W7S2_MATERIALS EVALUATION IN PRACTICE
An Evaluation Scheme
1. EVALUATION CHECKLIST
Example:
The evaluation assessed the materials in relation to the following areas:
• Layout and Design
• Methodology
• Activities
• Language Skills
• Language Content
MATERIALS EVALUATION CHECKLIST
INSTRUCTIONS
To respond to the statements, please mark (x) the appropriate choice as follows:
1. strongly disagree 2. disagree 3. agree 4. strongly agree
A. General Appearance 1 2 3 4
1. The textbook cover is informative and attractive to young learners.
2. The font size and type used in the book are appropriate for young
learners.
3. The book contents and additional materials look interesting and fun
to young learners.
B. Layout and Design
4. The textbook includes a detailed overview of the functions, structures
and vocabulary that will be taught in each unit.
5. The layout and design is appropriate and clear.
6. The textbook is clearly structured and sequenced.
7. Adequate review sections and exercises are included.
8. The learners can see easily what they have to do.
9. The materials provide sufficient opportunities for independent study.
10. The illustrations are varied and attractive.
11. The illustrations stimulate learners to be creative.
C.
2. DESCRIPTION OF THE MATERIALS EVALUATED
Title:
Level:
Intended for:
3. LEARNING CONTEXT
Educational institution:
Learners:
Language level:
Syllabus:
4. RESULTS OF EVALUATION (Analysis of checklist survey)
Para 1: Psychological Validity
Para 2: Pedagogical Validity
Para 3: Process & Content Validity
Example:
Layout and Design
The layout and design of the materials reflect a very structured approach. There is
a clear structure and consistency in appearance throughout the student book with
each unit following the same basic pattern of presenting a grammatical structure in
a conversational context followed by controlled practice activities. This is good for
learners who like the familiarity of such a structured approach, but not so good for
those who prefer more variety. The design is relatively uncluttered and it is usually
easy for learners to see what they have to do.
Methodology
The core teaching methodology in the Let’s Go teacher’s book is called the Model
Action Talk (MAT) method, which is basically a Presentation-Practice-Production
(PPP) approach incorporating a Total Physical Response (TPR) component. This
approach is reflected in the layout and design of the textbook, the types of
activities it includes, as well as the suggested lesson plans in the teacher’s book.
These lesson plans follow a conventional PPP approach, with the teacher or audio
CD first presenting models of the target language before learners practise it under
tightly controlled conditions. However, although the methodology behind Let’s Go
obviously informs the materials, it is possible to adapt them to suit alternative
approaches.
5. SUMMARY (Conclude if the material fit for uses )
Example:
In summary, the evaluation of Let’s Go 1 revealed the following advantages &
disadvantages:
• The materials are colourful and appear interesting and fun to young learners
• The materials are easy for both teachers and learners to use
• The language and topic content is generally appropriate, but sometimes needs to
be adapted or supplemented for the local context
• The suggested teaching methodology in the teacher’s book is not compatible with
either learning- or learner-centred approaches
• The grammatical/structural approach to presenting and practising language
potentially restricts creativity and independent learner responses.
