evaluation dynamics posture

8/20/2019 Evaluation Dynamics posture

http://slidepdf.com/reader/full/evaluation-dynamics-posture 1/7

0

ln

exannİning

the

langııage

learr:ing,

the

1)

On

what

basis

is

the

con

,1

gn

what

basis

is

the

con\ent

of

materials

sequenced?

/

2)

on

what

basis

are

the

difibrenf nartç nf

fho

-.*^.,-,-

^r'.r '^

arts

of

the

materials

dıy'ıded

ınto "units"

or "lessons"

and

into

differen\sub-parts

of

units

o, I"rroni'

r'?

)

On

what

basis

do

the

ma

offer

continuity?

HoVv

are

relationships

Y

ade

between

"earlier,, and

,,

4)

To

what

extent

and

in

what

r"

pa rts

?

riat*ıışss

şf

the

mşteriaİs

to

tlıe

lşarners,

öwfi

apprsğches

tç

iİoıoıiııg

qıı*sti*ns

şrş

asked

:{üre*n

aşd

üarıdiin

İ.9ü?}

s

can

the

lea

impose

their

own

sequencing,

dividing

up

and

conti

(pp:22-23)

ity

on

the

terials

as

they

work

with

them?

Turkish

lVlinistry

of lsatlorıal

Eduçşt

{3.993}

also

pı.oposgs

a

çoursebook

coursebook

desişıı.

Tİıe

rnajcı.

cri

ria

prcpo}9d

çonsİst

of

the

f*İİowİnş

sevğı1

çriteriş:

1-)

Relevancy

of

the

material

2) Adequacy

of

the

material

he

needs

and

inierests

of

the

learners.

,

üepartme

ııt

şf

İducational

Resşarçh

arıd

üeveloprneııt

ign

rhadeİ,

w|ıi*l'ı

contains

şuieİelİnes

as

ışç|l

as

the

critçrİş

fçr

3)

Sequence

and

continui

subject

of

study.

4)

Contribution

of

the

5)Appropriateness

of

6)

Clarity

of instructi

ı

meet

and

support

the

development

of

the

objectives

the

materiars

and

the\.rink

between

the

materiar

and

the

students,

terial

in

encouraging

the

learners

to

gain

different

points

of

views.

time

specified

in

the

material.

7)

Opportunities

self

evaluation

(cited

in

yumuk,

199g:63).

şş

LşÇşğ

ş

A

bğ

şÇ

Kğ"şşKş

iAdaptecİ

frorn

Alan

Cunningsworth,

Choos,ng

yöur

coursebook}

a

a

What

are

the

aims

of the

English programme?

Do

the

aims

of

the

coursebook

correspond

closely

with

the

aims

of

the

teaching

programme

and

with

the

needs

of

the

rearners?

does

the

materiar

fit

your

syilabus?

ls

the

coursebook

frexibre? Does

it

ailow different

teaching

and

iearning

styres?

ls

the

achievement

of

aims

and

objedives

measured

in

any

way,

eg

by

periodic

tests

or

end-of-

course

examinations?

lf

so

which

aspects

of

English

do

the

examinations

focus

on?

what

methods

are

used

for

testing,

eg multiple

choice,

oral

tests?

a

a



\

Pg1,t6-117

ı

Does the coursebook claim to

be

communicative

in

its

aims?

ı

Are

specific communicative

aims or

objectives

indicated,

either

generally

or

in

connection with

individual units?

ı

ls

there reference to communicative methodology?

ı

Does it have

communicative activities,

are they

good?

ı

Do realistic aCtivities

promote

the

learning

of

communicative skills and strategies which

are

transferable to

real-life

communication?

o

To

what

extent do

the learning

activities

mirror real-life

situations, example through task

based?

o

What

elements

of

genuine

communication are

present:

unpredictability, opportunities to

express real

information,

feelings,

opinions,

etc,

opportunities for

learners

to structure their

own discourse, need to

formulate

and

use

communication strategies, emphasis

on

co-operation

between speakers

in

communicative interaction, etc?

2.

The

coursebook

package.

Pg25-28

o

What

components

make

up

the totalcourse

package

(students'books,

teachers'books,

workbooks,

cassettes, etc)?

o

lf

it

is a

new

coLrrse,

are all components

published

and

available? lf

it

is

not

yet

complete, will

the

next levels be

ready

when

you

need

them?

o

How

well

do the

different

parts

of

the

package

relate

to the

whole?

ls there

an overallguide

to

using

the

package?

ls

there cross-referencing

between the different

parts?

o

Which

parts

are essential and

which

are optional?

