Author :
Abstract
Dil öğrenim programlarını değerlendirmek için sayısız girişime rağmen, önceki değerlendirmenin etkililiğini yeniden değerlendiren boylamsal çalışmalar oldukça azdır. Bu çalışmanın amacı, Türkiye'deki bir devlet üniversitesindeki bir ELT Bölümü'nde, Pattonun Kullanım Odaklı Değerlendirmesinin prensiplerine dayalı olarak hazırlık okulu program değerlendirmesini (özellikle okuma, dilbilgisi ve dinleme kurslarına odaklanarak) incelemektir. Bu çalışma için tanımlayıcı bir karma yöntem araştırma deseni kullanılmıştır. Veriler, daha sonraki iki yılda açık uçlu anket, bireysel görüşmeler, nominal grup tekniği ile toplanmıştır. Katılımcı sayısı toplam 38'dir (birinci yıl, n = 19; ikinci yıl, n = 19). İlk değerlendirmenin sonuçları ilgili tüm taraflara (ör. Öğrenciler, eğitmenler, politika yapıcılar ve bölüm başkanı) dağıtıldı. Böylece, ikinci değerlendirme, ilk programın değerlendirilmesinde ve yeni programın ayrıntılı analizinin yapılmasında hizmet etmiştir. Sonuçlar, tüm değişikliklerin, özellikle yeni gelenler tarafından, hemen hemen tüm katılımcılar tarafından iyi bir şekilde kabul edildiğini ve önceki programın yeniden değerlendirilmesinin etkinliğini vurguladığını gösterdi.
Keywords
Abstract
Despite numerous attempts to evaluate language learning programs, longitudinal studies re-evaluating the effectiveness of the previous evaluation is highly scarce. The purpose of this study is to investigate the preparatory school’s program evaluation (focusing particularly on reading, grammar and listening courses) based on the principles of Patton’s Utilization Focused Evaluation in an ELT Department at a state university in Turkey. A descriptive mixed method research design is employed for this study. Data were collected via open-ended survey, individual interviews, nominal group technique in two subsequent years. The number of the participants were 38 in total (first year, n=19; second year, n=19). The results of the first evaluation were disseminated to all parties involved (i.e. the students, instructors, policy-makers, and the head of the department). Thus, the second evaluation served for assessment of the first one as well as providing detailed analysis of the new program. Results indicated that all changes were all well accepted by almost all of the participants, particularly by the new-comers, highlighting the effectiveness of re-evaluation of the previous program.
Keywords
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