DEO

GRATIAS!
 OBJECTIVES
At the end of the lesson, students will be able to;
01 02 03

IDENTIFY differentiate RECOGNIZE

Identify and understand the Differentiate the types of Recognize the advantages and
types of materials evaluation. materials evaluation learned. disadvantages of external and
internal evaluation.
 TYPES OF
MATERIALS EVALUATION
 MATERIALS EVALUATION

Materials evaluation is the process of assessing various materials to

understand their properties and potential impacts. This evaluation can be
done through both destructive and nondestructive methods. It’s a way to
gather valuable information about the materials, which can help in making
decisions about selecting and developing them. The goal is to ensure that the
materials are reliable and valid for their intended use.
 TYPES OF
MATERIALS EVALUATION

EXTERNAL PURPOSE
EVALUATION
Evaluation carried out
Monitoring the overall
education provision
quality of

by someone who is not

directly involved in the UNDERLYING
development or PRINCIPLE
Determines the quality of all aspects of
education in schools objectively.
operation of the
program being All students of the group of institutions
come together under the preview of the
evaluated.
agency.
 EXTERNAL EVALUATION

ADVANTAGES DISADVANTA
• Evaluators can look at the project
with a free style
GES
• External evaluators do not always
understand implementation issues
• More likely to be impartial and may create evaluation plans that
• Creates trust in the system by are not realistic.
ensuring the standards are • Expensive
maintained • Evaluators do not necessarily have
• Increased commitment of background knowledge
participants for the success of • It may be difficult to ascertain the
program competence of the external
evaluator.
 TYPES OF
MATERIALS EVALUATION

INTERNAL PURPOSE
EVALUATION
Evaluation carried out
Monitoring the ongoing development
and improvement of the learners.
by someone from the
actual project team.
The evaluation is the
UNDERLYING
continuous appraisal of PRINCIPLE
Determines the quality of all aspects of
education of individual at school level.
students progress.
Provides a base for remedial teaching to
the identified students.
 INTERNAL EVALUATION

ADVANTAGES DISADVANTA
• Examination based on mere rote
memory of the student can be
• Cannot GES
examinations.
replace external

avoided. • Requires a lot of time to undertake

• Minimize the over anxiety and the activities.
nervousness. • Increased work load of evaluators.
• Motivation to active participation in • May be biased.
both curricular and co curricular
activities.
• Help in identifying the strength and
weakness of the student and to
impact instructions.
Well performing higher education systems need to balance
internal and external quality assurance. Why so?
TYPES OF MATERIALS
EVALUATION
TOMLINSON’S VIEW
 PRE-USE EVALUATION

• It involves making predictions about the potential value of materials on people

who use them (Tomlinson 1998, 2003).
• can be context free, as in a review of materials for a journal.
• can be context influenced as in a review of draft materials for a publisher with
target users in mind.
• can be context-dependent, as when a teacher selects a course book for use with her
particular class.
• often it is impressionistic and consist of a teacher flicking through a book to gain a
quick impression of its potential value.
FRAMEWORK FOR GENERATING EVALUATION
CRITERIA:

• Makundan and Ahour (2010) proposed that a framework for generating flexible
criteria would be more useful than detailed and inflexible checklists.
• McGrath (2002), who suggests a procedure involving materials analysis followed
by first glance evaluation, user feedback and evaluation using context-specific
checklists.
• Riazi (2003), who suggests, surveying the teaching/learning situation, conducting a
neutral analysis and the carrying out of a belief-driven evaluation.
FRAMEWORK FOR GENERATING EVALUATION
CRITERIA:

• Rubdy (2003), who suggests a dynamic model of evaluation in which the

categories of psychological validity, pedagogical validity and process and content
validity interact.
• Mukundan (2006), who describes the use of a composite framework combining
checklists, reflective journals and computer software to evaluate ELT textbooks in
Malaysia.
• McDonough et al. (2013), who focus on developing criteria evaluating the
suitability of materials in relation to usability, generalizability, adaptability and
flexibility.
 WHILST-USE EVALUATION

