FIFTH GENERATION IN LANGUAGE PROGRAM EVALUATION: TOWARDS TRANSPARENCY, NATION-BASED STANDARDS AND VALUE-BASED EVALUATION

FIFTH GENERATION IN LANGUAGE PROGRAM EVALUATION: TOWARDS TRANSPARENCY, NATION-BASED STANDARDS AND VALUE-BASED EVALUATION

Öztürk, Gökhan
Kalkan, Oğuzhan

Language program evaluation is one of the key elements of systematical language education. It may focus on many different aspects of a language program such as curriculum design, classroom processes, teachers and students. Throughout the history, language program evaluation has been dramatically affected by the beliefs and approaches in education. The dominant and acknowledged theories and approaches in general education and language teaching shaped the practices and implementation of language program evaluation in specific eras. In the literature, theses eras are called as four generations (Guba and Lincoln, 1989) which have their own principles and characteristics related with the theories of that specific era. Based on these four generations theory and current approaches in the literature, this paper theoretically discusses what the fifth generation will bring to language program evaluation. First, the definition of related terms, principles of four generations and their development were presented. On the basis of the drawbacks of these generations, what language program evaluation currently needs and potentials of the fifth generation were revealed in line with the current literature. Finally, the study put forward some potential implementations of the fifth generation in language program evaluation.

Conference or Workshop Item
PeerReviewed

2014

3426