Öz
Bu çalışma bir program değerlendirme durum çalışmasıdır ve bir yabancı dil
olarak İngilizce hazırlık programındaki Temel dersin (TD) Bellon ve Handler’ın
(1982) değerlendirme modelinin adapte edilmiş hali ile değerlendirilmesini
amaçlamaktadır. Çalışmanın amaçları iki şekilde özetlenebilir: i) yabancı dil
olarak İngilizce hazırlık programındaki Temel dersinin a) dersin hedefleri ve
amaçlar, b) ders içeriği ve materyaller, c) dersin işlenişi ve d) öğrenci
değerlendirmesi ve sonuçlar olmak üzere bir dersi oluşturan dört ana öğeye göre
değerlendirilmesi ve ii) bu dört temel öğe itibari ile iyileştirilmesi gereken
yönlerin belirlenmesi. Çalışma örneklemini hazırlık sınıfının farklı
sınıflarında öğrenim gören öğrenciler ve ders öğretim elemanları
oluşturmaktadır. Bir karma desen çalışması olan bu değerlendirme çalışmasında
veriler anket, görüşme ve yapılan gözlemler aracılığıyla toplanmıştır. Çalışma
sonuçları İngilizce Temel dersinin öğrenci ve öğretim elemanları görüşlerine
göre bir dersi oluşturan dört temel öğe açısından bakıldığında genel olarak
etkili olduğunu göstermiştir. Bu dört temel öğeye göre var olan ve olması
istenen durum arasındaki farkı tespit etmek için kullanılan nitel ve nicel
verilerin büyük ölçüde örtüştüğü görülmüştür. Fakat sonuçlar özellikle dersin
içeriği ve öğrenci değerlendirmesi öğelerinde öğretmen ve öğrenci görüşleri
arasında tutarsızlıkların var olduğunu da göstermektedir. Değerlendirme
etkinlikleri sonucunda tespit edilen iyileştirilmesi gereken alanlar için
öğrenci pratiğine daha fazla imkân veren etkinliklere yer verilmesi, öğrenci
performansını ölçmek için farklı ve çeşitli değerlendirme yöntemlerinin derse dahil
edilmesi ve öğretim ile değerlendirme öğeleri arasındaki uyuma dikkat edilmesi gibi
tavsiyelerde bulunulmuştur.
Anahtar Kelimeler
Program değerlendirme öğretim programı değerlendirme İngilizce ders değerlendirme
Kaynakça
- Bellon, J. J., & Handler, J. R. (1982). Curriculum development and evaluation: A design for improvement. Dubuque, Iowa: Kendall/Hunt Publishing Company.
- Beretta, A. (1992). Evaluation of language education: An overview . In J. C. Alderson & A. Beretta, (Eds.), Evaluating Second Language Education (pp. 5-24). Cambridge, UK: Cambridge University Press.
- Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). New York: Pearson Education.
- Erozan, F. (2005). Evaluating the language improvement courses in the undergraduate ELT curriculum at Eastern Mediterranean University: A case study (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
- Erdem, H. E. (1999). Evaluating the English language curriculum at a private school in Ankara: A case study (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
- Keating, R.F. (1963). A Study of the Effectiveness of Language Laboratories (Keating Report). New York: Institute of Administrative Research, Teachers College, Columbia University.
- Mackay, R. (1998). Program evaluation and quality control. TESL Canada Journal, 17(2), 33-42.
- Mitchell, R., McIntyre, D., MacDonald, M., & McLennan, S. (1987). Report of an Independent Evaluation of the Western Isles Bilingual Education Project. University of Stirling.
- Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40(2), 120-123.
- Norris, J. M. (Ed.). (2009). Understanding and improving language education through program evaluation [Special issue]. Language Teaching Research, 13,1–13.
- Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.
- Scherer, G. A., & Wertheimer, M. (1964). A psycholinguistic experiment in foreign-language teaching. Columbus, OH: McGraw–Hill.
- Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagné, & M. Scriven (Eds.), Perspectives of Curriculum Evaluation (pp. 39–83). Chicago: Rand McNally.
- Sharp, A. (1990). Staff/student participation in course evaluation: A procedure for improving course design. ELT Journal, 44(2), 132-137.
- Smith, P. D. (1970). A comparison of the cognitive and audiolingual approaches to foreign language instruction: The Pennsylvania foreign language project. Center of Curriculum Development Incorporated.
