The document discusses the process and approaches for evaluating instructional materials. It describes the selection process as having 7 steps: 1) identifying program aims and objectives, 2) analyzing the teaching and learning situation, 3) finding or designing an evaluation checklist, 4) limiting criteria, 5) creating a shortlist, 6) in-depth evaluation using the checklist, and 7) making a selection decision. It also outlines two main evaluation approaches - impressionistic overview and in-depth evaluation, and notes that combining both forms a sound evaluation basis. Several evaluation methods are mentioned, including piloting materials, gathering teacher and student opinions, and detailed analysis.

1. LECTURE 4
MATERIAL EVALUATION:
PROCESS, APPROACHES &
METHODS

2. SELECTION PROCESS
The process involves finding the best
possible fit & potential for adapting or
supplementing
1.Identify aims & objectives of the
programme
2.Analyze the T&L situation where material
will be used
3.Find / design suitable evaluation checklist

3. SELECTION PROCESS
4. Limit the number of criteria
5. Draw a list of potential coursebook – use
impressionistic evaluation (getting
general overview of the book) for
elimination
6. The short listed books are subjected to in-
depth evaluation using the checklist
chosen
7. Use finding to make decision to select

4. EVALUATION APPROACHES
1. IMPRESSIONISTICS OVERVIEW
– A general impression, formed by looking
through the material for its possibilities,
– Strengths & weaknesses – noting significant
features that stand out
– Cannot identify weaknesses, not enough
details to ensure match or to make decision
[Cunningsworth]

5. EVALUATION APPROACHES
2. IN-DEPTH EVALUATION
– Examine how specific items or aspects of
language are dealt with, related to students
learning needs, syllabus requirements, etc
– More receptive, look for anything noteworthy
& interesting
– Matching a checklist against the
requirements of T&L situation
[Cunningsworth]
NOTE: a combination of both approaches
forms a sound basis for evaluation

6. EVALUATION APPROACHES
• EXTERNAL EVALUATION
• Examine the organization of the book as
stated explicitly by author
• look at blurb, introduction/foreword & table of
content
• Find out answers to questions raised such as
the target audience, proficiency level of target
audience, context, etc

7. EVALUATION APPROACHES
• INTERNAL EVALUATION
– In-depth investigation into the materials
– To check the validity of claims made by
authors
– Look into at least two (or more) factors such
as the presentation of skills, the grading &
sequencing, skills representation,
incorporation of other skills
(listening/speaking)

8. EVALUATION APPROACHES
• OVERALL EVALUATION
–An overall assessment to the
suitability of the materials for the
teachers’ learning context
–Criteria to check including usability,
generalizability, adaptability &
flexibility (versatility)

9. EVALUATION METHODS
• Piloting – use a small range of material
for a short length of time; a trial run
• Opinions from other practicing teachers –
within & outside the institution
• Students’ view – whether they like the
book or if it helps them in learning
• Detailed analysis – when other methods
are not possible

10. PILOTING
• Materials are trialed before they are
revised & disseminated more widely
• Provides a feel whether :
– the materials actually works or not
– Aims of the materials are fulfilled
– Appropriate in level, content & approach
– Suitable for particular ages & groups of
learners
(T149-189)

11. PILOTING (cont’d)
– Relates well to teachers’ expectations &
stages of development
– Successfully promotes learning
• Reveals in details the component of
success
– Innovative approach
– Implemented in practical terms, accessible to
teachers & learners
– Requirements can be followed by teachers &
learners

12. PILOTING (cont’d)
–Organized into suitable chunks of
lessons, sections, units
–Amount of preparations required
–Fulfilled suitable number of hours
–Helps to achieve learning outcomes
that is satisfactory & measurable
–Provide sense of progression
–Balance of skills is appropriate
(T183-185)

13. STAGES OF EVALUATION
• Grant (1987) cited in Yilmaz 2005:
– Initial evaluation
• quick process
• check preface, contents & abstract
– Detailed evaluation
• Teacher make own judgment
• Use of questionnaires
– In-use evaluation

14. Grant’s ‘CATALYST’
• A test proposed by Grant to decide the
worthiness of the material in hand by asking
some key questions:
– Communicative?
– Aims?
– Teachable?
– Available?
– Level?
– Your impression
– Students’ interest?
– Tried & tested?

15. Cunningsworth’s (1984)
underlying principles
• Relate teaching materials to your aims &
objectives
• Be aware of what language is for & select
teaching materials which will help equip your
students to use language effectively for their
own purposes
• Keep your students’ learning in mind
• Consider the relationship between language,
learning process & learners

16. Robinett’s (1978)Checklist
• Goals of the course
• Background of the
students
• Approach
• Language skills
• General content
• Quality of practical
material
• Sequencing
• Vocabulary
• General
sociolinguistics
factors
• Format
• Accompanying
materials
• Teacher’s guide
(Yilmaz, 2005)