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One quick thing (teaching at the minute as my students write something) I ask beginning (and all level) students after each segment/exercise task about its usefulness; I ask so often that people are more willing to say if something was helpful in the moment and so we build a culture of asking/checking in/ evaluating in small pieces. Also ask students to rate their participation (1-10) at the end of class and give brief feedback on post it notes. Janet Isserlis On Fri, Jul 13, 2018 at 9:37 AM, Ugo Ejionye <[log in to unmask]> wrote: > Hello Helena, > > > When I worked as tutor delivering community programmes I often came up > against this problem, so I thoroughly empathise. > > You have mentioned the use of group interviews or evaluation forms filled > in with your support, do you think you could potentially turn this on its > head and get them to get feedback from each other? Maybe using a more > competent learner to ask the questions of others or indeed to conduct these > interactions in their native language? > > > > Equally getting them to understand that they have a ‘stake’ in how the > course is delivered may prompt them to offer more feedback. So perhaps > when asking them at the beginning of a course what they would like to > learn, maybe at the end of the course using the list originally compiled > with their goals or aims, you could ask them whether they feel this has > been achieved? This could possibly allow them to articulate their feelings > more clearly. > > > > Another idea could be to make it one of their tasks at the end of the > course, in line with their Learning Plan. So say for example, a student has > intimated that they attended the course to be able to fill out application > forms or interact more confidently with their child’s teacher, perhaps > create headings in line with those original aims and get them to write or > speak about whether they feel they have achieved their goal. > > > Finally – are you able to record (video record) feedback? Not sure how > that would fit in with the whole GDPR situation but could that be a > possibility? > > > > Hope these prove useful or if not provoke further ideas to tackle a rather > tricky issue. > > > > Good Luck! > > > > Kind Regards, > > > > Ugo Ejionye > > Learning Development Tutor > > University for the Creative Arts > > Epsom > > > > > > *From:* ESOL-Research discussion forum and message board < > [log in to unmask]> *On Behalf Of *Helena > *Sent:* 13 July 2018 13:48 > *To:* [log in to unmask] > *Subject:* Evaluation methods for ESOL classes and ESOL learner handbook > > > > Dear Colleagues, > > > > We are a small charity based in Glasgow delivering community and workplace > ESOL classes for learners of all levels across the city. We’re interested > to hear if anyone can help with two current pieces of work: > > > > 1. Does anyone have tried and tested evaluation techniques for > evaluating their ESOL classes with their learners, particularly lower > level? Apart from getting learner feedback, we also have funding reporting > requirements at the end of every term. We are currently trying to improve > our evaluation methods to get more meaningful feedback from our > learners. We are trying to capture an increase in confidence and increased > community engagement. > > Until now we have used evaluation forms with pictures that > learners complete with our support, and group interviews, as well as > capturing informal comments from learners. > > We also find that many ESOL learners are not used to the concept of > evaluations or being asked what they think of their class – any tips on how > to get them more accustomed to this? Any examples/suggestions would be > greatly appreciated! > > > 2. We are creating a learner handbook for our community classes and > are interested to know if anyone has anything similar they would like to > share as an example? > > Many thanks! > > > > Helena Porrelli > > Development Worker (Volunteer Tutor Project) > > Glasgow ESOL Forum > > Studio 13 > > St. George’s Studios > > 93-97 St George > <https://maps.google.com/?q=93-97+St+George+s+Road+%0D%0A+Glasgow+%0D%0A+G3+6JA&entry=gmail&source=g> > ’s Road > <https://maps.google.com/?q=93-97+St+George+s+Road+%0D%0A+Glasgow+%0D%0A+G3+6JA&entry=gmail&source=g> > > Glasgow > <https://maps.google.com/?q=93-97+St+George+s+Road+%0D%0A+Glasgow+%0D%0A+G3+6JA&entry=gmail&source=g> > > G3 6JA > <https://maps.google.com/?q=93-97+St+George+s+Road+%0D%0A+Glasgow+%0D%0A+G3+6JA&entry=gmail&source=g> > > 0141 333 1194 > > 07931462468 > > [log in to unmask] > > www.glasgowesol.org > > Scottish Charity Number: SCO35775 > > > > > > > > > > > > *********************************** ESOL-Research is a forum for > researchers and practitioners with an interest in research into teaching > and learning ESOL. ESOL-Research is managed by James Simpson at the Centre > for Language Education Research, School of Education, University of Leeds. > To join or leave ESOL-Research, visit http://www.jiscmail.ac.uk/ > lists/ESOL-RESEARCH.html To contact the list owner, send an email to > [log in to unmask] > *********************************** ESOL-Research is a forum for > researchers and practitioners with an interest in research into teaching > and learning ESOL. ESOL-Research is managed by James Simpson at the Centre > for Language Education Research, School of Education, University of Leeds. > To join or leave ESOL-Research, visit http://www.jiscmail.ac.uk/ > lists/ESOL-RESEARCH.html To contact the list owner, send an email to > [log in to unmask] > *********************************** ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds. To join or leave ESOL-Research, visit http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html To contact the list owner, send an email to [log in to unmask]