Chen, Chun-Fu (2009) A case study in the evaluation of English training courses using a version of the CIPP model as an evaluative tool. Doctoral thesis, Durham University.
This thesis presents an evaluative case study of the 20 English training courses offered in the Applied English Department (AED) of an Institute, given the pseudonym W.G, in southern Taiwan. No evaluation had been done since the AED had been set up and using Stufflebeam’s CIPP (Context, Input, Process and Product) evaluation model this research was carried out. The purpose of the research was to attempt, through the gathering of qualitative data from a variety of sources and using a variety of research instruments, an evaluation of the 20 English training courses which were designed for and taken by students who hoped, mainly, to become children's English language teachers. The courses were examined through four key components, namely, "course aims and objectives", "course contents and materials", "course conduct and teaching-learning process" and "assessment and student performance". Data were gathered through questionnaires, interviews and the review of existing documents and was obtained from current students, directors of the AED, instructors, alumni and employers of alumni. The resultant data served to present a comprehensive overview of the AED and the 20 English training courses and furnished evidence sufficient to allow for a number of recommendations for improvement and change to emerge. Fundamentally it is not clear that there is sufficient congruence of students needs and the courses offered. It emerged that the AED would probably benefit from a refocusing of student needs, a review of AED structures and governance, uniform syllabus design and presentation, a review of student feedback on instructor performance and a number of fundamental adjustments to the courses, in particular, their content, teaching methodology and assessment. Overall the AED had many positive aspects all of which could be built on and added to as the results of the data suggested. It emerged that the CIPP evaluation model has, in the educational context, a lot to commend it and this has been illustrated in this research. If followed carefully it covers all aspects and features of a program and provides a methodical, all-embracing design which can produce useful material for exploration and adoption if appropriate. It is in most cases a positive program enhancing exercise designed to develop rather than close existing programs.
|Item Type:||Thesis (Doctoral)|
|Award:||Doctor of Education|
|Copyright:||Copyright of this thesis is held by the author|
|Deposited On:||09 Sep 2011 09:57|