Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Mat Dev 220092010 01

562 views

Published on

textbook evaluation and the definition of impressionistic overview and in-depth evaluation

Published in: Education, Business
  • Be the first to comment

  • Be the first to like this

Mat Dev 220092010 01

  1. 1. AUTONOMY IN SELECTING MATERIALS <ul><li>Some institutions might not have a t/b to be used with the syllabus given </li></ul><ul><li>The responsibility to select from a large arrays of materials can be both rewarding and intimidating </li></ul><ul><ul><li>Rewarding because of the freedom and teacher can use materials which are suitable for them & the learners </li></ul></ul><ul><ul><li>Intimidating because it can be a demanding task as well as time consuming </li></ul></ul>
  2. 2. FACTORS INFLUENCING THE DEGREE OF AUTONOMY <ul><li>Type of education system (centralized/decentralized) </li></ul><ul><li>Syllabus / material constraints imposed by education authorities </li></ul><ul><li>Culture & expectation of learners </li></ul><ul><li>Nature & amount of training for teachers </li></ul><ul><li>Teacher’s experience & confidence </li></ul><ul><li>Teachers’ command of English (NNS) </li></ul><ul><li>Availability of alternative t/b & resources for materials production c11 </li></ul>
  3. 3. THE NEED FOR MATERIAL EVALUATION <ul><li>Too many t/b /materials available in the market </li></ul><ul><li>An educated / informed choice need to be made for the benefit of all parties </li></ul><ul><li>Learners are more sophisticated & knowledgeable – they will not settle with anything mediocre/inferior </li></ul><ul><li>Ensure only high standard of materials/books are used – that benefit the target learners </li></ul><ul><li>c1 </li></ul>
  4. 4. PROCESSES OF CHOOSING A COURSEBOOK <ul><li>The process involves finding the best possible fit & potential for adapting or supplementing </li></ul><ul><li>STEPS </li></ul><ul><ul><li>Identify aims & objectives of programme </li></ul></ul><ul><ul><li>Analyze the T&L situation where material will be used  context profile </li></ul></ul><ul><ul><li>Draw a list of potential coursebook – use impressionistic evaluation for elimination </li></ul></ul><ul><ul><li>Short listed books subjected to in-depth evaluation using criteria/checklist (ready-made / specially devised for the particular purpose) </li></ul></ul><ul><ul><li>Limit the number of criteria </li></ul></ul><ul><ul><li>C 5 </li></ul></ul>
  5. 5. APPROACHES TO EVALUATION <ul><li>IMPRESSIONISTICS OVERVIEW </li></ul><ul><ul><li>A general impression, formed by looking through the material for its possibilities, </li></ul></ul><ul><ul><li>Strengths & weaknesses – noting significant features that stand out </li></ul></ul><ul><ul><li>Cannot identify weaknesses, not enough details to ensure match or to make decision </li></ul></ul>
  6. 6. APPROACHES TO EVALUATION <ul><li>IN-DEPTH EVALUATION </li></ul><ul><ul><li>Examine how specific items or aspects of language are dealt with, related to students learning needs, syllabus requirements, etc </li></ul></ul><ul><ul><li>More receptive, look for anything noteworthy & interesting </li></ul></ul><ul><ul><li>Matching a checklist against the requirements of T&L situation </li></ul></ul><ul><ul><li>NOTE: a combination of both approaches forms a sound basis for evaluation </li></ul></ul>

×