• Involves measuring the value of materials while using them or while

observing them being used.
• Can be more objective and reliable than pre-use evaluation as it makes
use of measurement rather than prediction.
• Limited to measuring what is observable (e.g. ‘Are the instructions clear
to the learners?’) and cannot claim to measure what is happening in the
learners’ brains.
 WHILST-USE EVALUATION

• Can measure short-term memory though observing learner performance

on exercises.
• Cannot measure durable and effective learning because of the delayed
effect of instruction.
• Very useful but dangerous too, as teachers and observers can be misled
by whether the activities seems to work or not.
 WHAT DOES IT MEASURE?
(WHILST-USE EVALUATION)

• Clarity of instructions
• Clarity of layout
• Comprehensibility of texts
• Credibility of tasks
• Achievability of tasks
• Achievement of performance objectives
• Potential for localizations
• Practicality of the materials
 WHAT DOES IT MEASURE?
(WHILST-USE EVALUATION)

• Teachability of the materials

• Flexibility of the materials
• Appeal of the materials
• Motivating power of the materials
• Impact of the materials
• Effectiveness in the facilitating short-terms learning
 POST-USE EVALUATION

• The most valuable (but least administered) type of evaluation as it can

measure the actual effects of the materials on the users.
• Can measure the short-term effect as regards motivation, impact,
achievability, instant learning, etc., and it can measure the long-term
effect as regards durable learning and application.
WHAT IMPORTANT QUESTIONS IT
ANSWERS?
(POST EVALUATION)

• What do the learners know which they did not know before starting to
use the materials?
• What do the learners still not know despite using the materials?
• What can the learners do which they could not do before starting to use
the materials?
• What can the learners still not do despite using the materials?
WHAT IMPORTANT QUESTIONS IT
ANSWERS?
(POST EVALUATION)

• To what extent have the materials prepared the learners for their
examinations?
• To what extent have the materials prepared the learners for their post
course use of the target language?
• What effect have the materials had on the confidence of the learners?
• What effect have the materials had on the motivation of the learners?
WHAT IMPORTANT QUESTIONS IT
ANSWERS?
(POST EVALUATION)

• To what extent have the materials helped the learners to become

independent learners?
• Did the teachers find the materials easy to use?
• Did the materia;s help the teachers to cover the syllabus?
• Did the administrators find the materials helped them to standardized
the teaching in their institution?
WAYS OF MEASURING THE POST-USE
EFFECTS OF MATERIALS INCLUDE:

• Test of what has been ‘taught’ by the materials

• Tests of what the students can do
• Examinations
• Interviews
• Questionnaires
• Criterion-referenced evaluations by the users
• Post-course diaries
• Post-course ‘shadowing’ of the learners
• Post-course reports on the learners by employers, subject tutors, etc
 CONCLUSION

Materials evaluation is initially a time-consuming and difficult undertaking.

Approaching it in the principled, systematic and rigorous ways suggested

above cannot only help to make and record vital discoveries about the
materials being evaluated but can also help the evaluators to learn a lot about
materials, about learning and teaching and about themselves.
1.
MATCH-UP
MATCH THE TYPES OF MATERIALS
EVALUATION WITH GIVEN
WORDS/STATEMENTS.
A. EXTERNAL EVALUATION B. INTERNAL EVALUATION
C. PRE-USE EVALUATION D. WHILST-USE EVALUATION E. POST-USE EVALUATION

1. Reviewing and analyzing educational materials.

2. Test of what has been ‘taught’ by the materials
3. Interviews and Questionnaires
4. Effectiveness in the facilitating short-terms learning
5. Assessing students’ prior knowledge.
6. Identifying learning needs.
7. Evaluators can look at the project with a free style.
8. Post-course ‘shadowing’ of the learners
9. Examination based on mere rote memory of the student can be avoided.
10. Expert Review and Peer Review
Write a short reflection on your understanding of
the types of materials evaluation. Include your
thoughts on its purpose, benefits, limitations, and
examples.
THANK YOU!
AND

AU REVIOR!