last two types are not evaluated by Brno FLI.

FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic needs analysis curriculum evaluation evaluation and innovation of learning/instructional materials instructional process evaluation June 2003 – Harrogate, UK Areas of Evaluation evaluation of learning environments evaluation/assessment of educational achievements

FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic Why? - to find out, monitor and analyze individual needs as well as group needs of the students - to find out, monitor and analyze individual needs as well as group needs of the students How? - information coming from MoD and General Staff June 2003 – Harrogate, UK Needs Analysis - information coming from commandants and military staff - information coming from the students - information found in job descriptions Means: - various kinds of questionnaires or personal inquiries Result: - analysis of all acquired information - preparation of the programme proposal

FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic Curriculum evaluation is a process focusing on different areas. Instructional Content topics focus on skills level of difficulty types of tasks June 2003 – Harrogate, UK Curriculum Evaluation

FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic June 2003 – Harrogate, UK Time Schedule distribution of lessons for: different skills different topics distribution of lessons for: different skills different topics the length of instruction time for self-study and homework Curriculum Evaluation

FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic June 2003 – Harrogate, UK Profile and Organization methods of instruction students’ evaluation during instructional process group learning Curriculum Evaluation number and type of instructional materials or textbooks creative learning

FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic June 2003 – Harrogate, UK Participants - number of students in a group - level of students' education Teachers' education: Curriculum Evaluation - age of students - level of degree Students Teachers - postgraduate courses - courses abroad - native speakers

FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic June 2003 – Harrogate, UK Evaluation of Learning/Instructional Materials content and level of difficulty compared with time schedule picture and graphical components – maps, charts, etc motivating elements tasks in accordance with skills priorities types of exercises subjective evaluation by a teacher or a student

FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic June 2003 – Harrogate, UK Instructional Process Evaluation Observation Techniques Focused on: - teacher’s preparation for the lesson - organization of a lesson - methods of instruction in accordance with the aim of the lesson - activities of students - audiovisual aids - feedback to students - motivating elements Observer can: - be present at a classroom - take notes - use a video camera or a recorder

FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic June 2003 – Harrogate, UK Instructional Process Evaluation Subjective/participants techniques - teachers' self-reporting - students' self-reporting Resources: - questionnaires - mail survey - phone inquiries - teachers’ diaries Using the instructional process evaluation, the purposes of evaluation must be clearly set. Using the instructional process evaluation, the purposes of evaluation must be clearly set.

FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic June 2003 – Harrogate, UK Evaluation of Learning Environments Questionnaires The questionnaire has 3 parts: 1. finding out data about learners (age, type of course they attended, number of courses they attended, exam result, teaching organization, motivation…) 1. finding out data about learners (age, type of course they attended, number of courses they attended, exam result, teaching organization, motivation…) 2. getting the assessment of individual skills (time, usefulness, practicality, topics...); the assessment is on a scale (1 – 4) 2. getting the assessment of individual skills (time, usefulness, practicality, topics...); the assessment is on a scale (1 – 4) 3. getting the assessment of the course organization (pluses, minuses, suggestions) and course content – teaching materials, teaching methods, homework, teachers' attitudes (pluses, minuses, suggestions) 3. getting the assessment of the course organization (pluses, minuses, suggestions) and course content – teaching materials, teaching methods, homework, teachers' attitudes (pluses, minuses, suggestions)

FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic June 2003 – Harrogate, UK Evaluation of Learning Environments Questionnaires Questions: Each student can speak with the teacher. Students can express their own points of view. Students can chose their places to be seated or the teacher decides about it. All the students do the same tasks during the lesson. The tasks are creative or the students find answers in a textbook.

FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic on the basis of achievement tests June 2003 – Harrogate, UK Evaluation/Assessment of Achievements This evaluation is useful in creating a student’s profile. on the basis of placement tests This evaluation is used to group students in more or less homogeneous study groups. on the basis of standardized tests This evaluation shows objectively students’ level of language command. on the basis of aptitude tests This helps to find out students’ aptitude for learning languages.

FOREIGN LANGUAGE INSTITUTE Military Academy in Brno – Czech Republic June 2003 – Harrogate, UK Conclusion Evaluation of a language training programme is a must. The benefits: - getting feedback - identifying problematic areas and looking for ways to sort them out - keeping in touch with changing needs - learning/teaching process shows dynamics - motivating for both learners and teachers