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› Course/Curriculum evaluation is the process of
collecting information about the   
 of the
course/curriculum Ȃfrom planning to
implementation- in order to measure its success and
effectiveness and to make decisions about the course
as a whole. The main purpose is to provide: program
accountability and program development.
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› |esign (the process)

› Syllabus and content (relevancy, engagement, success,
difficulty, assessment procedures)
› Classroom processes (implementation)
› Materials of instructions (appropriateness)
› Teachers (perception, effectiveness)
› Teacher training (adequacy)
› Students (progress)
› Learnersǯ motivation (teacherǯs/studentsǯ role)
› Institution (support, communication network)
› Learning environment (responsive environment for
students and teachers)
› |ecision making (types & how)
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› 3ormative (when & why)

› Illuminative (when & why Ȃaction research)
› Summative (when & why)
› How effective was the course?
› What did the students learn?
› How was the course received?
› |id the material work well?
› Were the objectives adequate or do they need revisions?
› Were the placement and achievement tests adequate?
› Was the amount of time spent on each unit adequate?
› How appropriate were the teaching methods?
› What problems were encountered during the course?
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› Mastery of objectives
› Performance on Ǯformalǯ tests (quizzes, midterm, final,
exit tests)
› Measures of teachers and studentsǯ acceptability of the
course
› Retention rate
› Efficiency of the course
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› Gy the end of the course students will be able to do the
following with 90% accuracy:
› Identify the key information, processes, and patterns in
diagrams, graphs, tables and charts effectively.
› Use effective and a variety of phrases and vocabulary in
describing diagrams, graphs, tables and charts effectively, (e.g.
steep decline, increase, rapidly, fluctuation, etc.)
› Students will articulate constructive and objective
criticisms on various literary readings
› Students will develop positive attitudes towards reading in
English
› students will be able to converse with native speakers in English,
as expected by the UK culture, using different language
functions such as starting and ending a conversation,
apologizing, requesting with 80% accuracy
› {
 




eal with enquiries about hotel facilities,
local places, local events, and transportation
› Students will be able to develop effective writing skills
transferable to any written context
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› Students
› Teachers
› |esigners
› Administrators
› Sponsors
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› Insiders
› Outsiders
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› èualitative (holistic, naturalistic, exploratory, thick

description)
› Classroom observation

› Interviews

› |iaries & Journals & teachersǯ reports

› Teacher and studentsǯ logs

› Case studies

› Audio/video recording
› èuantitative (numerical)
› Tests (e.g., TOE3L, IELTS, textbook tests as in
teachersǯ manual)
› Checklists
› Surveys/questionnaires (can be analyzed both ways)
› Self-ratings
› Teachersǯ evaluations of the course (can be analyzed
both ways)
› Studentsǯ evaluations of the course (can be analyzed
both ways)
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› Assessing studentsǯ learning (who, what, according to what,

why, how, when, so what)
› |iagnostic assessment
› Assessing progress
› Assessing achievement
› Evaluating the course (who, what, according to what, why,
how, when, so what)
› Goals and objectives
› Content
› Appropriate to needs
› Organization
› Materials and methods
› Learning assessment plan