Program Evaluation in Language Education

1. Front Matter

   Pages i-xii

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2. Departure Points

   1. Front Matter

      Pages 1-1

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   2. Introduction

      • Richard Kiely, Pauline Rea-Dickins

      Pages 3-4

   3. Themes and Challenges

      • Richard Kiely, Pauline Rea-Dickins

      Pages 5-16

   4. Historical Perspectives: Focus on Design and Method

      • Richard Kiely, Pauline Rea-Dickins

      Pages 17-36

   5. Historical Perspectives: Focus on Context and Use

      • Richard Kiely, Pauline Rea-Dickins

      Pages 37-55

   6. Historical Perspectives: Language Program Evaluation and Applied Linguistics

      • Richard Kiely, Pauline Rea-Dickins

      Pages 56-72

3. Cases and Issues

   1. Front Matter

      Pages 73-73

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   2. Introduction

      • Richard Kiely, Pauline Rea-Dickins

      Pages 75-76

   3. Evaluating Teachers’ English Language Competence

      • Richard Kiely, Pauline Rea-Dickins

      Pages 77-98

   4. Evaluating a Language through Science Program

      • Richard Kiely, Pauline Rea-Dickins

      Pages 99-118

   5. Evaluating the Contribution of the Native Speaker Teacher

      • Richard Kiely, Pauline Rea-Dickins

      Pages 119-135

   6. Evaluating Foreign Language Teaching in Primary Schools

      • Richard Kiely, Pauline Rea-Dickins

      Pages 136-149

   7. Evaluating Program Quality in Higher Education

      • Richard Kiely, Pauline Rea-Dickins

      Pages 150-160

   8. Evaluating the Student Experience in Higher Education

      • Richard Kiely, Pauline Rea-Dickins

      Pages 161-177

   9. Evaluating Assessment Standards and Frameworks

      • Richard Kiely, Pauline Rea-Dickins

      Pages 178-199

   10. Stakeholding in Evaluation

       • Richard Kiely, Pauline Rea-Dickins

       Pages 200-219

4. Evaluation Practice and Research

   1. Front Matter

      Pages 221-221

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   2. Introduction

      • Richard Kiely, Pauline Rea-Dickins

      Pages 223-224

   3. Large-scale Evaluations

      • Richard Kiely, Pauline Rea-Dickins

      Pages 225-245

The authors describe evaluation as a way of understanding and developing language programs: the thematic and background section sets out the decision-making, quality management, and learning functions of evaluation. Case studies illustrate the diversity of evaluation contexts, functions and approaches, documenting the ways in which evaluation processes and outcomes inform and facilitate program development, and contribute to explaining how language and teacher education programs constitute opportunities for learning. The ways in which evaluation practice can be researched and developed to maximize policy, institutional and program effectiveness is included, and a comprehensive set of resources for those commissioning, undertaking or researching language program evaluations concludes the text.

• education
• English
• evaluation
• higher education
• language
• language teaching
• primary school
• research
• teacher education
• literary diction

• Graduate School of Education, University of Bristol, UK

  Richard Kiely, Pauline Rea-Dickins

RICHARD KIELY is a Lecturer in the Graduate School of Education at the University of Bristol, UK and eads the MEd TESOL program. He has carried out language program evaluations in a range of contexts, and supervises research in this field. Other research interests include language teacher cognition and teacher development, intercultural aspects of TESOL, and qualitative research methods in TESOL.

PAULINE REA-DICKINS is Professor of Applied Linguistics in Education in the Graduate School of Education, University of Bristol, UK, where she is Deputy Director of Research, and leads the doctoral programme in Applied Linguistics/TESOL. She researches and writes in the areas of language program evaluation, language testing and classroom-based language assessment

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