1. Chapter 8:Evaluation Anwar F. Al Arfaj Supervised by Dr. Antar Abdellah Submitted by

2. What is the last part of the curriculum design process ? What is the deference between? Evaluator : Person or group commissioning the evaluation

3. THE AIM IS TO DECIDE Evaluation if the course is successful how to check it needs to be improved where

5. What is an evaluation? Looks at all aspects of curriculum design to see if the course is the best possible. Requires looking at Results of the course The planning and running of the course

6. Evaluation may be answering questions like : Is the teaching on the course of a suitably high standard? Is the course preparing the Ss for their use of E at the end of the course? Are the Ss satisfied with the course? Is the course cost effective?

7. The Steps in an Evaluation

8. 1- Discover the purpose and audience of the Evaluation

9. Audience A -Find out who the evaluation is for and what kind of information they value Why this step is very important? It helps determine : 1. The degree of confidentiality of the evaluation 2. What kind of information should \should not be gathered 3. Whether the data to be gathered will be provided willingly or reluctantly

10. purpose B - Why the evaluation is being done? What the results of the evaluation will be used for

11. At the end of this preparatory stage of the evaluation,the evaluator should be able to tell the person commissioning the evaluation : Worth doing possible How long (time) How much(money) Willing to do it What kind of evidence it will gather

12. 2-The type and focus of the Evaluation

13. To decide what kind of information to gather. In this stage the evaluator look at summative. formative or Judge the course Improve the coursepurpo se long termshort term or 1 1 2 2 Whether the evaluation is

14. Resource factors affective factorscognitive factors Costs, profit, availability and quality of teaching and learning recourses Feelings of satisfaction and attitudes Learning and teaching and gaining knowledge involve will include 4 4 product of learning and teaching Process of learning and teaching or what \how much was learned How engaged Ss are in their tasks, The quality of interaction The quality and quantity of the language used Observations of learning look at 3 3 Focus on

15. 3. Gaining Support for the Evaluation

16. Gaining the support of the people involved It’s necessary for those to feel that evaluation is worthwhile and not personally threatening to their job security. This will require meeting with them and involving them in the planning and carrying out of the evaluation.

17. 4. Gathering the Information

18. To decide how to gather the information who will be involved in the gathering of information. The Most useful information gathering tools

19. 1- interviews Types of interviews One -to one- basis committee Kinds of interviews structuredunstructured

20. 2- self - report scales Do you know some types of questionnaire? self - report scales are questionnaires that are asking respondents to rate an aspect of the course on predetermined scale The teaching on the course was: 1 2 3 4 5 Very good poor adequate very good excellent

21. Advantages and Disadvantages of self-report scales

22. 3- Observations (analysis) 1- unstructured 2- structured with a checklist The checklists need to be The items on it can be clearly understood by each person using it. It’s based on a well-thought-out, well researched system of knowledge. It’s not too long, easy to use and easy to interpret its results. reliable valid practical

23. 1.Ensure that there’s a systematic coverage of what is important. 2.Allow comparison between different courses, lessons, teachers est.. 3.Act as a basis for the improvement of a course 1.Blind the observer from seeing other important features that aren't on the list. 2.Tend to become out of date as theory changes. 3.Are based on the assumption that summing the parts is equal to the whole Checklists

24. Formative Evaluation as apart of a course

25. Who will be involved in the evaluation? What is Formative evaluation ?

26. How Can Formative Evaluation be Done ? Negotiated between the teacher and the learners. (have immediate effects on the course) Peer-evaluation. Self- evaluation. Learners – evaluation :* asked to fill evaluation forms *given a set time to discuss the course and give feedbacks for teachers Regular meetings hold by the staff. Outside evaluator

27. 4. The Results of an Evaluation

28. How should these results be presented ? This presentation involves ethical issues. Only available to the teacher and the head of the department. Students’ comments are presented with out their names

29. A Written Report For who 1-The person or group commissioning the evaluation 2- Wider circulation Oral report

30. Is the Written Report the End of an evaluation ? The report needs to be considered and then acted on. later Follow-up to monitor the effects and implementation of the evaluation

31. need to be applied to the course or to the planning of future courses Evaluation results

32. Let’s summarize the steps of evaluation together 1. Discover the purpose and the type of evaluation 2. Assess the time and money needed 3. Decide what kinds of information together 4. Gain the support of the people involved 5. Gather the information 6. Preset the findings 7. Apply what has been learned from evaluation 8. Do a follow-up evaluation

33. Conclusion Evaluation is an essential part of good curriculum design because it ensures that weaknesses are found and repaired. It allows for the adjustment of a course to a changing environment and changing needs. If evaluation is well planned, it can help teachers develop professionally and feel that the course is their own.

34. Divide yourselves into TWO groups and start working on TASK 1 and 2 on page 135