Teaching Evaluation and Material

 Teaching Evaluation and Material


Hello everyone, welcome to my blog! Today I want to share with you about Teaching Evaluation and Material. 
What is material evaluation? Materials Evaluation is procedure that involves measuring the value (or potential value) of a set of learning materials. It involves making judgments aboutthe effect of the materials on the people using them and it tries to measure some orall of the following:

  • The appeal of the materials to the learners.

  • The credibility of materials to learners, teachers, and administrators.
  • The validity of the materials.
  • The reliability of the materials.
  • The ability of the materials to interest the learners and the teachers.
  • The ability of the materials to motivate the learners.
  • The value of the materials in terms of short-term learning (important, forexample, for performance on tests and examinations.
  • The value of the materials in terms of long-term learning (of both languageand communication skills) 
  • The learners’ perceptions of the value of the materials.
  • The teachers’ perceptions of the value of the materials.
  • The assistance given to the teachers in terms of preparation, delivery, andassessment.
  • The flexibility of the materials.
  • The contribution made by the materials to teacher development.
  • The match with administrative requirements

 Principles in materials evaluation it is very important that evaluations are driven by a set of principles andthese principles are articulated by the evaluators prior to the evaluation. In thisway greater validity and reliability can be achieved and fewer mistakes are likelyto be made.In developing a set of principles it is useful to consider the evaluator’s theory of learning and teaching. All teachers develop theories of learning andteaching which they apply in their classrooms (even though they are oftenunaware of doing so). Many researchers (e.g., Schon, 1983) argue that it is usefulfor teachers to try to achieve an articulation of their theories by reflecting on their practice. Here are some theories which are articulated from teachers’ practice :

  • Language learners succeed best if learning is positive, relaxed, andenjoyable experience.

  •  Language teachers tend to teach most successfully if they enjoy their roleand if they can gain some enjoyment themselves from the materials theyare using

  • Learning materials lose credibility for learners if they suspect that theteacher does not value them.
  •  Each learner is different from all the others in a class in terms of his/her personality, motivation, attitudes, aptitude, prior experience, interest,needs, wants, and preferred learning style.
  • Each learner varies from day to day in terms of motivation, attitude, mood, perceived needs and wants, enthusiasm, d energy
  • There are superficial cultural differences between learners from differentcountries (and these differences need to be respected and catered for) butthere are also strong universal determinants of successful languageteaching and learning.
  • Successful language learning in a classroom (especially in large classes)depends on the generation and maintenance of high levels of energy.

  • The teacher is responsible for the initial generation of energy in a lesson;good materials can then maintain and even increase that energy. 

  • Learners often say that what they want is focused language practice butthey often seem to gain more enjoyment and learning from activities whichstimulate them to use the target language to say something they reallywant to say.
  • Learners think, say and learn more if they are given an experience or textto respond to than if they are just asked for their views, opinions andinterests.
  • The most important thing that learning materials have to do is to help thelearner to connect the learning experience in the classroom to their ownlife outside the course.
  • The most important result that learning materials can achieve is to engagethe emotions of learners. Laughter, joy, excitement, sorrow and anger can promote learning. Neutrality, numbness, and nullity cannot.However, what is valid for someone from his/her own experience will not be valid for other evaluators and users of materials from their experience and itmust be careful not to assume that all criteria above will be the correct criteria.
  • Learners only learn what they really need or want to learn.



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