Materials Evaluation

Chapter 2

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 Materials Evaluation

WHY HOW

Concerned with 1. Defining criteria

relative merit 2. Subjective analysis
3. Objective analysis
4. Matching

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SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS

Audience
1A Who are the learners? 1B Who is the material
intended for?

Aims
2A What are the aims of 2B What are the aims of
the course? the materials?

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SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS

Content
3A The Language Description 3B The types of linguistic
- structural description used in the
- notional materials
- functional
- discourse –based
- some other kind
4A The Language points 4B The Language points
that should be covered that the materials cover
- particular structures
- functions
- vocabulary areas
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SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS
5A The Proportion of work 5B The Proportion of work
each macro-skill. each skill.
Skill – integrated work Skill – integrated work
6A The needed Micro-skills 6B The Micro-skills that are
covered in the material
7A The text types that 7B The kinds of texts in
should be included the materials
- manuals, letters,
dialogues, experimental
reports, visual texts,
listening texts

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SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS

8A 8B
 What subject matter are is  What is the subject-
required? matter areas, assumed
 What level of knowledge level of knowledge and
should be assumed? types of topics in the
 What topics are needed? materials?
 What treatment should be
the topics given?  What treatment are the
topics given?

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SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS

9A 9B
 How should a content be  How is the content
organized throughout the organized throughout the
course? materials?
10A 10B
 How should a content be  How is the content
organized within the course organized within the units?
units?
11A 11B
 How is the content  How is the content
sequenced throughout the sequenced throughout
course? the book?

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SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS
12A How should the content 12B How is the content
be sequenced within a unit? sequenced within a unit?

Methodology
13A What theory of learning 13B What theory of
should the course be based learning are the materials
on? are based on?
14A What aspects of the 14B What attitudes to
learners ‘ attitude to learning English are the
learning English should the materials based on?
course take into account?

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SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS
15A What kinds of exercises/ 15B What kinds of
tasks are needed? exercises/ tasks are
included in the materials?
16A What teaching-learning 16B What teaching-
techniques are to be used? learning techniques can
be used with the
materials?
17A What aids are available 17B What aids do the
for use? materials require?
18A What guidance for 18B What guidance do the
teaching the course will be materials provide?
needed?
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SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS
19A How flexible do the 19B In what ways are the
materials need to? materials flexible?

Other Criteria
20A What price range is 20B What is the price?
necessary?
21A When and in what 21B When and how readily
quantities should the can the materials be
materials be available? obtained?

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A checklist for materials evaluation
 Follow the steps

Answer the A questions first to

identify your requirements

Analyze the materials you have

selected by answering the
questions B
 Compare the A and B findings

Award the points

HOW?
 0 = does not match the desired features
1 = partly matches the desired features
2 = closely matches the desired features

Look for the widest spread of desired features

and concentrations in the areas you can
consider most important
 Make your choice and use your findings to
prepare any documentation needed for defend
ing your decision
 CONCLUSION
The evaluation
process should
be systematic The evaluation
process is
best seen
as a matching
It can save a lot of exercise
duplication of effort matching
by possibly your
revealing materials analyzed
that can provide all or needs
part of your material We observed
the materials with
needs available
evaluation as
the way of solutions
exploiting a
course design