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Transcript of Evaluation Dynamics posture
8/20/2019 Evaluation Dynamics posture
http://slidepdf.com/reader/full/evaluation-dynamics-posture 1/7
0
ln
exannİning
the
langııage
learr:ing,
the
1)
On
what
basis
is
the
con
,1
gn
what
basis
is
the
con\ent
of
materials
sequenced?
/
2)
on
what
basis
are
the
difibrenf nartç nf
fho
-.*^.,-,-
^r'.r '^
arts
of
the
materials
dıy'ıded
ınto "units"
or "lessons"
and
into
differen\sub-parts
of
units
o, I"rroni'
r'?
)
On
what
basis
do
the
ma
offer
continuity?
HoVv
are
relationships
Y
ade
between
"earlier,, and
,,
4)
To
what
extent
and
in
what
r"
pa rts
?
riat*ıışss
şf
the
mşteriaİs
to
tlıe
lşarners,
öwfi
apprsğches
tç
iİoıoıiııg
qıı*sti*ns
şrş
asked
:{üre*n
aşd
üarıdiin
İ.9ü?}
s
can
the
lea
impose
their
own
sequencing,
dividing
up
and
conti
(pp:22-23)
ity
on
the
terials
as
they
work
with
them?
Turkish
lVlinistry
of lsatlorıal
Eduçşt
{3.993}
also
pı.oposgs
a
çoursebook
coursebook
desişıı.
Tİıe
rnajcı.
cri
ria
prcpo}9d
çonsİst
of
the
f*İİowİnş
sevğı1
çriteriş:
1-)
Relevancy
of
the
material
2) Adequacy
of
the
material
he
needs
and
inierests
of
the
learners.
,
üepartme
ııt
şf
İducational
Resşarçh
arıd
üeveloprneııt
ign
rhadeİ,
w|ıi*l'ı
contains
şuieİelİnes
as
ışç|l
as
the
critçrİş
fçr
3)
Sequence
and
continui
subject
of
study.
4)
Contribution
of
the
5)Appropriateness
of
6)
Clarity
of instructi
ı
meet
and
support
the
development
of
the
objectives
the
materiars
and
the\.rink
between
the
materiar
and
the
students,
terial
in
encouraging
the
learners
to
gain
different
points
of
views.
time
specified
in
the
material.
7)
Opportunities
self
evaluation
(cited
in
yumuk,
199g:63).
şş
LşÇşğ
ş
A
bğ
şÇ
Kğ"şşKş
iAdaptecİ
frorn
Alan
Cunningsworth,
Choos,ng
yöur
coursebook}
a
a
What
are
the
aims
of the
English programme?
Do
the
aims
of
the
coursebook
correspond
closely
with
the
aims
of
the
teaching
programme
and
with
the
needs
of
the
rearners?
does
the
materiar
fit
your
syilabus?
ls
the
coursebook
frexibre? Does
it
ailow different
teaching
and
iearning
styres?
ls
the
achievement
of
aims
and
objedives
measured
in
any
way,
eg
by
periodic
tests
or
end-of-
course
examinations?
lf
so
which
aspects
of
English
do
the
examinations
focus
on?
what
methods
are
used
for
testing,
eg multiple
choice,
oral
tests?
a
a
8/20/2019 Evaluation Dynamics posture
http://slidepdf.com/reader/full/evaluation-dynamics-posture 2/7
\
Pg1,t6-117
ı
Does the coursebook claim to
be
communicative
in
its
aims?
ı
Are
specific communicative
aims or
objectives
indicated,
either
generally
or
in
connection with
individual units?
ı
ls
there reference to communicative methodology?
ı
Does it have
communicative activities,
are they
good?
ı
Do realistic aCtivities
promote
the
learning
of
communicative skills and strategies which
are
transferable to
real-life
communication?
o
To
what
extent do
the learning
activities
mirror real-life
situations, example through task
based?
o
What
elements
of
genuine
communication are
present:
unpredictability, opportunities to
express real
information,
feelings,
opinions,
etc,
opportunities for
learners
to structure their
own discourse, need to
formulate
and
use
communication strategies, emphasis
on
co-operation
between speakers
in
communicative interaction, etc?
2.
The
coursebook
package.
Pg25-28
o
What
components
make
up
the totalcourse
package
(students'books,
teachers'books,
workbooks,
cassettes, etc)?
o
lf
it
is a
new
coLrrse,
are all components
published
and
available? lf
it
is
not
yet
complete, will
the
next levels be
ready
when
you
need
them?
o
How
well
do the
different
parts
of
the
package
relate
to the
whole?
ls there
an overallguide
to
using
the
package?
ls
there cross-referencing
between the different
parts?
o
Which
parts
are essential and
which
are optional?
