1. Week 2 Evaluation Framework
Materials Evaluation
Week 2 Evaluation Framework

2. The evaluation of communicative tasks
What kind of evaluation?
Figure 2 in page 225 from the book 1

3. Approach Objectives model Responsive model
It requires that curricula be expressed in terms of precise objectives, the achievement of which can be determined by tests that measure learner behaviour and learning outcomes
Objectives model
Responsive model
It aims to illuminate the complex nature of the organisational, teaching and learning processes at issue

4. Purpose Accountability Development Curriculum improvement
Teacher development
It is to determine whether the stated goals of the programme have been met.
It acquires objective model
To improve the curriculum or
To foster teacher-development or both

5. Is the programme effective in meeting the needs of the learners?
Focus
Effectiveness
Efficiency
Is the programme effective in meeting the needs of the learners?
Does the programme meet the needs of the learners more effectively than some alternative programme?

6. Scope Internal External
Will focus narrowly on whether the learning predicted by the goals of the programme has been achieved,
Will whether any unpredicted learning has taken place (i.e. learning not catered for explicitly by the curriculum)

7. Timing
Formative :
Summative

8. Type of information
Test scores
Documentary
Self-report
Observation

9. Effectiveness? How do we find out whether the material meets its goal?
Through checking all the details of

10. What is Materials Evaluation
The appeal of the materials to the learners
The ability of the materials to interest the learners and the teachers
The ability of the materials to motivate the learners
The value of the materials in terms of short-term learning (important, for example, for performance on tests and examinations)
The assistance given to the teachers in terms of preparation, delivery and assessment
The contribution made by the materials to teacher development
The match with administrative requirements (e.g., standardization across classes, coverage of a syllabus, preparation for an examination)

11. Topic contents, Learning principles Appeal and Impact of the materials
The appeal of the materials to the learners
The ability of the materials to interest the learners and the teachers
The ability of the materials to motivate the learners
 visuals, examination or needs friendly, sufficient information for teaching guide, flexibility in its usage, contents topics, activities etc.

12. Teaching Instruction
The contribution made by the materials to teacher development
The teachers’ perceptions of the value of the materials
Teachability, practicability of the materials
The assistance given to the teachers in terms of preparation, delivery and assessment
Teachers tend to teach most successfully if they enjoy their role and if they can gain some enjoyment themselves from the materials they are using.

13. Flexibility of the materials
The reliability of the materials (i.e., would they have the same effect with different groups of target learners?)  How do we gain this?
Learner differences in terms of personality, motivation, attitude, aptitude, prior experiences, interests, needs, wants and preferred learning style. Everyday energy of learning, etc.

14. Potential for localization Practicability of the materials
The credibility of the materials to learners, teachers and administrators
The validity of the materials ( is what they teach worth teaching?)
Syllabus of the material should match with what the context require.

15. Learners learn what they need to
The learners’ perceptions of the value of the materials
Contents give opportunities for learning knowledge and new experience
Connect the learning experience in the classes to their own life outside the course.
Activities give engaging to the learners’ emotions.

16. Matching with learners’ needs
The value of the materials in terms of short-term learning (important, for example, for performance on tests and examinations)
The match with administrative requirements (e.g., standardization across classes, coverage of a syllabus, preparation for an examination)

17. Type of information
Test scores
Documentary
Self-report
Observation

18. Homework
Read chapter 8 and 9 in Book 1, and the articles given to you.
Evaluate one ELT Book using Figure 2 from chapter 8
And the ‘Focus’ & ‘Scope’ in the Figure 2 from chapter 9 in the Book 1
Read the two articles