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Evaluating ELT materials

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Lee Vincent

on 12 February 2013

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Transcript of Evaluating ELT materials

By McDonough & Shaw Evaluating Materials The External Evaluation What is it? A brief overview of the materials from the outside,
namely the cover,
introduction and table of contents How is external evaluation conducted? Through the Cover & Introduction: Through the Table of Content: 1) Is there a vocabulary list/ index?
2) Is there any assessment within the teaching materials?
3) How is the presentation layout?
4) Is the content culturally biased?
5) Are there visual materials to supplement & enhance learning? There are 3 steps in the McDorough & Shaw evaluation model: The External Evaluation
The Internal Evaluation
The Overall Evaluation Other Considerations 1) How are the materials to be used, core or supplementary?
2) Durability of the materials
3) Availability of teacher’s book
4) Effectiveness vs Cost 1) About the author
2) Intended audience
3) Educational context and the proficiency level
4)Presentation of language items The Internal Evaluation (1)Skill presentation in the materials:
Are the language skills to be covered in the curriculum sufficient for the learner?
Are the skills to be taught discretely or are they integrated into the lessons? (3)Reading/discourse skills
Is there sufficient practice for learners in reading/discourse skill development? The Overall Evaluation 4 factors to be considered when making an overall evaluation The Usability Factor The Generalizability Factor The Adaptability Factor The Flexibility Factor 1) The ultimate success or failure can only be determined after trying them in the classroom with real learners.
2) R. Ellis (1997), outlines a scheme called ‘retrospective’ evaluation, looking to identify strengths and weakness in coursebook/materials already in use. Conclusion Do you feel these stages are systematic/useful/sufficient? Yes? No? Why? Are there others you would like to add?
The 3 stages are systematic and useful because it provides a framework and an idea for the teacher of where to begin. - The external evaluation is like the impressionist approach. It scans at the book using the cover, introduction and content.
- The internal evaluation-indepth study of the book.
- Overall evaluation-putting things together to make a decision. Shortfalls:
1) When the book is not attractive in the external evaluation.
2) In the case of the Stellar materials - not attractive print although low cost. 2) How far the materials could be integrated into a particular syllabus as “core” or supplementary?
Selecting materials that meet our EL syllabus or objectives. Is there a restricted use of “core” features that make the materials more generally useful?
While some parts of the material may not be useful, some parts might be. Can parts be added/extracted/used in another context/modified for local circumstances?
Some parts may need modification and when it is feasible, we adapt. How rigid is the sequencing & grading?
This refers to whether the materials can be entered at different points or used in different ways. Key aim:
It is to examine the extent to which the external evaluation factors match up with the claims made by the publisher of the materials actually presented in the coursebook. This is done through examining at least 2 units of the coursebook materials to investigate: (2)Grading and sequencing of materials
Are the materials graded from easy to difficult?
Are the materials arranged in modules?
Do the materials have to be covered in a specific order? (3)Reading/discourse skills
Is there sufficient practice for learners in reading/discourse skill development? (4)Listening skills and recorded material
Is speech authentic and does it contain features of spontaneous speech? (5)Speaking materials and portrayal of real interactions
Are the interactions familiar, interesting and learner-appropriate? (6)Relationship of tests and exercises
Do they cover learner and syllabus needs?
Do they cover what is in the course material? (7)Opportunities for different learning styles, including self-study
Is there opportunity for independent learning?
Is there opportunity for learner autonomy? (8)Motivation to use the coursebook by both the teacher and learner
Are materials learner-appropriate and easy to use for the teacher?
Are there guides to frame interactions between the teacher and learner?
Is there flexibility in the use of the course materials?
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