MATERIAL

EVALUATION
Group III:
Ardiansah
Dwi Putri
Isnaeni Martha
Shintia Izza
 Why evaluate materials?
A matter of judging the
EVALUATION fitness of something for a
particular purpose.

The result of evaluation are :

O Lead to a large investment of money in published
course
O Large investment of time in home-produced
O Adapted materials
 HOW DO YOU EVALUATE
MATERIALS?
4 STEPS TO DO EVALUATION PROCESS :
 DEFINE CRITERIA :
 On what bases will you judge
materials?
 Which criteria will be more
important?

SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS

What realisations of the How does the material
criteria do you want in being evaluated realise
your course? the criteria?

MATCHING
How far does the material
match your needs?
 The checklist of criteria for
objective and subjective analysis
SUBJECTIVE OBJECTIVE
ANALYSIS ANALYSIS
 AUDIENCE

1A Who are your learners?

e.g
1B Who is the material
•
•
Ages
Sex
intended for?
• Nationality/ies
• Study or work specialism
(banking,medicine etc.)
• Status/role with respect to specialism
(trainee cashier,qualified anaesthetic
etc)
• Knowledge of
- English
- specialism
- other (e.g ‘knowledge of ‘the world’
etc)
O Interest
 AIMS

2A What are the aims of 2B What are the aims of the

your course? materials?
(Note: check that the
aims are actually what
they are said to be by
looking carefully at the
material itself)
 Content
3A What kind of language
description do you require? Should
it be structural, notional,
functional, discourse-based, some
other kind, a combination of one or
more of these?
4A What language points should
be covered? (i.e what particular
structures, functions, vocabulary
areas ets)
5A What proportion of work on
each macro-skill (e.g reading) is
desired? Should there be skills
integrated work?
3A what type (s) of linguistic
description is/are used in the
materials?
4A What the language points do
the materials cover?
5A What is the proportion of work
on each skills? Is there skills-
integrated work?
6B what micro skills are covered in
the material?
7B what kinds of texts are there in
the materials?
8B What is/are the subject-matter
area(s), assumed level of
knowledge, and types of topics in
the material?
6A What micro-skills do you
need? (e.g deducing the
meanings of unfamiliar words)
7A What text-types should be
included?
e.g
- manuals?
- Letters?
- Dialogues?
- Experimental reports?
- Visual texts (pictures,
diagrams, charts, graphs,
cartoons etc)
- Listening texts?
- Any other kind?
-what treatment are the topics
given?
9B How is the content organiszed
throughout the materials?
10B How is the content organized
within the units?
11B How is the content sequenced
throughout the book?
12B How is the content sequenced
within a unit
8A What subject-matter area(s)
is/are required (e.g. medicine,
biology, etc.)
- What level of knowledge should
be assumed (e.g. secondary
school, first ear
college/university, post-graduate
etc.)
- What types of topics are needed?
(e.g. in medicine: hospital
organization, medical technology
etc.)
- What treatment should the topics
be given (e.g. ‘straightforward’,
factual; human interest angle;
humorous;unusual perspective;
taking into account issues,
controversy; etc.)
9A How should the content be
organized throughout the
course?
- Around language points?
- By subject-matter?
- By some other means(e.g. study
skills?
- By a combination of means?
10A How should the content be
organized within the course units?
- By a set pattern of components?
- By a variety of patterns?
- By some other means?
- To allow a clear focus on (e.g.
certain skill areas, a
communication task etc.?)
11A How should the content be
sequenced throughout the course?
e.g.
- From easier to more difficult?
- To create variety?
- To provide recycling?
- By other criteria?
Should there be no obvious sequence?
12A How should the content be
sequenced within a unit?
e.g.
- From guided to free?
- From comprehension to
production?
- Accuracy to fluency?
- By some other means?
- Should there be no obivous
sequence?
 Methodology
13A What theory/ies of learning
should the course be based on?
Should it be behaviorist, cognitive,
affective, some other kind, a
combination of one or more of
these
14A What aspects of the learners’
attitudes to/expectations about
learning English should the course
take into account?
13B What theory/ies of learning
are the materials based on?
14B What attitudes
to/expectations about learning
English are the materials based
on?
15B What kind of exercise/tasks
are included in the materials?
 16B What teaching-learning
15A What kind of techniques can be used with the
exercise/tasks are materials?
17B What aids to the materials
needed? require?
e.g. 18B What guidance do the
materials provide?
- Guided Free? 19B In what ways are the materials
- Comprehension to production? flexible?
- Language/skills practice to e.g.
language/skills use? - Can they be begun at different
- One right answer to many points?
possible right answer? - Can the units be used in
- Whole class to group to different orders?
individual? - Can they be linked to other
- Language/skills based to content materials?
based? - Can they be used without some
of their components (e.g.
cassettes)?
16A What teaching-learning
techniques are to used?
e.g.
- lockstep?
- Pair-work?
- Small-group work?
- Student presentations?
17A What aids are available for
use?
e.g.
- Cassette recorder?
- Overhead projectors?
- realia?
- Wallcharts?
18A What guidance/ support for
teaching the course will be
needed?
- Statements of aims?
- List of vocabulary and language-
skills points?
- Language guidance?
- Technical information?
19A How flexible do the materials
need to be?
 OTHER CRITERIA
20A What price range is 20B What is the price?
necessary? 21B When and how readily can
21A When and in what the materials be obtained?
quantities should the materials
be available?