ı
Do
any
parts
of
the
package
require
particular
equipment,
such as a
language
laboratory,
listening centre or
video
player?
Organization and design.
Pg
28-30
ı
ls
the organization
right
for learners and
teachers?
o
ls
there
an index
of
language
items?
ı
Are there reference sections for
grammar,
etc?
o
ls
there
a
list
of
new
vocabulary?
lf
so, does it show
where
each
word
is
first introduced?
o
ls
there adequate
recycling
and
revision?
o
What
techniques
are
used
for
recycling
and
reinforcement
of
learning?
o
ls it easy
to
find
your
way
around
the coursebook? ls the layout
clear?
Visuals
o
Are visuals reasonably well
produced
and attractive?
o
ls
the style of the
visuals
(photographs,
line
drawings, cartoons) acceptable to the users?
o
Are
visuals
used
as
an
integral
part of
teaching material
or are
they essentially decorative?
Do
the
illustrations contribute to understanding?
Support
material
ı
Does the coursebook use authentic
material
at an
appropriate
level?
ı
lf
semi-authentic
material
is used, is it
representative
of
authentic
discourse?
o
lf
non-authentic
material
is
used,
is
it nevertheless
a
good
model for learners
to
follow?
o
Are
there
computer-based and web-based
support
materials?
3. Methodolosv
(pg.97)
ı
What approach/approaches to
language learning are taken
by
the coursebook?
o
ls
this appropriate
to the
learning/teaching
situation?
o
Does it encourage an
inductive
or deductive
approach to learning
-
or
a
balance of both?
8/20/2019 Evaluation Dynamics posture
http://slidepdf.com/reader/full/evaluation-dynamics-posture 3/7
,..-fi,,
'\ğ
o
How
does
it
approach
the
teaching
of skilrs
and
communication?
ı
Are
learners
encouraged
to
use
|anguage
creatively?
o
Are
any
learning
activities
personalized?
o
rs
any
distinction
made
between
rearning
and
acquisition?
ı
What
is the
attitude
towards
learner
error?
o
what
is
the
attitude
towards
the
use
of
students'
mother
tongue?
Checklist
for
learner
needs
(pg
106_107)
ı
Does
the
materıal
discuss
and
identify
areas
of
student
need?
ı
ls
the
book
sensitive
to
what
students
need
in
order
to
Iearn
well?
ı
lf
so,
is
this
awareness
reflected
in
the
content
and
approach
of
the
coursebook?
ı
ls
the
Content
appropriate
to learners'
needs?
ı
Are
learners
equipped
with
skills
and
strategies
which
wi|l
allow
them
to
operate
effectively
in
English
in
the
professional/occupational
situation?
o
ls
there
a
balance
between
subject-specific
language
items
(grammar,
vocabulary,
discourse
structure)
and
operational
skills
and
strategies
in
language use?
o
Do
learning
activities
have
outcomes
or
products
which
wiil
help
learners
to
evaluate
their
performa
nce?
ı
What
level
of active
learner
involvement
can
be
expected?
Does
this
match
your
students,
learning
styles
and
expectations?
o
ls
the
coursebook
sensitive
to
different
learning
styles
and
can
it
accommodate
them?
o
Are
students
expected
to
take
a degree
of responsibility
for
their
own
learning
(for
example
by
setting
their
own
individual
learning
targets)?
o
Can
the
material
be
used
for
individual
study?
Does
the
material
provide
additional
material
for
independent
study
based
on
materialalready
taught,
example:
a workbook,
students,cassettes
for
home
study,
additional
reading
material?
ı
lf so,
are learners given
guidance on
how
to
use
the material
in
this way?
o
ls
there
a key
for
self-monitoring?
o
Are
study
skills
sections
included
in
the
material?
o
lf
so,
do
they
cover
these
aspects:
reflection
on
study
techniques,
advice
on
study
skills
development,
reference
skills,
other?
o
Are
students
encouraged
to
take
some
degree
of
responsibility
for
their
learning?
4.
LanguaRe
content
Checklist
for
selection
of
content (pg
59)
ı
To
what
extent is
the
content
selected
according
to
structure,
functions,
situations,
topics,
other?
o
ls
anv
one
of
the
above
predominant
as
the
basis
of
serection
of
content?
ı
How
well
does
the
coursebook
balance
the
above
factors
in
selecting
Content
and
to what
extent
is
it
successful
in
integrating
the
different
approaches?
