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Mat Dev 220092010 03

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lecture 3, discussed part 3

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Mat Dev 220092010 03

  1. 1. CRITERIA TO EVALUATE TEXTBOOKS & OTHER MATERIALS
  2. 2. THE CONTEXT OF EVALUATION <ul><li>‘ open market’: teachers have a large amount of materials to choose from </li></ul><ul><li>‘ handed materials’: teachers are given materials by education authority – need to cope with it. </li></ul><ul><li>textbook is considered as the easiest medium to work with (O’Neill, 1982) </li></ul><ul><li>(M59-61) </li></ul>
  3. 3. THE CONTEXT OF EVALUATION <ul><li>Assimilation of stimulating authentic materials can be difficult to organize </li></ul><ul><li>Chambers (1997) suggests using management technique in selecting materials where everyone involved can contribute </li></ul><ul><li>There’s no exact formula or yardstick for evaluation but some model will be helpful for teachers </li></ul><ul><li>(M59-61) </li></ul>
  4. 4. THE EXTERNAL EVALUATION <ul><li>Examining ‘what the books say about themselves </li></ul><ul><ul><li>The ‘blurb’: claims made on the cover of the book </li></ul></ul><ul><ul><li>The introduction: foreword by author or editor </li></ul></ul><ul><ul><li>The table of contents: </li></ul></ul><ul><ul><ul><li>list of topics/pages </li></ul></ul></ul><ul><ul><ul><li>The ‘bridge’ between external claims & actual content </li></ul></ul></ul><ul><li>(M62-66) </li></ul>
  5. 5. Information that can be obtained from external evaluation: <ul><li>The intended audience </li></ul><ul><li>The proficiency level </li></ul><ul><li>The context </li></ul><ul><li>How language is presented & organized </li></ul><ul><li>The author’s views on language & methodology </li></ul><ul><li>Note: for other factors to consider, refer to M64-65 </li></ul>
  6. 6. THE INTERNAL EVALUATION <ul><li>For effective evaluation, at least two (preferably more) of these factors need to be investigated: </li></ul><ul><ul><li>The presentation of the skills in the materials </li></ul></ul><ul><ul><li>The grading & sequencing of the materials </li></ul></ul><ul><ul><li>The balance between the emphasis & the opportunity for practice </li></ul></ul><ul><ul><li>The authenticity of recordings </li></ul></ul><ul><ul><li>Incorporation of real interactions </li></ul></ul><ul><ul><li>The relationship between tests & exercises </li></ul></ul><ul><ul><li>Suitable for all learning styles </li></ul></ul><ul><ul><li>Motivation factors for teachers & students </li></ul></ul><ul><li>(M66-70) </li></ul>
  7. 7. THE OVERALL EVALUTION <ul><li>The usability factor: </li></ul><ul><ul><li>how far materials can be integrated into the syllabus </li></ul></ul><ul><li>The generalizability factor: </li></ul><ul><ul><li>‘ core’ features that is generally useful </li></ul></ul><ul><li>The adaptability factor: </li></ul><ul><ul><li>parts that can be added/extracted in other context </li></ul></ul><ul><li>The flexibility factor: </li></ul><ul><ul><li>how rigid is the sequencing & grading? </li></ul></ul><ul><li>(M70-71) </li></ul>

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