Mat Dev 220092010 02


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lecture 2

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Mat Dev 220092010 02

  1. 1. METHODS OF EVALUATION <ul><li>Piloting – use a small range of material for a short length of time; a trial run </li></ul><ul><li>Opinions from other practicing teachers – within & outside the institution </li></ul><ul><li>Students’ view – whether they like the book or if it helps them in learning </li></ul><ul><li>Detailed analysis – when other methods are not possible </li></ul>
  2. 2. TYPES OF MATERIAL EVALUTION <ul><li>PRE-USE </li></ul><ul><ul><li>Most difficult because teachers have no actual experience in using the book </li></ul></ul><ul><ul><li>To look at potential / future performance </li></ul></ul><ul><li>IN-USE </li></ul><ul><ul><li>Evaluate whilst the material is in use </li></ul></ul><ul><ul><li>Monitoring newly introduced book or well established but aging book that might need replacement </li></ul></ul><ul><li>POST-USE </li></ul><ul><ul><li>Provides a retrospective assessment of the performance of the book already used </li></ul></ul><ul><ul><li>Identify strengths & weaknesses </li></ul></ul><ul><ul><li>Help to decide whether to continue the use of it or not c14 </li></ul></ul>
  3. 3. PURPOSES OF MATERIAL EVALUATION <ul><li>Adopt new coursebook </li></ul><ul><li>Identify strengths & weaknesses </li></ul><ul><ul><li>in books already in use </li></ul></ul><ul><li>Comparison </li></ul><ul><ul><li>when a books are in competition for adoption </li></ul></ul><ul><ul><li>when existing materials are challenged by newly produced materials </li></ul></ul><ul><li>Helps teachers to gain good insights into the nature of the materials </li></ul><ul><li>Sensitizing & familiarize teacher trainees with a range of published materials </li></ul><ul><ul><ul><ul><ul><li>c14 </li></ul></ul></ul></ul></ul>
  4. 4. <ul><li>EVALUATION FOR POTENTIAL </li></ul><ul><li>To see what it might be good for & in what situations it could succeed </li></ul><ul><li>No predetermined use in mind </li></ul><ul><li>Mostly adopted in teacher training courses – to equip students with (basic) criteria before more specific evaluation is faced in the future </li></ul><ul><li>Question: what would this book be good for? </li></ul><ul><li>EVALUATION FOR SUITABILITY </li></ul><ul><li>Matching textbook against a specific requirements – learners’ objectives, background or resources available. </li></ul><ul><li>Normally employs a checklist – specially designed or ready-made </li></ul><ul><li>Question: Would it be good for my class? </li></ul>
  6. 6. GUIDELINES FOR EVALUATION <ul><li>1. Should correspond to learners’ needs </li></ul><ul><ul><li>Match aims & objectives of the programme </li></ul></ul><ul><ul><li>Facilitate learners’ progress – language content & communicative ability </li></ul></ul>
  7. 7. GUIDELINES FOR EVALUATION <ul><li>2. Reflects the uses which learners will make </li></ul><ul><ul><li>Equip students to use language effectively for their own purposes </li></ul></ul><ul><ul><li>incorporating authentic materials, creating realistic situations & encourage participation in activities that help to develop communicative skills & strategies </li></ul></ul>
  8. 8. GUIDELINES FOR EVALUATION <ul><li>3. Facilitate learners’ learning process without imposing rigid method </li></ul><ul><ul><li>Learning items are broken down to manageable units </li></ul></ul><ul><ul><li>Sequenced from familiar  unfamiliar or easier  more difficult </li></ul></ul>
  9. 9. GUIDELINES FOR EVALUATION <ul><li>4. A clear role a s support for learning </li></ul><ul><ul><li>Mediate between target language – in a controlled way </li></ul></ul><ul><ul><li>Supplying models English, exercises and examples </li></ul></ul><ul><ul><li>Provides teachers with ready-made presentation materials </li></ul></ul>