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MATERIALS DESIGN EVALUATION

To respond to the statements, please write 1 4 to the appropriate choice as


follows: 1 (Strongly Disagree) 2 (Disagree) 3 (Agree) 4 (Strongly Agree)
Name of the Materials Design: ..
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STATEMENT
The cover is informative and attractive to the target learners.
The font size and type used in the materials are appropriate for the
target learners.
The font type used does not exceed three types.
There is a high consistency in using font types.
The material contents look interesting and fun to the target
learners.
The materials include a detailed overview of the functions and
contexts that will be taught in the unit.
The layout and design are appropriate and clear.
The colors are well combined.
The colors are proportional and eye-friendly.
The page is in a balanced proportion where the white spaces are
clearly spotted.
The pictures are relevant to the content.
The pictures are free from copyright infringement issues at most.
The pictures and texts are well balanced.
The illustrations are varied and attractive.
The illustrations stimulate learners to be creative.
The materials are clearly structured and sequenced.
Adequate review sections and exercises are included.
The target indicators, competence and objectives are clearly stated.
The materials are well and clearly explained to allow self-access
learning.
The materials provide sufficient opportunities for independent
study.
The learners can see easily what they have to do.
The materials include sufficient activities and tasks which are selfinteresting, and not just language production activities.
The materials provide plenty of activities for the target learners to
perform the language skills with confidence.
The materials provide plenty of varied practice for any one set of
language items.

Score

No.

STATEMENT

25

The materials provide a balance of activity types (for example, there


is an appropriate distribution of input vs. output based tasks).
The activities encourage meaningful language use.
The activities incorporate individual, pair and group work.
The activities incorporate cognitive, affective and psychomotor
work.
The activities promote creative, original and independent
responses.
The activities are conducive to the internalization of newly
introduced language.
The activities can be modified or supplemented easily.
The language used in the materials is sufficiently authentic.
The language used is at the right level for my students current
English ability.
The language functions exemplify English that the target learners
will be interested in and likely to use.
The language represents a diverse range of registers and accents.
The topics of the materials are realistic and likely to appeal to the
target learners.
The topics are relevant and encourage learners to express
themselves.
The topics encourage independent thinking and active learning.
The materials avoid cultural/racial/sexual stereotypes.
The materials provide sufficient support to help teachers exploit the
activities to meet learners needs and expectations.
The materials are suitable for mixed ability classes and classes of
different sizes.
The materials provide opportunities to localize and personalize
activities.
The materials cater for different preferred learning styles.
The materials provide adequate opportunities for learner
assessment.
The materials provide periodical revisions for diagnostic purposes.
The end test is proportional as the sample of all materials provided.
The assessment is mainly authentic or using modern pedagogical
approach, such as task-based, project-based, or portfolio
assessment.
If using traditional assessment, adequate assessment materials such
as progress tests are included or easily obtained.
The tests are valid and contain relevant, meaningful language.

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Score

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STATEMENT

Score

The assessment is derived from the achievement indicators


developed from basic competence as stated in the syllabus.
SCORE
IDEAL SCORE
GAINED SCORE

0
200
0