LECTURE 4

MATERIAL EVALUATION: PROCESS, APPROACHES &

METHODS

SELECTION PROCESS

The process involves finding the best possible fit & potential for adapting or supplementing

1.Identify aims & objectives of the programme

2.Analyze the T&L situation where material will be used

3.Find / design suitable evaluation checklist

SELECTION PROCESS4. Limit the number of criteria

5. Draw a list of potential coursebook – use impressionistic evaluation (getting general overview of the book) for elimination

6. The short listed books are subjected to in-depth evaluation using the checklist chosen

7. Use finding to make decision to select

EVALUATION APPROACHES

1. IMPRESSIONISTICS OVERVIEW– A general impression, formed by looking

through the material for its possibilities,– Strengths & weaknesses – noting significant

features that stand out– Cannot identify weaknesses, not enough

details to ensure match or to make decision[Cunningsworth]

EVALUATION APPROACHES

2. IN-DEPTH EVALUATION– Examine how specific items or aspects of

language are dealt with, related to students learning needs, syllabus requirements, etc

– More receptive, look for anything noteworthy & interesting

– Matching a checklist against the requirements of T&L situation

[Cunningsworth]

NOTE: a combination of both approaches forms a sound basis for evaluation

EVALUATION APPROACHES

• EXTERNAL EVALUATION• Examine the organization of the book as

stated explicitly by author• look at blurb, introduction/foreword & table of

content• Find out answers to questions raised such as

the target audience, proficiency level of target audience, context, etc

EVALUATION APPROACHES

• INTERNAL EVALUATION– In-depth investigation into the materials– To check the validity of claims made by

authors– Look into at least two (or more) factors such

as the presentation of skills, the grading & sequencing, skills representation, incorporation of other skills (listening/speaking)

EVALUATION APPROACHES

• OVERALL EVALUATION–An overall assessment to the

suitability of the materials for the teachers’ learning context

–Criteria to check including usability, generalizability, adaptability & flexibility (versatility)

EVALUATION METHODS• Piloting – use a small range of material

for a short length of time; a trial run• Opinions from other practicing teachers –

within & outside the institution• Students’ view – whether they like the

book or if it helps them in learning• Detailed analysis – when other methods

are not possible

PILOTING

• Materials are trialed before they are revised & disseminated more widely

• Provides a feel whether :– the materials actually works or not– Aims of the materials are fulfilled– Appropriate in level, content & approach– Suitable for particular ages & groups of

learners(T149-189)

PILOTING (cont’d)– Relates well to teachers’ expectations &

stages of development– Successfully promotes learning

• Reveals in details the component of success– Innovative approach– Implemented in practical terms, accessible to

teachers & learners– Requirements can be followed by teachers &

learners

PILOTING (cont’d)–Organized into suitable chunks of

lessons, sections, units–Amount of preparations required–Fulfilled suitable number of hours–Helps to achieve learning outcomes

that is satisfactory & measurable–Provide sense of progression–Balance of skills is appropriate

(T183-185)

STAGES OF EVALUATION

• Grant (1987) cited in Yilmaz 2005:– Initial evaluation

• quick process • check preface, contents & abstract

– Detailed evaluation• Teacher make own judgment• Use of questionnaires

– In-use evaluation

Grant’s ‘CATALYST’• A test proposed by Grant to decide the

worthiness of the material in hand by asking some key questions:– Communicative?– Aims?– Teachable?– Available?– Level?– Your impression– Students’ interest?– Tried & tested?

Cunningsworth’s (1984) underlying principles

• Relate teaching materials to your aims & objectives

• Be aware of what language is for & select teaching materials which will help equip your students to use language effectively for their own purposes

• Keep your students’ learning in mind• Consider the relationship between language,

learning process & learners

Robinett’s (1978)Checklist

• Goals of the course• Background of the

students• Approach• Language skills• General content• Quality of practical

material• Sequencing

• Vocabulary• General

sociolinguistics factors

• Format• Accompanying

materials• Teacher’s guide

(Yilmaz, 2005)