These arguments relate the practice of evaluation to programme development, i.e. enhancement of the quality of the programme as a series of opportunities for learning. The practice and consequences of evaluations carried out during ELT programmes have received only limited attention in the literature. This paper focuses on issues which arise when teachers carry out such evaluations.
Evaluation is always a multi-functional activity.
This evaluation involves discussion and diary-keeping activities which are in their own right valuable for language skills development. The quality management agenda is becoming increasingly important for all educational institutions and programmes. Where evaluation is a significant part of the quality management strategy, there has to be some scrutiny of the programme process. In this way the organisation responsible can be assured that the programme has the quality features intended, and opportunities for enhancing the quality of the programmes are identified and acted on. Organisations who take quality seriously know that much of the secret of quality stems from listening and responding sympathetically to the needs and wants of their customers and clients.