Difference between revisions of "The Integrated Approach"
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| − | This approach is proposed by McGrath. It aims to address the pros and cons that can be observed in all of the aforementioned methods. This approach must be adapted to the goals of each particular evaluation process. The evaluation criteria may differ in each context and their identification can be a rigorous procedure. One method for easing criteria definition is to establish a clear distinction between generic evaluation criteria, namely those that are applicable in all contexts, and specific ones, namely criteria related to a particular context. Examples of generic or macro level criteria include the students’ age range, proficiency level in the target language, motivation for studying the target language, sex distribution, and so forth. Specific or micro level, criteria may be associated with learner needs such as language skills, which are typically defined as communicative goals, con-texts of use, time frames, and language-system, which refers to grammar, | + | This approach is proposed by McGrath. It aims to address the pros and cons that can be observed in all of the aforementioned methods. This approach must be adapted to the goals of each particular evaluation process. The evaluation criteria may differ in each context and their identification can be a rigorous procedure. One method for easing criteria definition is to establish a clear distinction between generic evaluation criteria, namely those that are applicable in all contexts, and specific ones, namely criteria related to a particular context. Examples of generic or macro level criteria include the students’ age range, proficiency level in the target language, motivation for studying the target language, sex distribution, and so forth. Specific or micro level, criteria may be associated with learner needs such as language skills, which are typically defined as communicative goals, con-texts of use, time frames, and language-system, which refers to grammar, vocabulary, and phonology. |
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| + | Please click here to go back to the [[Evaluation Methodologies for Language Learning]] page. | ||
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| + | Click here to go back to the [[Main Page|home]]page | ||
Revision as of 01:00, 28 November 2013
This approach is proposed by McGrath. It aims to address the pros and cons that can be observed in all of the aforementioned methods. This approach must be adapted to the goals of each particular evaluation process. The evaluation criteria may differ in each context and their identification can be a rigorous procedure. One method for easing criteria definition is to establish a clear distinction between generic evaluation criteria, namely those that are applicable in all contexts, and specific ones, namely criteria related to a particular context. Examples of generic or macro level criteria include the students’ age range, proficiency level in the target language, motivation for studying the target language, sex distribution, and so forth. Specific or micro level, criteria may be associated with learner needs such as language skills, which are typically defined as communicative goals, con-texts of use, time frames, and language-system, which refers to grammar, vocabulary, and phonology.
Please click here to go back to the Evaluation Methodologies for Language Learning page.
Click here to go back to the homepage
