characterized by a narrow focus on some specific aspect of the curriculum” (pp. Ellis consequently suggests that teachers should use forms of “micro-evaluation. more on whether specific activities and techniques appear to 'work' in the context of a particular lesson” (Ellis, 1998, p.
However, while broad-scale evaluations are invaluable to program administrators, teachers are more generally concerned with “whether they are accomplishing their goals and whether they need to make changes. Most commonly, evaluations concentrate on broad program and curriculum goals, often for purposes of accountability (Richards, 2001). What other objectives can be identified for an activity and how do the learning outcomes correlate with those objectives?Ī range of different forms of evaluation systems are used in contemporary language teaching programs. 43)? Do the materials “activate the learners in such a way as to get them to engage with the material to be practiced” (Ur, 1988, p. Does the activity facilitate the learning process in the designated learningĬontext? What are the essential aspects of communicative theory that should be incorporated into the activity? Is theĬlassroom practice “designed to engage learners in the pragmatic, authentic, functional use of language for Language course? When developing an evaluation system to measure the effectiveness of classroom activities, thereĪre a broad range of factors to consider. How can teachers know whether communicative activities are effective in a given classroom context? How can theyĭetermine whether the learning outcomes provided by an activity are consistent with the goals and objectives of a In the final stage, the activities are developed for future classes based on directions provided by the evaluation system.Įvaluation system, communicative learning, ESOL classroom activities The general performance of the five activities is also compared in terms of mean scores on the evaluation system. The activities are first considered in terms of the mean rating scores against each criterion. Teachers use the criteria to rate five classroom activities. A set of evaluation criteria is developed based on what are determined as being the general qualities of successful communicative activities. This paper describes an evaluation system for measuring the effectiveness of communicative learning activities in university freshmen courses. Tokyo, Japan: Tokyo Keizai University.Īn evaluation system for communicative learning activities Lifelong Learning: Proceedings of the 4th Annual JALT Pan-SIG Conference.
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