Abstract
In this chapter we set out some evaluation projects which teachers can carry out in their own teaching contexts. These correspond in some ways with action research and reflective practice. They build on notions of professional practice as enquiry, professional development through enquiry, and the centrality of contextual understanding in solving curricular problems and enhancing opportunities for learning. Teacher-led evaluations therefore are opportunities to evaluate curricular resources, that is, learning materials and classroom tasks, resources such as information technology and libraries, and aspects of interaction in the teaching learning process. In addition, they serve a professional development function, whether related to formal appraisal or performance management processes, or more personal aspects of professional learning. The findings of such evaluations contribute to the management task in language programs, whether within the school or institution, or related to the operation of mandates from external stakeholders.
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© 2005 Richard Kiely and Pauline Rea-Dickins
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Kiely, R., Rea-Dickins, P. (2005). Teacher-led Evaluations. In: Program Evaluation in Language Education. Research and Practice in Applied Linguistics. Palgrave Macmillan, London. https://doi.org/10.1057/9780230511224_17
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DOI: https://doi.org/10.1057/9780230511224_17
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-4039-4571-6
Online ISBN: 978-0-230-51122-4
eBook Packages: Palgrave Language & Linguistics CollectionEducation (R0)