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Evaluating and Adapting Materials

1) Materials evaluation involves measuring the potential value of learning materials and can occur before, during, or after their use. 2) Evaluation considers both external factors found in introductions and claims, as well as internal consistency and organization. 3) Adapting materials involves modifying parts of coursebooks through adding, deleting, simplifying, or reordering content to better suit a teaching context based on variables like resources, class size, learners, and teachers.

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WinterMae Bacalso
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1K views31 pages

Evaluating and Adapting Materials

1) Materials evaluation involves measuring the potential value of learning materials and can occur before, during, or after their use. 2) Evaluation considers both external factors found in introductions and claims, as well as internal consistency and organization. 3) Adapting materials involves modifying parts of coursebooks through adding, deleting, simplifying, or reordering content to better suit a teaching context based on variables like resources, class size, learners, and teachers.

Uploaded by

WinterMae Bacalso
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Evaluating

and
Adapting
Materials
in ELT
2

Evaluating Materials
The Context of Evaluation

The Types of Evaluation


1.
The Context of
Evaluation
“ 4

Materials evaluation is a procedure that


involves measuring the value (or potential
value) of a set of learning materials.
-Tomlinson, 2003-
5

❑ There is a gap between the existing ELT


books and real need of ELT Materials

Point out:
❑ Involve teachers in an understanding of
why the materials have been written in
such a way and how they can make
effective use of them in the classroom.

❑ Evaluation criteria may be developed by


the teachers empowering their beliefs on
language learning for their students
within their context.
6

Teacher’s think
Many teachers still have no idea about developing material or
even just adapting, because they already focus on adopting the
given (published) materials and still need assistance to evaluate the
materials.
Laptop Project
Itself is what the end-user derives value
from also can refer is what.
General
Types of
Materials
Evaluation
General Types
of Material
Evaluation
1. Pre-use
2. Whilst-use
3. Post-use
Pre-use Evaluation

• Pre-use evaluation involves making predictions about


the potential value of materials for their uses.

• It can be context-free, as when a teacher selects a


coursebook for use with her particular class.
Whilst-use Evaluation
• This involves measuring the value of materials while using them
or while observing them being used.

• It can be more objective and reliable than pre-use evaluation as it


makes use of measurement rather than prediction.

• It can measure short-term memory through observing learner


performance on exercises but it cannot measure durable and
effective learning because of the delayed effect of instruction.
Post-use Evaluation
• Post-use evaluation is probably the most valuable (but
least administered) type of evaluation as it can measure
the actual effects of the materials on the users.

• It 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.
The Types of
Evaluation
(Course books)
The Types of
Evaluation
(Course books)
1. External
2. Internal
8

The External Evaluation


It aims to examine the organization of the materials as stated
explicitly by the author/publisher by looking at:

1. The “blurb” or the claims made on the cover of the


teacher’s or student’sbook.

2. The introduction and table of content.

It enables the evaluator to assess the content, the objectives,


and they follow-up tasks.
9
a short description of a book, movie, or other product written
for promotional purposes and appearing on the cover of a book
or in an advertisement.

Blurb Example Claim Example


10

“Blurb” + Introduction
✓ The intendedaudience
✓ The proficiency level
✓ The context in which the materials are to be used
✓ How the language has been presented and organized into
teachable units/lessons.
✓ The author’s views on language and methodology and the
relationship between the language, the learning process and
the learner.
11

The Internal Evaluation

✓ It is aimed to analyze the extent to which the


aforementioned factors in the external evaluation stage
match up with the internal consistency and organization of
the materials as stated by the author publisher.
12

Criteria in InternalEvaluation
✓ The presentation of the skills in materials
✓ The grading and sequencing of the materials

✓ The spot in which reading/discourse skills are involved

✓ The spot in which listening skills are involved

✓ The incorporation of speaking materials into the nature of real interaction


✓ The relationship of tests and exercise to learner needs and course content

✓ The degree of material appropriateness to different learning styles

✓ Engaging materials for learner–teacher interaction and relationship


13

Overall Evaluation: The Parameters

❑ The usability factor that indicates the possibility to integrate the materials
into a particular syllabus.

❑ The adaptability factor that implies the material adaptive characteristic to


match up different contexts.

❑ The flexibility factor that represents the rigidity of the material sequencing
and grading which influences the structure of the syllabus
14

Adapting Materials
15

Concepts of Adopting and


Adapting
Point out: (McDonough, 2013):

○ Adopting: whole course


book
○ Adapting: the parts that
make up the whole or
modification.
16
✓ Physical Environment
✓ Resources External
Two Basic Criteria ✓ Class Size (whatwe have)
of Adapting
✓ Learner Characteristic
Materials
(McDonough, 2013)

Internal
(what the
materials ✓ Choice of Topics
offer)
✓ Skill Covered
✓ Proficiency Level
✓ Grading of Exercise
17

1. Teaching Contexts
Reason in Adapting 2. Course
Materials Requirements
3. Learners
Depend on the whole
4. Teachers
range of variables
5. Materials
operating in your
own teaching
situation and
teacher’s priorities.
19

Adding
• Adding implies supplying some more exercises for better
exemplification.

At the end of every text, for instance,there is a set of five or six


comprehension questions. The teacher can supply many more
keeping in mind the time schedule.

• The teacher thus is adding to the given quantity of content by


extending it.
19

Deleting
• Deleting or omitting is the opposite of adding or
extending.

• Instead of putting in more, something is taken


out of the content because it is repetitive, not
quite appropriate or simply too elaborate
19

Modifying
• Modifying is much more than simple adding or
deleting in qualitative terms

• Modifying the content is to introduce 'internal'


changes in it, like changing the focus of an
exercise or text by means of rewriting parts of it
or restructuring the class management.
19

Simplifying
• Many elements of the language course can be simplified,
including the instructions and explanations that accompany
exercises and activities, so it becomes easier to understand by
learners.

In simplifying the text, we can simplify it according to:

✓ Sentence structure
✓ Lexical content
✓ Grammatical structure
20

Re-ordering
It refers to the possibility of putting the parts of the course book in
a different order.

A reordering of material is appropriate in the following kinds of


situations:

✓ The length of the teaching program may be too short for the
course book to be worked through from beginning to end.

✓ Reordering can include separating items of content from each


other as well as regrouping them and putting them together.
29

Evaluation and adaptation of materials are


supportive of each other and both develop
from an understanding of the features of
the syllabus and the organizational
principles of materials.
29

END

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