In Tomlinson’s (2003) words, materials evaluation is a procedure that involves measuring the value of a set of learning materials. In his words, there are many types of materials evaluation. He classifies the most important types of materials evaluation as follows:
a) Pre-use Evaluation Pre-use evaluation involves making predictions about the potential value of materials for their users. It can be context-free. Often pre-use evaluation is impressionistic and consists of a teacher flicking through a book to gain a quick impression of its potential value.
b) Whilst-use Evaluation This involves measuring the value of materials whilst using them or whilst observing them being used. It can be more objective and reliable than
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Achievement of performance objectives
G. Practicality of the materials
H. Teachability of the materials
I. Flexibility of the materials
J. Appeal of the materials
K. Motivating power of the materials
L. Impact of the materials
c) Post-use Evaluation Post-use evaluation as a valuable, but least administered type of evaluation tries to 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 also it can measure the long term effect as regards durable learning and application. It can answer such questions as:
A. What do the learners know which they did not know before starting to use the materials?
B. What do the learners still not know despite using the materials?
C. What can the learners do which they could not do before starting to use the materials?
D. What can the learners still not do despite using the materials?
E. To what extent have the materials prepared the learners for their examinations?
F. To what extent have the materials prepared the learners for their post-course use of the target language?
G. What effect have the materials had on the confidence of the
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Did the materials help the teachers to cover the syllabus?
L. Did the administrators find the materials helped them to standardize the teaching in their situation? In other words, it can measure the actual outcomes of the use of the materials and thus the data on which reliable decisions about the use, adaptation or replacement of the materials can be made.
2.1.6.2. Rea-Dickens and Germaine Model Rea-Dickens and Germaine (1992) believe that teaching materials should be defined in the following manner before they are evaluated:
1. What can materials mean to teachers?
a) Does the teacher confine herself/himself solely to the textbook or does the teacher refer to other sources like a teacher’s guide, video, listening tapes, etc.?
b) Does the teacher distinguish between traditional materials meant for teaching/ learning purposes and authentic materials?
c) Does the teacher use materials created by teachers and learners?
2. The relation between materials and the social context:
a) What roles are the materials likely to play?
b) What goals and objectives are the materials likely to accomplish?
3. How are the materials to be used?
a) Are the materials the only resource for teaching?
b) Are they one of several other
5. EVALUATION: You will not be tested on this material, so please hold your questions until the end.
A “front-end” evaluation is described as a “nothing to something” or approach of developing a program from the scratch (4). It is carried out at the start of a program when developing the themes. It involves generating input from the targeted population on their existing knowledge, their expectations and preparing to present such information so that it can be easily interpreted. A front-end evaluation involves conducting a baseline-needs assessment, utilisation of research and literature revi...
the reason why they are learning something, then they will get a greater sense of the
A good assessment practice is a key feature in order to achieve an effective teaching and learning practice. This section will consider the assessment issue from a theoretical and empirical perspective, having as the main objective to improve my future teaching. Traditionally, assessment has been thought to be something that happens after the learning process, something separate of the teaching process in time and purpose. (Graue, 1993). However, currently, approaches about assessment make the difference between Summative assessment or assessment of learning (AoL) and Formative assessment or assessment for learning (AfL), but this is not actually a new approach, as Ryle (1949) already talked about Knowing
...college student, etc.) has to learn something new from another person who is already experienced in the area that the learner is trying to master.
Cohen, L. Manion, L. Morrison, K. and Wyse, D (2010) A guide to teaching practice. London: Routledge.
9) Backes C.E. and Ellis, I.C. (2005). The Secret to Classroom Management. Retrieved on April 13, 2005 from http://www.acteonline.org/members/techniques/may03_story2.cfm.
Learners need to know- Why am I learning this? What is it that I am learning? How will it help me? How is it important? In summary, if I need it, then I will learn it.
Instead, EL students benefit in learning new content knowledge when an instructor methodically produces a lesson with a systematic I do you do approach; while purposely adding visuals whenever possible. Modeling content knowledge can be accomplished when the instructor writes the objective or provides an outline of what the lesson entails in student friendly vocabulary for each lesson where students can visually see. Next, the instructor should discuss what the end goal of the lesson is through hand gestures and changing the speed and tone of the voice to elaborate key concepts. Additionally, teachers should provide visual vocabulary whenever possible. Playing videos, word walls, or showing pictures of key vocabulary in a lesson will help students who struggle with differences in language grasp what is being asked of them more clearly. Lastly, instructor should show examples of projects and essays for reference. This will allow EL students to visualize the end product; allowing them to organize their ideas and
Evans, D. N. (2006). Models, strategies, and methods for effective teaching. Upper Saddle River, NJ: Pearson.
As a teacher, is very important to use a wide range of learning and teaching resources, from books or other printed materials so, that students are encouraged to explore issues of interest,
In their 1998(a) paper, Black and Wiliam refer to assessment as any activity undertaken by teachers or students to provide evidence of the progress in learning. There are two types of assessment, summative and formative. Summative assessment is a clear method in which to record a pupil’s progress. This form of assessment is usually carried out after a certain period of time, usually in the form of an exam, to determine how well a pupil has understood the required information and they are then assigned a grade. Formative assessment, on the other hand, focuses on assessing pupils throughout the learning process so that teachers can make any possible changes to the teaching methods being used and can provide pupils with the necessary feedback
Simple approaches and flexible means are the key to effective learning. Monotony and regimentalized fashion of learning is usually not recommended for the growing minds to ensure that the minds remain open and accept more stimuli from the surroundings.
I will try to prepare my lesson 100% to enhance learning. I will try to research my topic and try to integrate different resources and activities to make my lesson engaging and interesting to my students. I am able to use a variety of methods to teach a lesson to the students. This helps the students to get engaged visually, physically and verbally. I did not know, but I really like to use different resources and art materials to create something that will enhance my lesson and able to engage my students throughout the lesson. By creating and using a variety of methods and activities during the center time, I can meet the student’s needs to help them to learn.
... generally accepted that a teacher’s main role is to facilitate learning rather than to be the source of all knowledge” (p.2).