MATERIALS

EVALUATION
PREPARED BY: ROFLO, DANNAH MAE
THREE POSSIBLE WAYS OF TURNING YOUR
COURSE DESIGN INTO ACTUAL TEACHING
MATERIALS:
1. SELECT FROM EXISTING MATERIALS: MATERIALS
EVALUATION
2. WRITE YOUR OWN MATERIALS: MATERIALS DEVELOPMENT
3. MODIFY EXISTING MATERIALS: MATERIALS ADAPTATION
• Material Evaluation is a process that involves measuring the
value (or potential value) of a set of learning materials.
 WHY EVALUATE MATERIALS?

• TO IDENTIFY HOW SUCCESSFUL THE MATERIALS USED IN THE

CLASSROOM
• TO IDENTIFY IF THE DESIGN MATERIALS ARE SUITABLE FOR A TASK BASED
SYLLABUS
• TO EXAMINE WHICH MATERIALS PERMIT STUDENTS ACHIEVE LEARNING
OBJECTIVES
HOW DO YOU EVALUATE MATERIALS?

• EVALUATION IS MATCHING PROCESS: MATCHING NEEDS TO AVAILABLE

SOLUTIONS.
• FOUR MAJOR STEPS IN EVALUATING MATERIALS
1. DEFINE CRITERIA
2. SUBJECTIVE ANALYSIS
3. OBJECTIVE ANALYSIS
4. MATCHING
 WHY IS IT IMPORTANT TO HAVE A GOOD
MATERIAL?
• TO STIMULATE THE LEARNING OF THE STUDENTS
EXAMPLES:
TYPES OF EVALUATION (BOOK)

• External Evaluation
- Claims made on the cover, introduction and table of contents, audience, proficiency
level, context intended, how language is organized into teachable units, views on
language and methodology.
• Internal Evaluation
- Representation of skills , grading and sequencing kinds of text, relation text-exercise.
TYPES OF EVALUATION (STYLES)

• Impressionistic (Ellis, 1997)

• Purpose: Get a general overview of material
• Looks at:
content and organization
• Based on impression of a teacher/designer
TYPES OF EVALUATION (STYLE)

• Systematic (Checklist, Byrd, 2001)

• Purpose: Use checklist for specific criteria to evaluate textbooks and materials
• Teacher designed
• Convenient
• Even if you eventually decide to write your
own materials, the evaluation of existing
materials can provide a good source of ideas
and techniques.
 EXAMPLE:
COMPARE AND MATCH

SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS

• Who are your learners? • Who is the material intended for?

e.g.
- Ages
- gender
- Interest
- Nationalities
 AIMS

SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS

• What are the aims of your courses? • What are the aims of the materials?
(Note: check that the aims are actually
what they are said to be by looking
carefully at the material itself.
 CONTENT

SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS

• What language points should be • What language points do the materials
covered? cover?
(What particular structure, functions,
vocabulary areas?)
 METHODOLOGY

SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS

• What kinds of exercises/task are • What kinds of exercises/task are
needed? included in the materials?
- language/skills practie to language/skills
use
- one right answer to many possible right
answer
 OTHER CRITERIA

SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS

• What price range is necessary? • What is the price?