Materials Evaluation and Materials Design

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Material evaluation is a dynamic process which is "fundamentally a subjective, rule-of-thumb activity" where "no neat formula, grid, or system will ever provide a definitive yardstick" (Sheldon, 1988, p. 245). Sheldon argues that the criteria and the key questions central for setting up a material evaluation scheme partly depends on "the swings of linguistic fashion" (p. 240). Rod Ellis (1997) differentiates between two types of materials evaluation: a predictive evaluation and a retrospective evaluation. A predictive evaluation is designed to make a decision regarding what materials to use, whereas a retrospective evaluation designed to examine materials that have actually been used. A brief review of the literature relating to materials evaluation reveals that the research focus to date has been more or less exclusively on predictive evaluation. Retrospective evaluation provides teachers with information regarding the strengths and weaknesses of the used syllabus. It also serves "as a means of testing the validity of a predictive evaluation, and may point to ways in which the predictive instruments can be improved for future use" (Ellis, 1997, p. 37). Rea-Dickens (1994, cited in Li, 2004) summarizes three kinds of evaluation: (1) pre-use evaluation; (2) in-use evaluation; and (3) post-use evaluation, measured in terms of learners’ performance. She advocates giving more attention to in-use and post-use evaluation. Evaluations can be carried out pre-use, in-use or post-use. The main aim of evaluating materials pre-use, according to Rubdy (2003, p. 42), is to measure the potential of what teachers and learners can do with them in the classroom. In-use and post-use evaluations are important in establishing how successful learning materials are (McDonough & Shaw, 2003, p. 71). Skierso (1991) suggests a different framework explaining that the first step of material evaluation is to collect information about students' background, the course syllabus, and the learning context. Skierso then divides materials into five subsections: bibliographical data, aims and goals, subject matter, vocabulary and structures, and layout and physical makeup. Cunningsworth (1995), Harmer (1991, 1998), Roberts (1996), Ur (1996), Brown (1997), Hemsley (1997), McGrath (2002) and Gearing (1999) also proposed checklists for evaluating materials.


reference

https://www.iises.net/download/Soubory/soubory-puvodni/pp60-65ijote_V2N2.pdf

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