MATERIALS EVALUATION and MATERIALS DESIGN

Hallo guys... How are you? Long time no see

Today I want to share with you about Materials Evaluation and Materials Design.

So, here we go  ...

A. MATERIAL EVALUATION

Materials evaluation will be considered a procedure that involves examining learning materials to establish their value (Tomlinson, 2003).

Why do we evaluate materials?

1.To identify the popular and successful features of existing materials, which will help us to produce better materials.

2. To choose suitable materials for language programmes.

3. To adapt the materials to make them better suit the needs of the students and the needs of teaching.

4. To identify how successful the materials used in the classroom are.

5. To examine whether the materials fulfil the prescribed course

6. To examine the extent to which materials permit students to achieve learning objectives.

7. To identify whether the designs of the materials are suitable for a task-based syllabus.

Principles in materials evaluation

There are two principles in materials evaluation: effectiveness and efficiency (Ellis 1998 in Tomlinson 1998).

a. Effectiveness principle: Is a course book effective in meeting the needs of the learners

    Compare what the learners knew and were able to do before they used the course book         with what they know and are able to do after they have used the book;

b. Efficiency principle: Does a course book meet the needs of the learners more effectively than some alternative course books?

    Compare the learning gains evidenced by using one course book with the gains evidenced      by another course book.

Approaches to materials evaluation

a) Ad hoc impressionistic evaluation vs. systematic evaluation

An ad hoc impressionistic evaluation is based on intuitions, impressions, and experience of using materials.

In an ad hoc evaluation, valid methodological considerations may give way to an eye-catching appearance.

Ad hoc impressionistic evaluation can be biased by misconceptions about what ‘desirable’ materials should look like. Both classroom teachers and specialized researchers can have these misconceptions. Think about why. 

A systematic evaluation is based on a specification of objectives, principles and procedures adopted or embedded in materials. A systematic evaluation is best done in a longitudinal fashion, which has three stages: pre-use evaluation, whilst-use evaluation and post-use evaluation.

Systematic evaluation needs more theoretical background in language learning and more expertise in materials development.

B) Internal evaluation vs. external evaluation

An internal evaluation focuses on the internal accountability of the materials, e.g. the theoretical assumptions behind the materials; the intended objectives and the extent to which the objectives have been realized; the justification of language selection and grading; the design of activities and tasks.

An external evaluation examines the extent to which a set of materials meets the needs of a particular group of learners, the syllabus, and the examination, i.e. whether a set of materials is suitable for a group of students.

N.B.: McDonough & Shaw (1993) distinguishes between “external evaluation” and “internal evaluation”, both of which focus on the evaluation of materials “as they are”, rather than relate what’s in the materials to the needs of the students. So both types belong to internal evaluation outlined above

B. MATERIALS DESIGN

With the evolution of knowledge base in every field, teachers need to keep abreast of those recent trends in the field of language teaching. Designing materials provide opportunities for teachers to explore and learn new information which takes shape in the form of tasks. In the context of training students for corporate work life, material design not only exposes students to various business scenario, but also helps teachers to develop their professional skills.

The need for preparing effective learning materials arises when students are exposed to career based training. Ehiyazaryan (2012) quotes McAndrew (2009) to mention that there is wider scope for students to access information from various sources and teachers too openly share and reuse teaching materials with students. With regard to target language acquisition, students need to master the language skills for which language teachers have to design appropriate materials and provide adequate training. Language learning promotes students’ performances in real life situations and teachers have to provide exposure to such situations through learning materials.  With the growing demand of using English in technical and business related situations, it is more challenging for teachers to make students understand them effectively. 

How to design teaching material?

1. Establish an objective

Establish an objective. Start by deciding what you want the students to know at the end of the lesson; this is referred to as the cognitive objective. Also consider what you want the students to be able to do at lesson's end, otherwise known as the behavioral objective. Establishing objectives prior to creating the material will provide you with a better understanding of what you are trying to accomplish. With this knowledge, you will be more successful in creating material that achieves the lesson's goals.

2. Analyze the audience

Analyze the audience. Take the characteristics of the group into account when creating materials. Consider their race, socio-economic status and age. Tailor the material to the students through the use of ethnic names or terms, making reference to places or objects the group of students will be familiar with, and selecting topics they have some experience with. These small things will increase student interest in the lesson and allow the lesson to speak to students at their level.

3. Consider differing learning styles

Consider differing learning styles. Students learn more effectively when they are engaged in their style of learning. Visual learners learn most effectively when they can see something; auditory learners learn best through sound; and kinesthetic learners learn the most while engaged in motion. Provide your students with a learning inventory to determine whether your students are mainly visual, auditory, or kinesthetic learners. Allow this information to influence your material development.

4. Select a delivery method

Select a delivery method. Determine how you want to present the material. Do you want to make copies, or instead project the image onto a screen with an LCD projector? Consider which delivery methods have proven effective with your students in the past, as well as which method is the most appropriate match for the learning styles present in your class.

5. Seek ways to integrate technology

Seek ways to integrate technology. Using technology increases student engagement. When creating your materials, consider ways in which you could use available technology. If you could show an online video or have students complete a digital simulation, take advantage of the opportunity and use the technology available to you to aid student learning.

References:

https://busenurmaral.wordpress.com/2018/07/10/material-evaluation/

https://sites.google.com/site/journaloftechnologyforelt/archive/january-2013-no-4/designing-learning-materials-for-students---a-gateway-to-teacher-development

https://classroom.synonym.com/design-teaching-material-5762889.html