ı

Do

any

parts

of

the

package

require

particular

equipment,

such as a

language

laboratory,

listening centre or

video

player?

Organization and design.

Pg

28-30

ı

ls

the organization

right

for learners and

teachers?

o

ls

there

an index

of

language

items?

ı

Are there reference sections for

grammar,

etc?

o

ls

there

a

list

of

new

vocabulary?

lf

so, does it show

where

each

word

is

first introduced?

o

ls

there adequate

recycling

and

revision?

o

What

techniques

are

used

for

recycling

and

reinforcement

of

learning?

o

ls it easy

to

find

your

way

around

the coursebook? ls the layout

clear?

Visuals

o

Are visuals reasonably well

produced

and attractive?

o

ls

the style of the

visuals

(photographs,

line

drawings, cartoons) acceptable to the users?

o

Are

visuals

used

as

an

integral

part of

teaching material

or are

they essentially decorative?

Do

the

illustrations contribute to understanding?

Support

material

ı

Does the coursebook use authentic

material

at an

appropriate

level?

ı

lf

semi-authentic

material

is used, is it

representative

of

authentic

discourse?

o

lf

non-authentic

material

is

used,

is

it nevertheless

a

good

model for learners

to

follow?

o

Are

there

computer-based and web-based

support

materials?

3. Methodolosv

(pg.97)

ı

What approach/approaches to

language learning are taken

by

the coursebook?

o

ls

this appropriate

to the

learning/teaching

situation?

o

Does it encourage an

inductive

or deductive

approach to learning

-

or

a

balance of both?



,..-fi,,

'\ğ

o

How

does

it

approach

the

teaching

of skilrs

and

communication?

ı

Are

learners

encouraged

to

use

|anguage

creatively?

o

Are

any

learning

activities

personalized?

o

rs

any

distinction

made

between

rearning

and

acquisition?

ı

What

is the

attitude

towards

learner

error?

o

what

is

the

attitude

towards

the

use

of

students'

mother

tongue?

Checklist

for

learner

needs

(pg

106_107)

ı

Does

the

materıal

discuss

and

identify

areas

of

student

need?

ı

ls

the

book

sensitive

to

what

students

need

in

order

to

Iearn

well?

ı

lf

so,

is

this

awareness

reflected

in

the

content

and

approach

of

the

coursebook?

ı

ls

the

Content

appropriate

to learners'

needs?

ı

Are

learners

equipped

with

skills

and

strategies

which

wi|l

allow

them

to

operate

effectively

in

English

in

the

professional/occupational

situation?

o

ls

there

a

balance

between

subject-specific

language

items

(grammar,

vocabulary,

discourse

structure)

and

operational

skills

and

strategies

in

language use?

o

Do

learning

activities

have

outcomes

or

products

which

wiil

help

learners

to

evaluate

their

performa

nce?

ı

What

level

of active

learner

involvement

can

be

expected?

Does

this

match

your

students,

learning

styles

and

expectations?

o

ls

the

coursebook

sensitive

to

different

learning

styles

and

can

it

accommodate

them?

o

Are

students

expected

to

take

a degree

of responsibility

for

their

own

learning

(for

example

by

setting

their

own

individual

learning

targets)?

o

Can

the

material

be

used

for

individual

study?

Does

the

material

provide

additional

material

for

independent

study

based

on

materialalready

taught,

example:

a workbook,

students,cassettes

for

home

study,

additional

reading

material?

ı

lf so,

are learners given

guidance on

how

to

use

the material

in

this way?

o

ls

there

a key

for

self-monitoring?

o

Are

study

skills

sections

included

in

the

material?

o

lf

so,

do

they

cover

these

aspects:

reflection

on

study

techniques,

advice

on

study

skills

development,

reference

skills,

other?

o

Are

students

encouraged

to

take

some

degree

of

responsibility

for

their

learning?

4.

LanguaRe

content

Checklist

for

selection

of

content (pg

59)

ı

To

what

extent is

the

content

selected

according

to

structure,

functions,

situations,

topics,

other?

o

ls

anv

one

of

the

above

predominant

as

the

basis

of

serection

of

content?

ı

How

well

does

the

coursebook

balance

the

above

factors

in

selecting

Content

and

to what

extent

is

it

successful

in

integrating

the

different

approaches?

