The Content

1-Close evaluation using a checklist

approaches to checklist design
determining general categories
determining specific criteria
determining format
piloting and revising checklists
group evaluation
making the final decision
2- In Depth Analysis

Close Evaluation Using a

Checklist
Approaches to checklist design
1 - Borrow and adapt
2 Originate
3 - Research

Steps in the design of a

checklist

Decide

general
categories

specific criteria

ordering of
general
categories and
specific criteria

format of
prompts and
responses

format of prompts and

responses
format of prompts and responses
It should suit you
It must be appropriate for
examinations and official syllabus
Grant

Determining
General
Categories
design

language
content

subject
matter

practical
considerati
on

 Skierso (1991) is the most detailed

checklist

Determining Specific
Criteria
brainstorm ideas
published checklists

 Transparency of criteria: One problem with

many checklists is that they tend to take for
granted understanding of certain concepts.
Dated criteria: A second problem with
published checklists is that they date
almost as fast as materials.
Assumptions: Littlejohn (1998) argues that
another potential problem with criteria is
that they may be based on implicit
assumptions about what desirable
materials should look like.

Determining Format
A materials evaluation checklist has to fulfill a
number of potentially conflicting functions;
1. Provide comprehensive information of the sort
that will facilitate evaluation
2. And comparison
3. While making as few demands on the evaluator
as possible
4. Lead to the selection of materials which are
appropriate fort the context
5. But also contribute to the advancement of
learning and teaching in that context.

Information
It is probably useful to include at the top of
the checklist a section summarizing basic
information about the book under
consideration.
Item format and response: Tomlinson (1999)
records that he completes a statement for
each item, summaries the positive and
negative comments relating to each category,
and writes a final summary highlighting the
key positive and negative findings.

 Sequencing of categories and specific criteria

within these: At some point during
considerations of layout, it will be necessary
to think about the ordering of items and
categories.
Rating, weighting, scoring: Some checklists
include a rating scale. Rating scales typically
contain three to five points. The inclusion of
five points appears to allow for finer
judgements, but there is a strong argument
for a four-point scale.

Piloting and revising

checklist
An evaluation checklist should ideally
be piloted like questionnaires. The
checklist captures strength and
weakness of the coursebooks or
materials.
You should use the materials
evaluation process as a means of
questioning and developing your
ideas as to what is required.
Hutching and Waters (1987)

Group evaluation
Two or more heads are better than
one.
A process in which a group of
experienced teachers work together
to establish features and apply the
criteria to distinguish between two
course books.

 Obvious advantages: consensus,

discussion of the pros and cons, a
variety of perspectives.
Obvious problem: anyone who has
not been the design of checklist can
ask for some time and help to get
inside the categories and evaluation
system.
A checklist- practical and clear

Making final decision

Coursebook evaluation is fundamentally a
subjective, rule-of-thumb activity. Sheldon
(1988:245)
Material evaluation has to address the
questions of validity and reliability.
Course book evaluation is not only the
evaluation of the individual sets of
materials against criteria, but also the
comparison of different sets of material
against those criteria.

 The primary aim is to use this

information to select the most
suitable materials for the context.
The final decision has to be made on
the basis of instinct, feel or general
impression.

In-depth analysis
Two phase approach by Breen and
Candlin (1987)
Phase one
a) the aims and content of the material
b) what they requires learners
to do
c) what they require the teacher to do.
d) their function as a
classroom resource

 Phase two
a) learner needs and interests
b) learners approaches to language
learning
c) the teaching learning
approach in the
teachers own
classroom.
A checklist economical, reliable

Summary
A Checklist; leaners needs teaching
context
the need for the
periodic updating recognized.
The use of checklist; suitability of
materials
utility
of materials the strengths and
weakness of materials