evaluationevaluation n
in general, the systematic gathering of information for purposes of decision
making. Evaluation may use quantitative methods (e.g. tests), qualitative
methods (e.g. observations, ratings (see rating scale)), and value judge-
ments. In language planning, evaluation frequently involves gathering
information on patterns of language use, language ability, and attitudes
towards language. In language programme evaluation, evaluation is related
to decisions about the quality of the programme itself and decisions about
individuals in the programmes. The evaluation of programmes may involve
the study of curriculum, objectives, materials, and tests or grading
systems. The evaluation of individuals involves decisions about entrance
to programmes, placement, progress, and achievement. In evaluating
both programmes and individuals, tests and other measures are frequently
used.
see also formative evaluation, summative evaluation
evaluative comprehension n
see reading
evaluative question n
a divergent questionwhich requires students to make an evaluation,
such as a question which asks students to say why they think a certain kind
of behaviour is good or bad.
see also questioning techniques
evidence n
in language acquisition, two types of evidence are important for the
learner. Positive evidenceis evidence that something is possible in the language
being learned. For example, if a learner of Spanish encounters sentences
that have no subject, this serves as positive evidence that subjects do not
(always) have to be overtly expressed in Spanish. Negative evidenceis
evidence that something is not possible. For example, in English, one can
say He sometimes goes there, Sometimes he goes there, or He goes there
sometimes, but it is ungrammatical to say *He goes sometimes there, an
order that is possible in some other languages (French, for example). Direct
negative evidencein this case would consist of an explicit correction made
by a teacher or conversational partner. The non-occurrence of such sentences
in input may also constitute indirect negative evidenceto the learner, but a
learner could think that even though he or she has not heard such sentences
they are possible. Some SLA theorists believe that neither direct nor indirect
negative evidence plays a role in language learning and that only positive
evidence contributes to acquisition.