Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
NEEDS ANALYSIS - CURRICULUM DESIGN & EVALUATION
Transcript of NEEDS ANALYSIS - CURRICULUM DESIGN & EVALUATION
learners, their needs, their
Who will be involved?
Types of information
Types of questions
Key facts in needs analysis
Variety of means:
Target situation analysis (where, how,
with whom, and why).
People about whom information will be gathered.
People who may serve as sources of information about the target group.
People responsible for conducting the needs analysis.
Includes all the people who will be required to act upon the analysis.
*Teachers, administrators, etc.
*Teachers, consultants, etc.
*Parents, teachers, etc.
Identify the problems that are being experienced by the people under assessment in the target group.
Investigate which topics, language uses, skills, etc. are considered most important for the target group
Determine the abilities of the students at entry.
Uncover information about participants' feelings and attitudes toward elements of the program.
Elicit ideas for solutions to perceived problems in terms of what changes might bring to the learning system.
Types of instruments
placement, diagnosis, achievement, proficiency.
case study, diary study.
delphi technique (consensus), advisory meeting (inform), review meetings (draw participants into the process).
biodata (background), opinion (& attitudes), self-rating, judgmental ratings (evaluate program).
Consistency with which a procedure obtains information.
The degree to which it is measuring what it claims to measure.
The degree to which a procedure is practical to use (administering, scoring, interpreting)
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
Needs assessments should gather information on:
in which the target language will be used and with whom
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
refers to the consistency with with information is gathered (p. 51).
is the degree of truthfulness of a procedure (p. 51).
is the degree to which it is practical to use (p. 52).
Which points of view should be taken?
focuses on the physical, social, and physiological context in which language learning takes place (p. 40).
target the linguistic behaviors that students are expected to acquire (p. 40).
are needs that have to do with what is desired, wanted, or expected (p. 40).
are observable data about the situation, the learners, the language, their skill level, ect (p. 40).
is more focused on the situational and subjective aspects of learning such as affective needs (p. 41).
"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).
What do they want in regards to their language?
Objective VS. Subjective
Eliana Agudelo & Tatiana Valcárcel
Allwright, R. (1982)
Brown, H.D. 1995.
Needs Assessment Cycle (Graves, K. 2000)
Decide what information to gather and why
Decide when, from whom, and how to gather it
Act on it
Evaluate the effects of the action
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)