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Lecture 5 Materials Development and Adaptation

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evaluation for suitability, potential, external, internal, overall, types

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Lecture 5 Materials Development and Adaptation

  2. 2. THE CONTEXT OF EVALUATION • ‘open market’: teachers have a large amount of materials to choose from • ‘handed materials’: teachers are given materials by education authority – need to cope with it. • There’s no exact formula or yardstick for evaluation but some model will be helpful for teachers
  3. 3. EVALUTION TYPES • PRE-USE –Most difficult because teachers have no actual experience in using the book –To look at potential / future performance –Normally employs evaluation of potential
  4. 4. EVALUTION TYPES • IN-USE –Evaluate whilst the material is in use –Monitoring newly introduced book or well established but aging book that might need replacement –Normally employs evaluation of suitability
  5. 5. EVALUTION TYPES • POST-USE –Provides a retrospective assessment of the performance of the book already used –Identify strengths & weaknesses –Help to decide whether to continue the use of it or not –Normally employs evaluation of suitability
  6. 6. EVALUATION OF POTENTIAL • To see what the book might be good for & in what situations it could succeed • No predetermined use in mind • Mostly adopted in teacher training courses – to equip students with (basic) criteria before more specific evaluation is faced in the future • Question: what would this book be good for?
  7. 7. EVALUATION OF SUITABILITY • Matching textbook against a specific requirements – learners’ objectives, background or resources available. • Normally employs a checklist – specially designed or ready-made • Question: Would it be good for my class?
  8. 8. THE EXTERNAL EVALUATION • Examining ‘what the books say about themselves – The ‘blurb’: claims made on the cover of the book – The introduction: foreword by author or editor – The table of contents: • list of topics/pages • The ‘bridge’ between external claims & actual content (M62-66)
  9. 9. Information that can be obtained from external evaluation: • The intended audience • The proficiency level • The context • How language is presented & organized • The author’s views on language & methodology Note: for other factors to consider, refer to M64-65
  10. 10. THE INTERNAL EVALUATION • For effective evaluation, at least two (preferably more) of these factors need to be investigated: –The presentation of the skills in the materials –The grading & sequencing of the materials –The balance between the emphasis & the opportunity for practice (M66-70)
  11. 11. THE INTERNAL EVALUATION –The authenticity of recordings –Incorporation of real interactions –The relationship between tests & exercises –Suitable for all learning styles –Motivation factors for teachers & students
  12. 12. THE OVERALL EVALUTION • The usability factor - how far materials can be integrated into the syllabus • The generalizability factor - ‘core’ features that is generally useful • The adaptability factor - parts that can be added/extracted in other context • The flexibility factor - how rigid is the sequencing & grading? (M70-71)