Introduction
Nowadays,
there are some theories in analyzing and evaluating teaching materials used by
teacher or curriculum developer. Analyzing and evaluating teaching materials is
the process of gathering of information about what students know and can do in
order to make decisions that will improve teaching and learning. Assessment and
evaluation are necessary and important elements of the instructional cycle.
Evaluation
is a judgement regarding the quality, value or worth of a response, product or
performance, based on established criteria and curriculum standards. Evaluation
gives students a clear indication of how well they are performing based on the
learner outcomes of the curriculum. The payoff of effective evaluation is that
students learn how they can improve their performance. Assessment and
evaluation always go together.
Issues
proposed by the editor of the book:
1.
Development of
materials will be more effective if we are able to examine implications of the
material use in classroom.
2.
Need to test out
the claims being made for materials:
a.
Help develop
autonomy.
b.
Involve
problem-solving.
c. Learner-cantered.
Steps in Analyzing Teaching
Materials
The writer of the book was concern to:
a.
Enable a close
analysis materials themselves. (as support to design material).
b.
Enable it to be
a preliminary step to materials evaluation and classroom research.
In analysing the teaching materials, both teachers and
curriculum developers need to consider some things in order to create good and
appropriate teaching materials for their students. Furthermore, We know
intuitively that these highly effective teachers can have an enriching effect
on the daily lives of children and their lifelong educational and career
aspirations. We now know empirically that these effective teachers also have a
direct influence in enhancing student learning. Years of research on teacher
quality support the fact that effective teachers not only make students feel
good about school and learning, but also that their work actually results in
increased student achievement. Studies have substantiated that a whole range of
personal and professional qualities are associated with higher levels of
student achievement. For example, we know that verbal ability, content
knowledge, pedagogical knowledge, certification status, ability to use a range
of teaching strategies skilfully, and enthusiasm for the subject characterize
more successful teachers.
Steps in
Evaluating Teaching Materials
Based on the writer’s point of view, there are some
considerations underlined the steps in evaluating teaching materials. Evaluation
of teaching can have many purposes, including collecting feedback for teaching
improvement, developing a portfolio for job applications, or gathering data as
part of personnel decisions, such as reappointment or promotion and tenure.
Most of the methods described below can be used for all of these functions. In
general, efforts to collect information for improvement can be informal and
focus on specific areas an individual instructor wishes to develop. Information
for job applications involves presenting one’s best work and meeting the
requirements outlined in job ads. However, when the purpose of evaluation is
personnel decision making, it is important to use a comprehensive and
systematic process. Because there are many dimensions to pedagogical work, it
is best to use multiple measures involving multiple sources of data to evaluate
the range of instructional activities, which can include the following:
- Instructional Delivery (including quality, amount, and level of classroom instruction)
- Course Planning (including development of course materials, course revision, development of new courses)
- Grading and Assessing Student Learning (including appropriate level of assignments, exams, grading standards)
- Course Management (including supervision of GSIs)
- Oversight of Independent Studies, Honors Theses, Prelims, Dissertations
- Support for Student Internships, Experiential Learning, Service Learning
- Department and Curricular Work (including participation in curriculum revision, departmental efforts to focus on teaching)
- Advising and Mentoring
- Professional Development and Innovation Around Teaching
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