made by group 751

Materials evaluationMaterials development

Materials adaptation

Materials evaluation

why how

•concerned with relative merit

1. Defining criteria

2. Subjective analysis

3. Objective analysis

4. Matching

Subjective Analysis (materials

requirements)

Objective Analysis (materials evaluation)

Audience

1A Who are the learners?

1B Who is the material intended for?

Aims

2A What are the aims of the course?

2B What are the aims of the materials?

3A

The Language description

-Structural

-Notional

-Functional

-Discourse-based

-Some other kind

4A

The Language points that should be covered•Particular structures•Functions•Vocabulary areas

3B

The Types of linguistic description used in the materials

4B

The Language points that the materials cover

Content

5A The Proportion of work on each macro-skill (e.g. reading)

Skill-integrated work

6A The needed Micro-skills

5B The Proportion of work on each skill

Skill-integrated work

6B The Micro-skills that are covered in the material

7A

The text types that should be included

-Manuals,Letters, Dialogues, Experimental Reports, Visual texts (pictures, diagrams, charts, graphs, cartoons etc.), Listening texts

7B

The kinds of texts in the materials

8A •What subject-matter area is required?•What level of knowledge should be assumed?•What topics are needed?•What treatment should be the topics given?

8B•What is the subject-matter areas, assumed level of knowledge and types of topics in the materials?

•What treatment are the topics given?

9A

How should a content be organised throughout the course?

10A

How should a content be organised within the course units?

11A

How is the content senquenced throughout the course?

9B

How is the content organised throughout the materials?

10B

How is the content organised within units?

11B

How is the content sequenced throughout the book?

12 A

How should the content be sequenced within a unit?

12 B

How is the content sequenced within a unit?

13 A

What theory of learning should the course be based on?

14A What aspects of the learners' attitudes to learning English should the course take into account?

13B

What theory of learning are the materials are based on?

14B What attitudes to learning English are the materials based on?

Methodology

15A What kinds of exercises\tasks are needed?

(guided free?)

16A What teaching-learning techniques are to be used?

15B What kinds of exercises\tasks are included in the materials?

16B What teaching-learning techniques can be used with the materials?

17A What aids are available for use?

18A What guidance for teaching the course will be needed?

19A How flexible do the materials need to be?

17B What aids do the materials require?

18B What guidance do the materials provide?

19B In what ways are the materials flexible?

20A What price range is necessary?

21A When and in what quantities should the materials be available?

20B What is the price?

21B When and how readily can the materials be obtained?

Follow the steps

Answer the A questions first to identify your requirements

Analyse the materials you have selected by answering the questions B.

Compare the A and B findings

How?Award the points

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 consider most important

Make your choice and use your findings

to prepare any documentation needed

for defending your decision

Conclusion

We observed the materials evaluation as

one way of exploiting a course design

It can save a lot of duplication of effort by

possibly revealing materials that can provide all or part of your materials needs

The evaluation process should be

systematic

The evaluation process is best seen as a

matching exercise: matching your

analyzed needs with

available solutions

for your attention!