E-materials evaluation

Types of materials evaluation

• External

• a check of claims about materials

• first step of a more complex evaluation procedure

• can help evaluators pre-select materials for a comprehensive analysis

Focus on:

• the blurb description

• introduction

• table of contents

• Internal

• in-depth analysis of what materials offer

• a verification of the outcome of external evaluation

Focus on:

• presentation of language skills

• content gradation/sequencing

• authenticity of language

• language practice procedures

• motivational value

• correspondence to learner needs

Impressionistic overview

• based on the face value (layout, visuals)

In-depth evaluation

• guided by a set of referential criteria, i.e. a checklist

Predictive evaluation

• to help T select appropriate materials

Retrospective evaluation

• impressionistic evaluation (based on either impressions) or…

• empirical evaluation (actual application of materials (Ellis, 1997)

CALL materials evaluation:

• differs from the evaluation of hardcopy materials

• operate in a non-linear fashion

• program contents not immediately available

• multiple navigation routes (alternative paths)

CALL evaluation may be affected by:

• screen design

• user-friendliness

• nature of user-software interaction

Sample evaluation checklist (Gajek, 2002)

1. criteria important from T’s perspective

2. criteria vital for L

3. language content

4. resultant computer assisted instruction

5. technical issues

6. cost

Teacher’s perspective:

• description vs. content

• relevance of content to curricular, personal and institutional needs

• facilitative function of audio-visuals

• language skills to be developed

• learning styles and strategies

• pedagogical value to the learner

• teachers’ notes/guidelines

• criteria of speech recognition

• portability of e-copies/print-outs of activities

• L-L cooperatation/competition

Learner’s perspective:

• clarity of content arrangement

• target age group

• needs and interests of both genders

• examples accompanying rubrics

• intuitive navigation

• availability of navigation options varied learning strategies

• autonomy in selecting activities

• L involvement

• quality of graphics

• immediate feedback

• search functions

• availability

• a variety of language tests

• cooperation/competition

Language-related criteria:

• explicit language goals

• language accuracy

• situational/cultural context

• language level

• language samples for induction of grammar

• acceptance of alternative language forms/expressions quality of audio-visuals

Computer assisted instruction:

• time limit for activities

• doability (timing)

• facilitative multimedia and interactivity

Technical issues:

• ease of use

• updates

• comfortable colours

• clarity of font characters

• text -graphics correspondence

• intuitive navigation

Cost:

• price-usefulness ratio

• socially useful functions

• gadgets of marketing value