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NEEDS ANALYSIS - CURRICULUM DESIGN & EVALUATION

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katherine agudelo

on 24 February 2014

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Transcript of NEEDS ANALYSIS - CURRICULUM DESIGN & EVALUATION

NEEDS ANALYSIS & NEEDS ASSESSMENT
Purpose
Information
learners, their needs, their
purpose.
Who will be involved?
Types of information
Types of questions
Key facts in needs analysis
Variety of means:

In-class observations
Interviews
Surveys
Target situation analysis (where, how,
with whom, and why).
TARGET GROUP
People about whom information will be gathered.
Resource group
People who may serve as sources of information about the target group.
Needs analysts
People responsible for conducting the needs analysis.
Audience
Includes all the people who will be required to act upon the analysis.
*Students
*Teachers, administrators, etc.
*Teachers, consultants, etc.
*Parents, teachers, etc.
Problems
Identify the problems that are being experienced by the people under assessment in the target group.
Priorities
Investigate which topics, language uses, skills, etc. are considered most important for the target group
Abilities
Determine the abilities of the students at entry.
Attitudes
Uncover information about participants' feelings and attitudes toward elements of the program.
Solutions
Elicit ideas for solutions to perceived problems in terms of what changes might bring to the learning system.
Types of instruments
Characteristics
Existing information:
files, resources.

Tests:
placement, diagnosis, achievement, proficiency.

Observations:
case study, diary study.

Interviews:
individual, group.

Meetings:
delphi technique (consensus), advisory meeting (inform), review meetings (draw participants into the process).

Questionnaires:
biodata (background), opinion (& attitudes), self-rating, judgmental ratings (evaluate program).

Reliability:
Consistency with which a procedure obtains information.

Validity:
The degree to which it is measuring what it claims to measure.

Usability:
The degree to which a procedure is practical to use (administering, scoring, interpreting)

Length:
The appropriate extent to catch the target group's attention.

In this Class
Did you ever feel the content of a course didn't match your expectations?
Did you consider some activities were of little use or interest for you?
Were you ever asked about what you need English for?

Define the process required for needs analysis
Identify sources of information and actors involved in needs analysis
Get familiar with instruments and procedures
Raise awareness of the importance of needs analysis for educators

Lacks
Wants
Needs
Gathering
Information
Needs assessments should gather information on:
the
situations
in which the target language will be used and with whom
the
objectives and purposes
for which the language is needed.
modes of communication
that will be used
the level of proficiency
that will be required (p. 42).
Considerations on the procedure of gathering info
Reliability
refers to the consistency with with information is gathered (p. 51).
Validity
is the degree of truthfulness of a procedure (p. 51).
Usability
is the degree to which it is practical to use (p. 52).
Which points of view should be taken?
Situation Needs
focuses on the physical, social, and physiological context in which language learning takes place (p. 40).
Language Needs
target the linguistic behaviors that students are expected to acquire (p. 40).
Subjective Needs
are needs that have to do with what is desired, wanted, or expected (p. 40).
Objective Needs
are observable data about the situation, the learners, the language, their skill level, ect (p. 40).
Learning Processes
is more focused on the situational and subjective aspects of learning such as affective needs (p. 41).
Linguistic Content
"favors needs analyzed objectively from a language needs perspective and spelled out in linguistic terms" (p. 41).
Difference between present and desired competence and performance
Missing content or skills (e.g: ESP).

Students' objectives
Students' priorities
What do they want in regards to their language?
Objective VS. Subjective
Eliana Agudelo & Tatiana Valcárcel
Needs Analysis
Allwright, R. (1982)
Brown, H.D. 1995.
Needs Assessment Cycle (Graves, K. 2000)
1.
Decide what information to gather and why
2.
Decide when, from whom, and how to gather it
3.
Gather information
4.
Interpret information
5.
Act on it
6.
Evaluate the effects of the action
References
Brown, J. D. (1995)
The Elements of Language Curriculum.
New York: Heinle & Heinle.

Graves, K. (2000).
Designing Language Courses
. Boston: Heinle & Heinle Publishers

Needs Analysis. Retrieved from: http://sapp.uv.mx/univirtual/cursos/LEI/Curriculum%20Analysis%20and%20Syllabus%20Design/unit2/unit21.html

Richards, J. (2001).
Curriculum Development in Language Teaching
. New York, Cambridge University Press.

Rossett, A. (1982) A typology for generating needs assessments.
Journal of Instructional Development
, 6 (1), 28-33.

Wynne, R. (2003) Learning needs analysis. Retrieved from: http://www.assetproject.info/learner_methodologies/before/learning_analysis.htm


YOU ONLY HAVE 10 MINUTES TO ANALYZE

4 MINUTES TO PRESENT

NOW LET´S ANALYZE THE DATA

Richards, J. (2001)
Brown, 1995.
Rossett (1982)
Full transcript