EVALUATION

MODEL FOR
COURSEBOOK
Siska Rizkiani, M.Pd GREEN
IKIP SILIWANGI
 01 INTRODUCTION

02
TABLE OF
SOME EVALUATION MODELS

03 MCDONOUGH AND SHAW’S MODEL

CONTENTS 04 CUNNINGSWORTH’S MODEL

05 HARMER’S MODEL
2
01
INTRODUCTION
 “Effective evaluation relies on asking
appropriate questions and interpreting
the answers to them.”
(Cunningsworth 1995)

So, let’s discuss about what questions

that we should ask in evaluating an ELT
coursebook.
02
SOME EVALUATION
MODELS
 Experts in coursebook evaluation model
Experts Description of Evaluation Model

Tucker (1975) 2 aspects (External and internal criteria).

Daoud and Celce-Murcia 5 aspects (subject matter, vocabulary and structures, exercises, illustrations,
(1979) & physical make-up).

Williams (1983) 7 aspects (general, speech, grammar, vocabulary, reading, writing, and
technical).

Sheldon (1988) 17 aspects, 53 items.

McDonough and Shaw two-stage model (external & internal evaluation).

(1993)

Cunningsworth (1995) 8 aspects (aim and approaches, design and organization, language content, Our
skills, topic, methodology, teachers’ books, and practical consideration), 44
items. focus!
Harmer (2007) 10 aspects.
03
MCDONOUGH &
SHAW’S MODEL

External evaluation
1. The intended audience
2. The proficiency level
3. The context in which the materials are to be
used
4. How the language has been presented and
organized into teachable units/lessons
5. The author’s views on language and
methodology
6. Are the materials to be used as the main ‘core’
course or to be supplementary to it?
7. Is a vocabulary list/index included?
8. What visual material does the book contain and
is it actually integrated into the text?
9. Is the material too culturally biased or
specific...[Or]…represent minority groups
and/or women in a negative way?
SECTOR NEWS
Internal evaluation
1. The presentation of the skills in the materials
2. The grading and sequencing of the materials
3. Where reading/’discourse’ skills are involved, is
there much in the way of appropriate text
beyond the sentence?
4. Where listening skills are involved, are
recordings ‘authentic’ or artificial?
5. Do you feel that the material is suitable for
different learning styles…and is it sufficiently
‘transparent’ to motivate both students and
teachers alike?
Example of MCDONOUGH & SHAW’S MODEL in evaluating an ELT
coursebook entitled “High Impact”

?
https://www.birmingham.ac.u
k/documents/college-
artslaw/cels/essays/sylabusa
ndmaterials/awhitecourseboo
? kevaluationsyllmat.pdf
04
CUNNINGSWORTH’S
MODEL

1. aim and approaches
• Do the aims of the coursebook correspond closely with
the aims of the teaching programme and with the needs
of the learners?
• Is the coursebook suited to the learning/teaching
situation?
• How comprehensive is the coursebook?
• Is the coursebook flexible?
3. language content
• Does the coursebook cover the main grammar items
appropriate for each level?
• Is material for teaching adequate in terms of quantity and
range?
• Does the coursebook include material for pronunciation
work?
• Does the coursebook deal with structuring and
conversation?
• Is the language style matched to social situation?
4/8
2. design and organization
• What components make up the total course package?
• How is the content organized?
• How is the content sequenced?
• Is the grading suitable for the learners?
• Is there adequate revision?
• Are there reference sections? Ex : for grammar?
• Is it easy to find your way around the coursebook?
• Is the layout clear?
4. skills
• Are all four skills adequately covered?
• Is there material for integrated skills work?
• Are reading passages suitable?
• Is listening material well recorded?
• Is material for spoken English well designed to equip
learner in real life?
• Are writing activities suitable in terms of amount,
degree and styles?
 8/8

5. topic 6. methodology
• Is there sufficient materials of genuine interest to learners?
• Is there enough variety and range of topic? • What approach of language learning are taken
• Will the topics help expand student awareness? by the coursebook?
• Are the topic sophisticated enough in context? • What level of active learner involvement can be
• Will your students be able to relate in terms of social and expected?
culture context? • What techniques are used for
• Are woman and men portrayed and represent equally? presenting/practising a new language?
• Are other groups represented? ( ex : origin, disabled etc) • Does the material include any advice?

7. teachers’ books 8. practical consideration

• Is there adequate guidance for the teachers who will be using the
course book and its supporting materials? • What does the whole package cost?
• Are the teachers’ books comprehensive and supportive? • Are the books strong and long lasting?
• Are they easy to obtain?
• Do they adequately cover teaching techniques, language items such
• Do any parts of the package require particular
as grammar rules and culture-specific information?
equipment? Such as language laboratory, video
• Do the writers set out and justify the basic premises and principles
underlying the material? player etc
• Are keys to exercises given?
Example of CUNNINGWORTH’S MODEL in evaluating an ELT coursebook
entitled “When English Rings a Bell” & “Bright”

https://jurnal.ustjogja.ac.id/in
dex.php/ELP/article/view/4865
?
05
HARMER’S
MODEL
Price and Availability
• How expensive is the coursebook? Can the students afford it? Will they have to buy an accompanying workbook? Can they afford both? Will
the teacher be given book, tapes, CD-ROMs, video etc. if s/he decides to use the coursebook?
• Is the course available? Are all its components (students' book, teacher's book, workbook etc.) in the shops now? What about the next level?
Has it been published? Is it available? What about tapes, videos etc?Additions and Extras

Addition
• Are there any extras, apart from the book? What does the publisher offer to support the course?(e.g.
internet sites for extra exercises or texts)

Layout and Design

• Is the book attractive? Does the teacher feel comfortable with it? Do the students like it? How user-friendly
is the design?

Instructions
• Are the instructions clear and unambiguous? Are the written understandable by the students?

Methodology
• What kind of teaching and learning does the book promote? Is it consistent with the teacher's style of
teaching and idea of the teaching/learning process

Syllabus
• Is the syllabus of the book appropriate for your students? Does it cover the language points you would
expect? Are they in the right order? Do the reading and listening texts increase in difficulty as the book
progresses?

Language Skills
• Does the book cover the four skills adequately? Is there a decent balance between the skills? Is the
language of the reading and listening texts appropriate? Are the speaking and writing tasks likely to
engage the students' interest?

Topics
• Does the book contain a variety of topics? Are they likely to engage the students' interest? Does the
teacher respond to them well? Are they culturally appropriate for students? Are they too adult or too
childish?

Cultural Appropriacy
• Does the book represent people and situations in a fair and equal way? Are various categories of
people treated equally? Is there stereotyping of certain nationalities? Does the book display conscious or
unconscious racism or sexism?

Teacher's Guide
• Is there a good teacher's guide? Is it easy to use? Does it have all the answers the teacher might need?
Does it offer alternatives to lesson procedures? Does it contain tests?
Example of HARMER’S MODEL in evaluating an ELT coursebook entitled
“When English Rings a Bell” & “English on Sky 1”

?
https://www.researchgate.net
/publication/324842618_EFL_P
ublished_Materials_An_Evaluat
? ion_of_English_Textbooks_for
_Junior_High_School_in_Indon
esia
 Let’s discuss!

Ask this:

So?
What’s your favorite model?
Why?
THANKS! BYE!
Does anyone have any questions?