In His Great Name

Farhangian Teacher Education University

Shahid Bahonar Faculty

Course: Material Evaluation (Content Analysis)

Week 10 (Off-Line)

Autumn, 2020 (1399, paeeiz)

(parishayeste@yahoo.com)
 Steps in Evaluating a Teaching Material /Task:

Step 1: Choosing a task/text to evaluate

Step 2: Describing the task

Step 3: Planning the Evaluation

Step 4: Collecting the information for the evaluation

Step 5: Analyzing the information

Reaching the conclusion and making recommendations

Step 7: Writing the Final report

Collection the Information for Internal Evaluation (IE)
More Practice: Internal Evaluation Results (Mean Scores (X))

Internal
Evaluation
X=……,
SD=……..

Content/Subject Activities &

Matter (13 items) Exercises (10 items)

Skills & Components

Language Type
(Vocabs & Grammar)
(4 items)
(12 items)

This time you compute these 4 factors (in SPSS) in order to make
target factor “Internal Evaluation”.
 Data Collection Instrument:
a. Checklist for Internal Evaluation (IE)
A. Content/subject matter
Lacking Poor Adequate Good Excellent
0 1 2 3 4

A1. The subject /content of the book is

relevant to students’ needs as EFL learners.
A2. The subject /content of the textbook is
generally realistic.
A3. The subject /content of the textbook is
interesting, challenging and motivating.
A4. There is sufficient variety in the subject
and content of the textbook.
A5. The materials are not culturally biased
and they do not portray negative stereotypes.
A6. The content is obviously realistic (i.e.,
being taken from L1 materials not initially
intended for ELT purposes).
 Checklist for IE (Cont’ed)
A. Content/subject matter
Lacking Poor Adequate Good Excellent
0 1 2 3 4

A7. The content is presented in a

communicative or real-world way.
A8. The texts/contents have been
unacceptably simplified.
A9. The subject matter is presented (either
topically or functionally) in a logical,
organized matter.
A10. The content serves as a window into
learning about the target language culture.
A11. The content contains real-life issues that
challenge the readers to think critically about
his/her worldview.
A12. The text selections are representative of
a variety of genres.
A13. The textbook includes self-assessment
activities.
 Checklist for IE (Cont’ed)
B. Skills & Components (Vocab & Grammar)
Lacking Poor Adequate Good Excellent
0 1 2 3 4

B1. The grammar rules are presented in a

logical manner, i.e., in an increasing order of
difficulty.
B2. The new vocabularies/words are presented
in a variety of ways (i.e., glosses, multi-
glosses, appositives, …)
B3. The new vocabularies/words are presented
at an appropriate rate so that the text is
understandable and so that the students are able
to retain new vocabulary.
B4. The new vocabularies/words are repeated
in subsequent lessons to reinforce their
meaning and use.
B5. The students are taught top-down
techniques for learning new vocabularies/
words.
 Checklist for IE (Cont’ed)
B. Skills & Components (Grammar & Vocabulary)
Lacking Poor Adequate Good Excellent
0 1 2 3 4

B6. The grammar points are presented with

brief and easy examples and explanations.
B7.The progression of vocabulary items is
appropriate.
B8. The textbook includes and focuses on the
skills that I/my students need to practice.
B9. The textbook provides an appropriate
balance of the four language skills.
B10. The textbook covers and integrates
productive skills (i.e., speaking & writing).
B11. The textbook covers and integrates
receptive skills (i.e., listening & reading).
B12. The textbook includes and highlights
natural pronunciation (i.e., stress and
intonation).
 Checklist for IE (Cont’ed)
C. Language Types
Lacking Poor Adequate Good Excellent
0 1 2 3 4

C1. The language used in the textbook is

authentic, i.e., like real-life English.
C2. The language used in this textbook is at
the right level for students’ current English
ability.
C3. The language used is not gender-biased
(i.e., unbalanced use of male- or female-
related words and expressions is not
observed)
C4. The language used in this textbook can be
appropriate for their age.
 Checklist for IE (Cont’ed)
D. Activities & Exercises
Lacking Poor Adequate Good Excellent
0 1 2 3 4

D1. The textbook provides a balance of

activities (i.e., there is an even distribution of
free vs. controlled exercise and tasks that
focus on both fluent and accurate production).
D2. The activities encourage sufficient
communicative and meaningful practice.
D3. The activities incorporate individual pair
and group work.
D4. The grammar and vocabulary
items/activities are introduced in motivating
and realistic contexts.
D5. The activities promote creative original
and independent responses.
D6. The textbook’s activities can be modified
or supplemented easily.
 Checklist for IE (Cont’ed)
4. Activities & Exercises (Cont’ed)
Lacking Poor Adequate Good Excellent
0 1 2 3 4

D7. There are interactive and task-based

activities in this textbook.
D8. The activities and exercise of this book
promote students’ development of they
communicative skills because they require
students to communicate with their peers or
teacher.
D9. The activities of this textbook create
situations in which students’ use of new
grammar and vocabularies are facilitated.
D10. Students’ engagement are facilitated by
the activities and exercise of this textbook.
 Assignment

 Please evaluate “Vision 1” Internally this time.

 Each of you, as before, is supposed to submit individually.

 This makes part of your Final assignment (an easy one like these
class assignments, Mini-assignment).

 Its score will be presented to you insh’lah in upcoming on-line

class.
 Internal Evaluation Report

You can write the results of Internal Evaluation in the same

style and format we take for reporting External Evaluation
results.

‫ان شاهلل توضیح داده خواهد شد‬

Good Luck