MATERIALS EVALUATION
The Members of the Group:Debora Tambunan
Lita Novita SariPutri Ayu LestariReni Putri Gemini
Tino Purnomo
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 kind4AThe Language points that should be covered•Particular structures•Functions•Vocabulary areas
3BThe Types of linguistic description used in the materials
4BThe 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 skillSkill-integrated work
6B The Micro-skills that are covered in the material
7AThe text types that should be included-Manuals,Letters, Dialogues, Experimental Reports, Visual texts (pictures, diagrams, charts, graphs, cartoons etc.), Listening texts
7BThe 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?
9AHow should a content be organised throughout the course?10AHow should a content be organised within the course units?11AHow is the content senquenced throughout the course?
9BHow is the content organised throughout the materials?10BHow is the content organised within units?
11BHow is the content sequenced throughout the book?
12 AHow should the content be sequenced within a unit?
12 BHow is the content sequenced within a unit?
13 AWhat 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?
13BWhat 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?
OTHER CRITERIA20A 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?
A CHECKLIST FOR MATERIALS EVALUATION 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!
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