Checklist
for
gradİng
(ps
59)
o
ls
there
any
evident
basis
for
the
sequencing
of
the
content?
o
ls
the
sequencing
based
on
comprexity,
rearnabirity,
usefurness,
etc?
o
ls
there
any
other
basis for
sequencing
- eg
functionalorganization, situationalorganization,
organization
according
to
topic?
ı
lt
several
influences
come
to
play
on
the
sequencing,
how
wellare
they
balanced?
o
Are
new
language
items
adequately
recycled?
ı
Are
the
staging
and
sequencing
suitable
for
the
learners?
8/20/2019 Evaluation Dynamics posture
http://slidepdf.com/reader/full/evaluation-dynamics-posture 4/7
.
ls the
progression
of
the course
linear
or
cyclical?
Topic
(pg
86)
o
Are
realtopics
included
in
the coursebook?
lf
so,
howvaried are
they?
ı
Do they re|ate to
and
engage
the
learners'knowledge System,
ie
the
knowledge
of the world
that they
bring with them?
o
Is
there sufficient
material
of
genuine
interest
to
learners?
o
Are they suitable
for
the age
group?
o
Are the topics sophisticated enough
in
content,
yet
within
the
learners'
language level?
o
Do they actually do
what
they set out to do? lf informative, do they
inform,
if
humorous,
do they
amuse,
if
controversial, do they challenge, etc?
Checklist
for
grammar
items
(pg
32)
o
What grammar items are included?
Do
they correspond to students'
language needs?
o
How are
new
grammar
items
presented
and
practised?
o
To
what extent is the
presentation
and
practice:
related
to
what
learners,
already
know and
to
what has
already
been
taught, appropriately controlled
and
organized,
representative
of the
grammar
rule to be learned, relevant to learners'needs and interests?
ı
Are
they
presented
in
small enough
units
for
easy
learning?
ı
ls
there
an
emphasis on
language form?
ı
ls
there an emphasis on
language
use
(meaning)?
ı
How
balanced is
the
treatment
of
form
and use?
o
Are
newly introduced items related
to and contrasted
with
items already familiar
to the
lea
rne
rs?
ı
Where
one
grammaticalform
has more
than one
meaning, are
all relevant
meanings
taught
(not
necessa rily
together)?
Checklist
for
vocabulary
(pg
38-41)
ı
ls
material for vocabulary teaching adequate
in
terms of
quantity
and
range
of
vocabulary,
emphasis
placed
on
vocabulary
development,
strategies
for
individual learning?
ı
How is
newvocabulary
presented
(in
wordlists,
in
a
text,
with
visuals)?
ı
How
is
the
meaning of new vocabulary taught?
ı
How much
new
vocabulary
is
presented
in
each unit, teXt, etc?
ı
ls
new
vocabulary recycled adequately?
ı
ls
there any
principle
basis for
selection
of
vocabulary?
o
ls there
any
distinction between
active
and
passive
vocabulary?
ı
ls
vocabulary
presented
in
a
structured,
purposeful
way?
ı
Are learners sensitized to the structure of the lexicon through
vocabulary-learning
exercises
based on
semantic
relationships, formal relationships, collocations or situation-based word
groups?
o
Does the material enable students to expand their
own
vocabulary independently
by helping
them to develop their own
learning
strategies?
Checklist
for
phonology
(pg41)
ı
Does
the coursebook
include material for
pronunciation
work?
lf
so,
what
is covered:
individual
sounds,
word
stress,
sentence
stress,
intonation?
ı
How thoroughly
and systematically are each
of
the
following
aspects of
the
phonological
system
8/20/2019 Evaluation Dynamics posture
http://slidepdf.com/reader/full/evaluation-dynamics-posture 5/7
a
a
a
a
covered:
articulation
of
individualsounds,
words
in
contact
(eg
assimilation),
word
stress,
weak
forms,
sentence
stress,
intonation?
where
phonology
is
taught
selectively,
is
the
emphasis
on
areas
of
pronunciation
that
are
important
to
meet
learners'
needs
and
help
avoid
misunderstandings?
ls
the
pronunciation
work
built
on
to
othertypes
of works,
such
as listening,
dialogue practice,
etc
or
does
it
stand
separately?
How
much
terminology
is used?
rs
it comprehensibre
to the
learners?
ls
the phonemic alphabet
used?
lf
so,
are
students given
any
training
in
learning
it?
Does
the
material
use
a
diagrammatic
system
to
show
stress
and
intonation?
Are
there
cassettes
or
CD
for
pronunciation
practice?
lf
so,
do
they
provide
good
models
for
lea
rne
rs?
