Teacher-led Evaluations

  • Richard Kiely
  • Pauline Rea-Dickins
Part of the Research and Practice in Applied Linguistics book series (RPAL)

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.

Keywords

Tate Stake 

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Copyright information

© Richard Kiely and Pauline Rea-Dickins 2005

Authors and Affiliations

  • Richard Kiely
    • 1
  • Pauline Rea-Dickins
    • 1
  1. 1.Graduate School of EducationUniversity of BristolUK

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