- Stufflebeam, D. L. (1972). The relevance of the CIPP evaluation model for educational accountability. SRIS Quarterly, 5(1).
- Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
- Walberg, H., & Haertel, G. (Eds.) (1990). The international encyclopedia of educational evaluation. Oxford: Pergamon.
- Yel, A. (2009). Evaluation of the effectiveness of English courses in Sivas Anatolian High Schools (Unpublished master’s thesis). Middle East Technical University, Ankara.
Öz
This study is an
evaluation case study and aims to evaluate the English as a foreign language
(EFL) preparatory course called Main Course (MC) on the basis of the modified
version of Bellon and Handler’s (1982) evaluation model. The purpose of this
study is twofold: i) analyze the EFL preparatory course with regard to its four
fundamental aspects, a) aims and objectives, b) course content and materials,
c) course conduct and d) student assessment and outcomes, and ii)
identify aspects to be improved in relation to these four areas. The participants
of the study included the course instructors and their students in several preparatory
classrooms. The study followed a mixed methods design in which the data were collected
through questionnaires, interviews and observations. The results revealed that MC
was generally effective with regard to the four fundamental aspects as reported
by the course instructors and students. The qualitative and quantitative data
used to identify the gaps between the current and expected situation of the
course in terms of four aspects corroborated to a large extent. However, the
results showed inconsistencies between teachers’ and students’ perceptions especially
in terms of the aspects of course content and assessment. For the improvement
of the gaps found as a result of the evaluation activities, several
recommendations were made such as the inclusion of more practice activities and
various types of assessment methods to test student performance in the course and
consideration of alignment between the testing and teaching procedures.
Anahtar Kelimeler
curriculum evaluation Program evaluation English course evaluation
Kaynakça
- Bellon, J. J., & Handler, J. R. (1982). Curriculum development and evaluation: A design for improvement. Dubuque, Iowa: Kendall/Hunt Publishing Company.
- Beretta, A. (1992). Evaluation of language education: An overview . In J. C. Alderson & A. Beretta, (Eds.), Evaluating Second Language Education (pp. 5-24). Cambridge, UK: Cambridge University Press.
- Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). New York: Pearson Education.
- Erozan, F. (2005). Evaluating the language improvement courses in the undergraduate ELT curriculum at Eastern Mediterranean University: A case study (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
- Erdem, H. E. (1999). Evaluating the English language curriculum at a private school in Ankara: A case study (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
- Keating, R.F. (1963). A Study of the Effectiveness of Language Laboratories (Keating Report). New York: Institute of Administrative Research, Teachers College, Columbia University.
- Mackay, R. (1998). Program evaluation and quality control. TESL Canada Journal, 17(2), 33-42.
- Mitchell, R., McIntyre, D., MacDonald, M., & McLennan, S. (1987). Report of an Independent Evaluation of the Western Isles Bilingual Education Project. University of Stirling.
- Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40(2), 120-123.
- Norris, J. M. (Ed.). (2009). Understanding and improving language education through program evaluation [Special issue]. Language Teaching Research, 13,1–13.
- Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.
- Scherer, G. A., & Wertheimer, M. (1964). A psycholinguistic experiment in foreign-language teaching. Columbus, OH: McGraw–Hill.
- Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagné, & M. Scriven (Eds.), Perspectives of Curriculum Evaluation (pp. 39–83). Chicago: Rand McNally.
- Sharp, A. (1990). Staff/student participation in course evaluation: A procedure for improving course design. ELT Journal, 44(2), 132-137.
- Smith, P. D. (1970). A comparison of the cognitive and audiolingual approaches to foreign language instruction: The Pennsylvania foreign language project. Center of Curriculum Development Incorporated.
- Stufflebeam, D. L. (1972). The relevance of the CIPP evaluation model for educational accountability. SRIS Quarterly, 5(1).
- Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
- Walberg, H., & Haertel, G. (Eds.) (1990). The international encyclopedia of educational evaluation. Oxford: Pergamon.
- Yel, A. (2009). Evaluation of the effectiveness of English courses in Sivas Anatolian High Schools (Unpublished master’s thesis). Middle East Technical University, Ankara.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Temmuz 2018 |
| Gönderilme Tarihi | 24 Mayıs 2018 |
| Yayımlandığı Sayı | Yıl 2018 Cilt: 9 Sayı: 3 |