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| Unit name |
Change and Evaluation In TESOL |
| Unit code |
EDUCM5905 |
| Credit points |
20 |
| Level of study |
M/7
|
| Teaching block(s) |
Academic Year (weeks 1 - 52)
|
| Unit director |
Dr. Kiely |
| Open unit status |
Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department |
School of Education |
| Faculty |
Faculty of Social Sciences and Law |
Description including Unit Aims
This unit explores change as a strategy for improving TESOL programmes, and evaluation as a means of informing and guiding this strategy. A perspective on change and innovation in TESOL practice reflects the increasing focus in educational programmes on the quality of learning opportunities. The unit provides an opportunity for teachers to understand the nature and impact of change in their professional situation, and develop strategies for maximising potential benefits. This unit explores evaluation in TESOL as a means of informing and guiding processes of change. It looks at: the practical uses of evaluation - the ways teachers and other TESOL practictioners can use evaluation activities to understand and improve materials, teaching strategies and learning opportunities; the policy development and management functions - processes such as quality assurance and performane management of teachers; and the research function of evaluation - understanding how various dimensions of TESOL programmes work.
Aims:
- To develop awareness of theories of innovation and change relevant to TESOL contexts;
- To develop awareness of programme evaluation strategies and procedures relevant to TESOL contexts;
- To relate these to professional contexts (such as English for Academic Purposes; Young Learners; Classroom Assessment by Teachers), such that the management of change is appropriately informed and staged;
- To explore how programme evaluation processes relate to teaching and learning, including teacher learning;
- To explore how innovation and programme evaluation processes relate to curricular and quality management processes in TESOL, such as descriptions of language and guidelines for classroom practice.
Intended Learning Outcomes
By the end of this unit, students will have developed an understanding of:
- The nature and purposes of innovation and change in TESOL;
- The links between quality management, innovation, and evaluation in language education;
- Stakeholder approaches in programme evaluation and in the management of change;
- The traditions of programme evaluation in language education;
- Theory, policy and practice in language education programme evaluation.
By the end of this unit, students will have developed skills in:
- Designing context-sensitive schemes and Learning Resources in TESOL
- Teacher Learning in TESOL
- Change and Evaluation In TESOL
- Procedures for curricular process such as innovation, evaluation and quality management;
- Critiquing policies and procedures for programme evaluation and quality management;
- Critiquing research studies on aspects of innovation, evaluation and quality management;
- Identifying researchable issues in innovation, evaluation and quality management in language education.
Teaching Information
- Lecture input
- Online learning support (Blackboard)
- Data Projects (online resources, using data from Tutors’ Research Projects)
- Presentations,
- Small group work,
- Seminars or workshops,
- Action research,
- Simulations,
- Individual tutorials and supported self study.
Individualised and supervised studies to include on-line discussion, supervision and directed reading
Assessment Information
Either:
A negotiated assignment of 4,000 (or equivalent) exploring professional aspects of Change and Evaluation in TESOL, informed by both current perspectives in the literature, and the development needs of a specific curricular context.
Or
An outline proposal of 4,000 words (or equivalent) for an empirical research study addressing a current theoretical or curricular issues in Change and Evaluation in TESOL, including a focussed literature review, research questions and procedures for data collection and data analysis.
Reading and References
- Alderson, J.C. & A. Beretta (Eds) 1992 Evaluating Second Language Education. Cambridge: Cambridge University Press
- Kiely, R. & P. Rea-Dickins 2005 Programme Evaluation in Language Education. Basingstoke: Palgrave Macmillan
- Lynch, B. 1996 Language Programme Evaluation. Cambridge: Cambridge University Press
- McDonagh, J. & C. Shaw 1994 Materials and Methods in ELT. Oxford: Backwell
- Rea-Dickins, P. & Germaine, P. 1992. Evaluation. Oxford: Oxford University Press.
- Weir, C. J. and Roberts, J. 1994. Evaluation in ELT. Oxford: Basil Blackwell.
