Evaluation Decisions and Alternatives

Below are key questions and varied responses that inform the creation of an evaluation form. Depending on the purpose of the course or program, using such evaluation decisions and rationales can help identify students' needs, resulting in more effective evaluation that truly address individual needs.

Evaluation Decision

Alternative Rationales


  • What is the purpose of the evaluations?

 

 

 

  • What should be evaluated?

 

 

 



  • What are the sources of evaluation information?

     

     


  • What are the methods for gathering information?

 

     


  • When should evaluation be completed?
    • To aid in the design of the program because students’ linguistic needs vary depending on their level, learning style, and cultural background
    • To provide feedback to learners and instructors during the course since it is a newly-created one. This feedback will be used to adjust the curriculum as needed.
    • To determine if learners developed important knowledge, skills, and attitudes as a result of the program to measure its effectiveness and to make adjustments if necessary.
    • Changes in learners’ knowledge, skills, and attitudes resulting from the course since it is one that will introduce them to new information on English grammar, vocabulary, and Canadian culture.
    • The design of the course, methods and procedures used, and instructor effectiveness since it is a new course and students’ linguistic needs vary.
    • Whether the time allocations are appropriate relative to course activities. Are there too many activities to complete within the intended time period?
    • Learners’ demonstrated knowledge, attitudes, and skills
    • Work completed by the learners
    • The instructors’ perceptions and observations
    • Evaluation experts
    • Co-workers, supervisors, and others who interact with the learner
    • Other sources that are a part of your program
    • Informal procedures, which
    • Direct or unobtrusive data collection
    • Designing specific evaluation tools or using existing learning activities for data collection
    • Attitude surveys, knowledge tests, or observations of performance
    • Oral, written, or demonstration activities
    • Other methods appropriate for your program and learners
    • Before the program begins
    • Anytime during the program
    • Immediately at the end of the program
    • Some time after the program has ended when learners have had the opportunity to apply what they have learned
    • Other times that needed information is available

 

 

 

Taken from: Vella, J., Berardinelli, P. & Burrow, J. (1998). How do they know they know? Evaluating adult learning. San Francisco : Jossey-Bass Inc.