Checklist

for

gradİng

(ps

59)

o

ls

there

any

evident

basis

for

the

sequencing

of

the

content?

o

ls

the

sequencing

based

on

comprexity,

rearnabirity,

usefurness,

etc?

o

ls

there

any

other

basis for

sequencing

- eg

functionalorganization, situationalorganization,

organization

according

to

topic?

ı

lt

several

influences

come

to

play

on

the

sequencing,

how

wellare

they

balanced?

o

Are

new

language

items

adequately

recycled?

ı

Are

the

staging

and

sequencing

suitable

for

the

learners?



.

ls the

progression

of

the course

linear

or

cyclical?

Topic

(pg

86)

o

Are

realtopics

included

in

the coursebook?

lf

so,

howvaried are

they?

ı

Do they re|ate to

and

engage

the

learners'knowledge System,

ie

the

knowledge

of the world

that they

bring with them?

o

Is

there sufficient

material

of

genuine

interest

to

learners?

o

Are they suitable

for

the age

group?

o

Are the topics sophisticated enough

in

content,

yet

within

the

learners'

language level?

o

Do they actually do

what

they set out to do? lf informative, do they

inform,

if

humorous,

do they

amuse,

if

controversial, do they challenge, etc?

Checklist

for

grammar

items

(pg

32)

o

What grammar items are included?

Do

they correspond to students'

language needs?

o

How are

new

grammar

items

presented

and

practised?

o

To

what extent is the

presentation

and

practice:

related

to

what

learners,

already

know and

to

what has

already

been

taught, appropriately controlled

and

organized,

representative

of the

grammar

rule to be learned, relevant to learners'needs and interests?

ı

Are

they

presented

in

small enough

units

for

easy

learning?

ı

ls

there

an

emphasis on

language form?

ı

ls

there an emphasis on

language

use

(meaning)?

ı

How

balanced is

the

treatment

of

form

and use?

o

Are

newly introduced items related

to and contrasted

with

items already familiar

to the

lea

rne

rs?

ı

Where

one

grammaticalform

has more

than one

meaning, are

all relevant

meanings

taught

(not

necessa rily

together)?

Checklist

for

vocabulary

(pg

38-41)

ı

ls

material for vocabulary teaching adequate

in

terms of

quantity

and

range

of

vocabulary,

emphasis

placed

on

vocabulary

development,

strategies

for

individual learning?

ı

How is

newvocabulary

presented

(in

wordlists,

in

a

text,

with

visuals)?

ı

How

is

the

meaning of new vocabulary taught?

ı

How much

new

vocabulary

is

presented

in

each unit, teXt, etc?

ı

ls

new

vocabulary recycled adequately?

ı

ls

there any

principle

basis for

selection

of

vocabulary?

o

ls there

any

distinction between

active

and

passive

vocabulary?

ı

ls

vocabulary

presented

in

a

structured,

purposeful

way?

ı

Are learners sensitized to the structure of the lexicon through

vocabulary-learning

exercises

based on

semantic

relationships, formal relationships, collocations or situation-based word

groups?

o

Does the material enable students to expand their

own

vocabulary independently

by helping

them to develop their own

learning

strategies?

Checklist

for

phonology

(pg41)

ı

Does

the coursebook

include material for

pronunciation

work?

lf

so,

what

is covered:

individual

sounds,

word

stress,

sentence

stress,

intonation?

ı

How thoroughly

and systematically are each

of

the

following

aspects of

the

phonological

system



a

a

a

a

covered:

articulation

of

individualsounds,

words

in

contact

(eg

assimilation),

word

stress,

weak

forms,

sentence

stress,

intonation?

where

phonology

is

taught

selectively,

is

the

emphasis

on

areas

of

pronunciation

that

are

important

to

meet

learners'

needs

and

help

avoid

misunderstandings?

ls

the

pronunciation

work

built

on

to

othertypes

of works,

such

as listening,

dialogue practice,

etc

or

does

it

stand

separately?

How

much

terminology

is used?

rs

it comprehensibre

to the

learners?

ls

the phonemic alphabet

used?

lf

so,

are

students given

any

training

in

learning

it?

Does

the

material

use

a

diagrammatic

system

to

show

stress

and

intonation?

Are

there

cassettes

or

CD

for

pronunciation

practice?

lf

so,

do

they

provide

good

models

for

lea

rne

rs?

