1. LECTURE 6
EVALUATION CRITERIA

2. EVALUATION CRITERIA
• Rahimpour & Hashemi (2011):
– Content
• Vocabulary
• reading
• grammar
• language functions
• pronunciation practice
– Physical make-up
– Practical concerns

3. EVALUATION CRITERIA
• Jayakaran & Nimechisalem (2011)
conducted a research on courseware.
Criteria considered are:
– Compatibility of the materials in relation to the
principles of second language teaching
– Efficiency & consistency of the anticipated
roles of learners, teachers & materials
– Balance emphasis of the 4 language skills

4. EVALUATION CRITERIA
• Tsiplakides (2011):
– Tasks in materials contribute to language
acquisition & development of language skills
– Activities are balanced in format – contain
free & controlled practices
– Activities progress by considering students
schemata
– Activities are challenging & varied in format

5. EVALUATION CRITERIA
• Inal (2006):
1. Subjects & contents of tasks relevant to
aims
2. Learners find tasks interesting
3. Language in tasks are relevant
4. Tasks are varied
5. Tasks are authentic
6. Tasks provide students with training

6. EVALUATION CRITERIA
• Inal (2006) (cont’d)
7. Texts in tasks increase students general
knowledge
8. Objectives clearly stated for each task
9. Cultural sensitivities are considered
10.Objectives of the materials compatible with
institutions’ language learning aims
11.School’s attitude towards language teaching

7. EVALUATION CRITERIA
• Robinett (1978) cited in Yilmaz (2005):
– Goals of the course
– Background of the students
– Approaches
– Language skills
– General content
– Quality of practical material

8. EVALUATION CRITERIA
• Robinett (1978) cited in Yilmaz (2005)
(cont’d):
– Sequencing
– Vocabulary
– General sociolinguistic factors
– Format
– Accompanying materials
– Teachers’ guide

9. CRITERIA FOR THE 4 SKILLS
• how the book deals with 4 skills
– skills dimension should complements the
grammatical/lexical/phonological knowledge
dimension
– material deals adequately with all skills
– Material helps students to develop their
knowledge & the system of English
– as grammar element progress, vocabulary
should become more extensive, skills work
become more demanding & complex
(C64-85)

10. LISTENING
Check if coursebook deals with listening:
• As part of general oral work
– Dialogues & role play - encourage strategy
development among students – make
informed guesses, ask for repetition
• In its own right
– Recorded listening passages – for
comprehension, extraction of information,
lead-in to discussion
(C67-68)

11. SPEAKING
• Speaking should be dealt by/through:
– oral presentation & practice of language
items
– Mechanical aspect – pronunciation practice
– topics for discussions
– Communication activities – with some
elements of uncertainty & unpredictability -
Students can gain confidence in participating
in conversation & develop coping strategy
– creating information gap
(C69-70)

12. READING
• Can be done easily by books
• Needs suitable texts & reference materials
(dictionary or wordlist)
• Texts used in several purposes:
– Develop reading skills & strategies
– Presenting/recycling grammar items
– Extending vocabulary
– Providing models for writing
– Giving information of interest to students
– Stimulating oral work
(C73-80)

13. WRITING
• Normally controlled & guided
• Model is given, students produce similar writing
based on additional information provided
• Familiarize learners with the way written texts
are organized in terms of its discourse structure
~ writing conventions, organization & expression
(C80-84)

14. TOPIC &SUBJECT CONTENT
• including subject matter which is
informative, challenging, amusing, exciting
& occasionally provocative
• must have a degree of authenticity
• help to teach mechanics of communication
& communicates effectively about
worthwhile subjects& promotes meaningful
communication
(C86-135)

15. SOCIAL & CULTURAL
VALUES
• Materials should be set in social &
cultural context comprehensible to the
learners
• TB directly/indirectly communicates sets
of social & cultural values ~ the hidden
curriculum which is unstated &
undisclosed
• Check for possible discrimination of
gender, ethnicity, occupation, social
class, disability
(C90-92)