Αξιολόγηση και ποιότητα διδασκαλίας στην τριτοβάθμια εκπαίδευση : μελέτη περίπτωσηςPart of : Εφαρμοσμένη γλωσσολογία ; No.18, 2002, pages 103-118
Teaching English for academic purposes is a challenging job, demanding from the teacher to keep up high standards of teaching. The process of teaching evaluation with the focus on diagnostic and therapeutic aspects can become a valuable tool for the teacher to maintain such high standards. Thus, end-of-semester evaluation of the course and the teaching process would serve in a twofold way. First, it would inform the teacher whether the course material taught was well-organized and appropriate for the course’s aims and second, it would instigate the teacher to reflect upon his practice, acquire expertise by learning in the action environment and in this way contribute to teaching effectiveness and improvement. In view of the above, this paper provides a sample of student evaluation of an English language course taught to 1st year medical students. By means of a questionnaire we obtained feedback on the appropriateness of the teaching material and the performance of the teacher. Evaluation issues such as the validity, purposes and general rules of student evaluation will be addressed and particular emphasis will be put upon the open-ended questions and students’ written comments as their interpretation presents an intriguing and challenging task.
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