Checklist

for

discourse

(pg

a5)

Does

the

coursebook

deal

with

any

aspects

of

discourse?

lf

so,

which

aspects

are

covered:

conjunctives,

other

features

of

cohesion

(reference

pronouns,

substitution,

etc),

paragraphing

and

organization

of written

discourse,

structure

and

conventions

of

spoken discourse?

Do

the

examples

of

spoken

and

written

discourse presented

by

the

material

provide

good

models

for

the

learners?

ls the

treatment

of

discourse

sustained

and

progressive

throughout

the

course,

or

does

it

consist

of limited

or isolated

elements?

Checklist

for

style

and

appropriacy

(pg

50/130)

Are

style

and

appropriacy

dealt

with?

lf

so,

is

language

style

matched

to

social

situation?

ls

appropriacy

taught

with

reference

to

choice

of

gı:ammar,

vocabulary,

discourse

structure

or

pronunciation?

Does the

coursebook identify situations

or areas

of

language

use where

learners

should

be

particularly

sensitive

to

using

appropriate

styres,

eg

when

compraining?

ls

there

material

for

sensitizing

learners

to different

levels

of formality?

lf

so,

are

the

examples

presented

sufficiently

contextualized?

ls

the levelof

formality

related

to the

setting,

social

roles

of

the

participants

and

their

communicative

goals?

ls

practice

given

in

using

different

levels

of

formality

in

different

situations?

Are

learners

led

towards

an

understanding

of why

some

forms

in

English

are

more

formalthan

others?

Are

any

other

aspects

of

style

other

than

formality/informality

included

(eg

register

-

the

language

used

within

a

particular activity

or

occupation)?

Checklist

for

social

and

cultural

values

(pg

g6/90)

Are

the

social

and cultural

contexts

in

the

coursebook

comprehensible

to

the

learners?

Can

learners

interpret

the relationships,

behaviour,

intentions,

etc

of

the

characters

portrayed

in

the

book?

Are

women given

equar

prominence

to

men

in

ail

aspects

of

the

coursebook?

What

physical

and

character

attributes

are

women given?

what

professional

and

sociar

positions

are

women

shown

as

occupying?

What

do

we

learn

about

the inner

lives

of

the

characters?

Do

the

coursebook characters

exist

in

some kind of

socialsetting, within

a

socialnetwork?

Are

social

relationships

portrayed

realistically?

will

your

students

be

able

to

relate

to the

social

and

cultural

contexts presented

in

the

coursebook?

a

a

a

a

a

a

a

a

a

a

a

a

a

a

a

a

a

a



k)

.

Are

other

groups

represented,

with

reference

to ethnic

origin, occupation,

disability,

etc?

o

At

schoollevel,

do they link

in

with

other

subjects

(eg

history,

geography,

science)?

5.

Languase

development:

Skills

(pe

64)

ı

Are

allfour

skills adequately

covered,

bearing in mind

your

course aims

and syllabus

requirements?

.

ls

practice

in

all

four

skills

included?

lf

so,

is

it

balanced?

ı

lf

not, which

skills are

omitted,

and

why?

o

ls there material for integrated

skills work?

o

Does

the

material

progress

in

terms

of complexity

and difficulty,

in line

with

the

grammatical

and lexical

progression

of the course?

How

well

is

this

achieved?

ı

Do

the

presentation

and

practice

activities include

the integration

of sk|lls in

realistic

contexts?

Allfour

skills

do

not

necessarily

have

to

figure

in

every

sequence

of activities for

it

to

be

valid.

Checklist for

listening

(pe

67)

ı

ls listening

material

well recorded,

as

authentic

as

possible,

accompanied

by

background

information,

questions

and

activities which

help

comprehension?

o

What

kind

of listening

material

is

contained

in

the

course?

Does

listening

form

part

of

dialogue

conversation work?

are

there

specific listening

passages?

ı

lf

there are

specific listening

passages,

what

kind of

activities

are based

on them

comprehension

questions,

extracting

specific information,

etc?

o

ls

the listenirıg material

set in a

meaningful

context?

o

Are

there

pre-listening

tasks,

questions,

etc?

o

What

is

the recorded material

on

audio-cassette

like

in

terms

of

sound quality,

speed

of delivery,

accent,

authenticity?

o

ls there

any

video

materialfor

listening?

o

lf

so,

is

good

use made

of the visual

medium

to

provide

a

meaningful

context

and

show facial

expression,

gesture,

etc?

