Evaluation of Materials

Evaluation of Materials

1. evaluation

   • teaching/learning process
   • teaching material
   • Criteria for Evaluation of Materials
     • 1)Refer exclusively to textbooks 2) Include teachers´guides
     • Distinction between materials designed specifically for first and second language teaching

2. Rea-Dickins and Germanine

   • Concentrate on a small set of tasks, drills or texts
   • identify three phases in the evaluation of materials
     • materials as workplan
       • materials are evaluated without reference to their use in the classroom
     • materials in process
     • outcomes from materials
   • theoreticla value
     • construct validity of material
   • empirical value
     • the way learners and teachers actually use and respond to different materials
   • checklists
     • for the evaluator to use agints the material

3. Ellis

   • macro evaluation
     • whole programmes and projects
   • micro-evaluations
     • focus on some specific aspect of the curriculum or administration of a programme
   • phases of evalutation
     • before programme evaluations
       • the evaluator identifies a set of criteria which are used to reach a decision regarding which book to adopt and how it needs to be adapted
     • internal evaluation
       • in-depth look at two or more units, according to some criteria
     • external eValuation
       • of the claims made on the cover the introduction and the table of contents
   • coursebook evaluation is fundamentally a subjective, rule of thumb activity and that no neat formula will ever provide a definity yardstick

4. Cunningsworth

   • checklist criteria for the evaluation of textbooks

5. Wright

   • differences in the role and proper content of language teaching materials
     • 1)Learning activity will not be of much help to the learner unless they present and practise english in a systematic and comprehensive way
     • language teaching materials on previously decided list of items, whether language-based or skills-based
     • materials should have twin aims: 1)offer information and data about the language being studied 2)materials have a role to promote learning and language learning in particular

6. who evaluates?

   • two strategies of importance
     • 1) some of the materials can be trialled with a group
     • 2)learners can be involved in the evaluation
       • can be achieved using specific examples of materials but using materials in general

7. materials as workplan

   • valid part of a whole process of evaluation
     • general framework for analysing
       • what aspects of materials should we examine
         • separates aspects of materials into publication and design
       • how can we examine the materials
         • different levels of analysis- moving from the concrete to more abstracte aspects of the materials
       • how can relate the findings to our own teaching contexts
         • analysis of context
           • 1)analysis of the target situation of use 2) materials analysis 3) match and evaluation 4) action

8. Materials in process

   • Ellis
     • 1) approach 2) purpose 3) focus 4) scope 5) evaluators 6) timing 7) type of information
     • Task features
       • 1) Description of the task 2) Planning gthe evaluation 3) Collecting information 4) Analysis of the information 5) Conclusions and recommendations

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