MATERIALS EVALUATION A perspective of evaluation and its application to EFL coursebook selection Prof. Pablo E. Requena

Objectives Review the concept of evaluation and its classification Focus on pre-use evaluation of materials Exemplify tools of data collecting for materials evaluation Go through the evaluation stages when choosing a textbook New ways of having access to materials to carry out your own evaluation

Defining evaluation: The purpose of evaluation is to collect information systematically in order to indicate the worth or merit of a programme or Project (from certain aspects or as a whole) and to inform decision making. (Weir & Roberts p. 4) ‘the systematic collection and analysis of all relevant information necessary to promote the improvement of the curriculum, and assess its effectiveness and efficiency, as well as the participants’ attitudes within a context of particular institutions involved’ (Brown 1989:223)

Why? Purpose Why? 1. Evaluation for purposes of accountability 2. Evaluation for purposes of development summative formative

When? Time When? Appraisal Pre-use evaluation Judgement of value Monitoring Formative Summative

Who? Time Who?

How? Techniques of data collection---How? 1.Test data. 2.Observation 3.Self-report 4.Interviews * 5.Questionnaires * 6.Record sheets * 7.Other documentation * 8.Student feedback sessions * 9.Teachers’ working groups 10.Teachers’ own materials 11.End-of-course debriefing

Checklists (Breen and Candlin 1987, Cunningsworth 1984, Hutchinson and Waters 1987 – available in the library). Texts: suitability, length, challenge level Tasks: match to texts, challenge level, interest for mature students Rubric: lack of ambiguity, brevity Unit:  Length  Structure  Completeness  Teachability within and between units (level, staging, sequencing, accessibility, user-friendliness)  Usefulness, effectiveness, relevance  Appropriateness (subject, specificity, level)  Timing  Interest value, etc Teachers’ notes: practicality, clarity.

Choosing a Coursebook in FOUR steps

1. CONTEXT ANALYSIS AND NA Learner Factors Learner language needs Teacher factors Institution

2. TEXTBOOK ANALYSIS It is different from evaluation. (Tomlinson 1999) Analysis is a process which leads to an objective, verifiable description. Evaluation, as the word suggests, involves the making of judgements. 3. CLOSE EVALUATION using a checklist 4. IN-DEPTH ANALYSIS going beyond checklists

New ways of having access to materials to carry out your own evaluation How to evaluate textbooks online

Thank you!!