Checklist

for speakinS

(pg

69)

e

How

much

emphasis

is there

on

spoken

English

in

the

coursebook?

o

What kind

ot material

for speaking

is contained

in the course?

This may

include:oral

presentation

and

practice of

language items,

dialogues,

roleplays,

communication

activities

(information

gap)

ı

Are

there

any

specific

strategies

for

conversation

or other

spoken

activities,

eg

debating,

giving

ta

lks?

o

ls anY

practice

material

included

to

help

learnersto

cope

with

unpredictability

in

spoken

d iscou

rse?

o

ls

materialfor

spoken English

(dialogues,

roleplays,

etc)well

designed

to equip learners

for

real-

life

interactions?

Checklist for

reading

(pg73)

ı

Are

reading passages and

associated activities

suitable

foryourstudents'levels,

interests,

etc?

ls

there sufficient reading

material?

ı

ls

the

reading

text

used

for introducing

new language items

(grammar

and vocabulary),

consolidating language

work,

etc?



ı

ls there

a

focus

on

the

development

of

reading

skills

and

strategies?

o

ls

the

reading

material

linked

to

other

skills

work?

o

ls there

emphasis

on reading

for

pleasure

and

for

intellectual

satisfaction?

ı

How

many

reading

texts

are

there,

and

how

frequently

do

they

occur?

o

How

early

on

in

the

course (at

erementary

rever)do

reading

texts

start

to

appear?

o

How

long

are

the

texts?

Do they

encourage

intensive/extensrve

reading?

o

How

authentic

are

the

texts?

o

ls

the

subject matter appropriate

(interesting,

challenging,

topical,

varied,

culturally

acceptable,

unlikely

to

date)?

ı

What

text

types

(genres)are

used?

Are

they

appropriate?

Are

the

texts

complete

or

gapped?

Does

the

material

help

comprehension

by,

for

example,

setting

the

scene, providing

background

information,

giving

pre-reading

questions?

what

kind

of

comprehension

questions

are

asked:

literal (surface)

questions,

discourse-

processing

questions,

inference

questions?

To

what

extent

does

the

material

involve

the learner's

knowledge

system

(knowledge

of

the

world)?

Checklist

for

writing

(pe

80)

o

How

does

the

material

handle

controlled

writing, guided

writing

and

free

or

semi-free

writing?

ı

ls there

appropriate

progression

and

variety

of

task?

o

Are

the

conventions

of

different

sorts

of

writing

taught?

lf

so,

which

ones,

and

how

are

they

presented?

ı

ls there

emphasis

on

the

style

of

written

English?

At

advanced

level,

is there

attention

to

different

styles

according

to

text

type?

o

ls attention

given

to

the

language

resources

specific

to

the

written

form,

such

as

punctuation,

spelling,

layout,

etc?

ı

How much

emphasis

is

there

on accuracy?

ı

Are

learners

encouraged

to review

and

edit

their

written

work?

o

ls

a

readership

identified

for

writing

activities?

ı

Are

writing

activities

suitable

in

terms

of

amount

of

guidance/control,

degree

of

accuracy,

organization

of longer

pieces

of

writing

(eg

paragraphing)

and

use

of

appropriate

styles?

5.

Teachers'books

(pg

109)

ı

|s

there

adequate

guidance

for

the

teachers

who

will

be

using

the

coursebook

and

its

supporting

materials?

o

Do

the

writers

set

out

and

justify

the

basic premises and

principies underlying the material?

ı

Are

keys

to

exercises

given?

o

Does

the

coursebook

see

the

teacher's

role

as that

of:

guide,

facilitator,

manager

of learning,

director,

monitor?

ı

Does

the

coursebook

recognize

different

|earning

sty|es

and

different

teaching

styles?

o

How

comprehensive

and

flexible

is

the

teacher,s

book?

o

ls

it

written

so as

to

be

comprehensibre

to

less

experienced

teachers?

ı

ls

it

suitable

for

native

and

non-native

speaker

teachers?

ı

|s

the

underlying

approach

of

the

writers

expressed

clearly

and

explicitly,

or

does

it

have

to

be

inferred?

o

Does

the

teacher's

book

provide

enough

detailed

information

on

the

language

items

to

be

taught?

o

Does

the

teacher's

book give

enough guidance

on

the

teaching

procedures

advocated?

Are

teaching procedures

clearly

explained?

ı

Do they

adequately

cover

teaching

techniques,

language

items

such

as

grammar

rules

and

a

a

evaluation dynamics posture

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