Checklist
for
discourse
(pg
a5)
Does
the
coursebook
deal
with
any
aspects
of
discourse?
lf
so,
which
aspects
are
covered:
conjunctives,
other
features
of
cohesion
(reference
pronouns,
substitution,
etc),
paragraphing
and
organization
of written
discourse,
structure
and
conventions
of
spoken discourse?
Do
the
examples
of
spoken
and
written
discourse presented
by
the
material
provide
good
models
for
the
learners?
ls the
treatment
of
discourse
sustained
and
progressive
throughout
the
course,
or
does
it
consist
of limited
or isolated
elements?
Checklist
for
style
and
appropriacy
(pg
50/130)
Are
style
and
appropriacy
dealt
with?
lf
so,
is
language
style
matched
to
social
situation?
ls
appropriacy
taught
with
reference
to
choice
of
gı:ammar,
vocabulary,
discourse
structure
or
pronunciation?
Does the
coursebook identify situations
or areas
of
language
use where
learners
should
be
particularly
sensitive
to
using
appropriate
styres,
eg
when
compraining?
ls
there
material
for
sensitizing
learners
to different
levels
of formality?
lf
so,
are
the
examples
presented
sufficiently
contextualized?
ls
the levelof
formality
related
to the
setting,
social
roles
of
the
participants
and
their
communicative
goals?
ls
practice
given
in
using
different
levels
of
formality
in
different
situations?
Are
learners
led
towards
an
understanding
of why
some
forms
in
English
are
more
formalthan
others?
Are
any
other
aspects
of
style
other
than
formality/informality
included
(eg
register
-
the
language
used
within
a
particular activity
or
occupation)?
Checklist
for
social
and
cultural
values
(pg
g6/90)
Are
the
social
and cultural
contexts
in
the
coursebook
comprehensible
to
the
learners?
Can
learners
interpret
the relationships,
behaviour,
intentions,
etc
of
the
characters
portrayed
in
the
book?
Are
women given
equar
prominence
to
men
in
ail
aspects
of
the
coursebook?
What
physical
and
character
attributes
are
women given?
what
professional
and
sociar
positions
are
women
shown
as
occupying?
What
do
we
learn
about
the inner
lives
of
the
characters?
Do
the
coursebook characters
exist
in
some kind of
socialsetting, within
a
socialnetwork?
Are
social
relationships
portrayed
realistically?
will
your
students
be
able
to
relate
to the
social
and
cultural
contexts presented
in
the
coursebook?
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
8/20/2019 Evaluation Dynamics posture
http://slidepdf.com/reader/full/evaluation-dynamics-posture 6/7
k)
.
Are
other
groups
represented,
with
reference
to ethnic
origin, occupation,
disability,
etc?
o
At
schoollevel,
do they link
in
with
other
subjects
(eg
history,
geography,
science)?
5.
Languase
development:
Skills
(pe
64)
ı
Are
allfour
skills adequately
covered,
bearing in mind
your
course aims
and syllabus
requirements?
.
ls
practice
in
all
four
skills
included?
lf
so,
is
it
balanced?
ı
lf
not, which
skills are
omitted,
and
why?
o
ls there material for integrated
skills work?
o
Does
the
material
progress
in
terms
of complexity
and difficulty,
in line
with
the
grammatical
and lexical
progression
of the course?
How
well
is
this
achieved?
ı
Do
the
presentation
and
practice
activities include
the integration
of sk|lls in
realistic
contexts?
Allfour
skills
do
not
necessarily
have
to
figure
in
every
sequence
of activities for
it
to
be
valid.
Checklist for
listening
(pe
67)
ı
ls listening
material
well recorded,
as
authentic
as
possible,
accompanied
by
background
information,
questions
and
activities which
help
comprehension?
o
What
kind
of listening
material
is
contained
in
the
course?
Does
listening
form
part
of
dialogue
conversation work?
are
there
specific listening
passages?
ı
lf
there are
specific listening
passages,
what
kind of
activities
are based
on them
comprehension
questions,
extracting
specific information,
etc?
o
ls
the listenirıg material
set in a
meaningful
context?
o
Are
there
pre-listening
tasks,
questions,
etc?
o
What
is
the recorded material
on
audio-cassette
like
in
terms
of
sound quality,
speed
of delivery,
accent,
authenticity?
o
ls there
any
video
materialfor
listening?
o
lf
so,
is
good
use made
of the visual
medium
to
provide
a
meaningful
context
and
show facial
expression,
gesture,
etc?
Checklist
for speakinS
(pg
69)
e
How
much
emphasis
is there
on
spoken
English
in
the
coursebook?
o
What kind
ot material
for speaking
is contained
in the course?
This may
include:oral
presentation
and
practice of
language items,
dialogues,
roleplays,
communication
activities
(information
gap)
ı
Are
there
any
specific
strategies
for
conversation
or other
spoken
activities,
eg
debating,
giving
ta
lks?
o
ls anY
practice
material
included
to
help
learnersto
cope
with
unpredictability
in
spoken
d iscou
rse?
o
ls
materialfor
spoken English
(dialogues,
roleplays,
etc)well
designed
to equip learners
for
real-
life
interactions?
Checklist for
reading
(pg73)
ı
Are
reading passages and
associated activities
suitable
foryourstudents'levels,
interests,
etc?
ls
there sufficient reading
material?
ı
ls
the
reading
text
used
for introducing
new language items
(grammar
and vocabulary),
consolidating language
work,
etc?
8/20/2019 Evaluation Dynamics posture
http://slidepdf.com/reader/full/evaluation-dynamics-posture 7/7
ı
ls there
a
focus
on
the
development
of
reading
skills
and
strategies?
o
ls
the
reading
material
linked
to
other
skills
work?
o
ls there
emphasis
on reading
for
pleasure
and
for
intellectual
satisfaction?
ı
How
many
reading
texts
are
there,
and
how
frequently
do
they
occur?
o
How
early
on
in
the
course (at
erementary
rever)do
reading
texts
start
to
appear?
o
How
long
are
the
texts?
Do they
encourage
intensive/extensrve
reading?
o
How
authentic
are
the
texts?
o
ls
the
subject matter appropriate
(interesting,
challenging,
topical,
varied,
culturally
acceptable,
unlikely
to
date)?
ı
What
text
types
(genres)are
used?
Are
they
appropriate?
Are
the
texts
complete
or
gapped?
Does
the
material
help
comprehension
by,
for
example,
setting
the
scene, providing
background
information,
giving
pre-reading
questions?
what
kind
of
comprehension
questions
are
asked:
literal (surface)
questions,
discourse-
processing
questions,
inference
questions?
To
what
extent
does
the
material
involve
the learner's
knowledge
system
(knowledge
of
the
world)?
Checklist
for
writing
(pe
80)
o
How
does
the
material
handle
controlled
writing, guided
writing
and
free
or
semi-free
writing?
ı
ls there
appropriate
progression
and
variety
of
task?
o
Are
the
conventions
of
different
sorts
of
writing
taught?
lf
so,
which
ones,
and
how
are
they
presented?
ı
ls there
emphasis
on
the
style
of
written
English?
At
advanced
level,
is there
attention
to
different
styles
according
to
text
type?
o
ls attention
given
to
the
language
resources
specific
to
the
written
form,
such
as
punctuation,
spelling,
layout,
etc?
ı
How much
emphasis
is
there
on accuracy?
ı
Are
learners
encouraged
to review
and
edit
their
written
work?
o
ls
a
readership
identified
for
writing
activities?
ı
Are
writing
activities
suitable
in
terms
of
amount
of
guidance/control,
degree
of
accuracy,
organization
of longer
pieces
of
writing
(eg
paragraphing)
and
use
of
appropriate
styles?
5.
Teachers'books
(pg
109)
ı
|s
there
adequate
guidance
for
the
teachers
who
will
be
using
the
coursebook
and
its
supporting
materials?
o
Do
the
writers
set
out
and
justify
the
basic premises and
principies underlying the material?
ı
Are
keys
to
exercises
given?
o
Does
the
coursebook
see
the
teacher's
role
as that
of:
guide,
facilitator,
manager
of learning,
director,
monitor?
ı
Does
the
coursebook
recognize
different
|earning
sty|es
and
different
teaching
styles?
o
How
comprehensive
and
flexible
is
the
teacher,s
book?
o
ls
it
written
so as
to
be
comprehensibre
to
less
experienced
teachers?
ı
ls
it
suitable
for
native
and
non-native
speaker
teachers?
ı
|s
the
underlying
approach
of
the
writers
expressed
clearly
and
explicitly,
or
does
it
have
to
be
inferred?
o
Does
the
teacher's
book
provide
enough
detailed
information
on
the
language
items
to
be
taught?
o
Does
the
teacher's
book give
enough guidance
on
the
teaching
procedures
advocated?
Are
teaching procedures
clearly
explained?
ı
Do they
adequately
cover
teaching
techniques,
language
items
such
as
grammar
rules
and
a
a