TOPIC 2: FACTORS IN SELECTION AND EVALUATION

2.0 There are various factors to consider in selecting the ELT materials and
resources. In this topic, we will look at how you can effectively use the materials and
resources selected by planning appropriate activities. Remember that teaching aids
can be incorporated into any stage of the lesson, not just the presentation stage.
Before selecting and evaluating the ELT teaching and learning materials, this factors
should be considered:
Level
Content
Clarity
Accessibility
Practicality
Versatility
Cost effectiveness
Durability
Impact
Authenticity

The provision and effective use of high-quality learning resources facilitates students’
construction of understanding through inquiry so they are better able to explore,
question, identify, organize, analyze, synthesize, and evaluate information. These
processes and skills enhance deeper understanding of the subject matter and
promote information literacy and lifelong learning.
Teaching and learning materials, whether purchased or donated, should be selected
and accessed in ways which ensure they:
• are directly related to school curriculum policy and program, based on the
department’s framework of standards and accountability, and include, where
relevant, support for the recreational needs of children and students.
• support an inclusive curriculum, thus helping children and students to gain
an awareness of ourpluralistic society and the importance of respectful
relations with others.
• encourage understanding of the many important contributions by people
from diverse cultural and linguistic groups, people with disabilities and
minority groups.

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 • motivate children, students and educators to examine their own attitudes
and behaviour and to comprehend their duties, responsibilities, rights and
privileges as citizens in our society.
• are relevant for the age of the children or students for whom they are
selected and for their emotional, intellectual, social and cultural development.
This includes the assurance that children and students will not be exposed to
offensive materials; that is, materials which describe, depict, express or
otherwise deal with matters of nudity, sexual activity, sex, drug misuse or
addiction, crime, cruelty, violence or revolting or abhorrent phenomena in a
manner that a reasonable adult would generally regard as unsuitable for
minors of the age of the relevant children and students.
• provide opportunities for children and students to find, use, evaluate and
present information and to develop the critical capacities to make discerning
choices, so that they are prepared for exercising their freedom of access, with
discrimination, asinformed and skilled adults
• represent a range of views on all issues.

2.1 One sample guidelines in selecting and evaluating materials

Prince Edward Island Department of Education (2008) has provided a set of
guidelines which focusses on four main headings: Content, Instructional Design,
Technical Design, and Social Considerations.
In terms of content, it should be current, accurate (without outdated information,
factual errors, improper use of statistics, inaccurate graphs or displays, invalid or
oversimplified models, examples, or simulations and errors in spelling or grammar).
Apart from that, the content needs to support the curriculum with the scope and
depths of topics appropriate to students’ needs. In addition, the level of difficulty in
relation to concepts, visuals, vocabulary and internal structure should be appropriate
developmentally appropriate and are meaningful for the intended audience. And
finally, the content needs to support the integration of personal, familiar, and cultural
contexts of society for many students. The experience of the individual student
should form the context for learning.
Evaluation of the instructional design of the resource involves an examination of its
goals, objectives, teaching strategies, and assessment provisions. In general, some
of the considerations suggested are as follow:
1. Instructional goals and learner objectives should be clearly stated.
2. Concepts should be clearly introduced, developed, summarized and support
integration across curriculum subjects.
3. Materials are well organized and structured.

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4. Resources/methodology should be suitable to :
o encourage the use of a wide range of learning/teaching styles
o promote student engagement
o encourage group interaction
o encourage student creativity
o allow student to work independently
o promote active learning
o promote development of communication skills
5. Non-technical vocabulary use should be appropriate. As for technical terms
use, explanation and introduction of these terms should be consistently
provided.
6. Pedagogy should be innovative and adequate/appropriate pre-teaching and
follow-up activities as well as asasessment tools should be provided.

In terms of technical design, the materials should:

1. have interesting/effective visual design and illustrations
2. have appropriate character size/typeface (font/style)
3. have consistent and logical layout
4. be easily employed and understood by both the teacher and students.

As for social consideration, materials should emphasize positive traits and role
models. Some of the points to consider are:
1. the suitability of the materials depending upon the intended audience
(including maturity), subject area, and teaching/learning context.
2. the geographic location/physical setting, time period, and political and social
context.
3. the author’s tone toward the subject matter and audience tend to influence all
aspects of the resource.

2.2 Brief Explanation on Factors in Selection and Evaluation

How to decide which materials to use in any situation? With time constraints and
limited funds, a lot of time we find ourselves just using whatever is available, not
when the opportunity arises to purchase or create materials, we need to know how to
recognise something worthwhile.

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Here are some factors to consider:
1. Level
The age of the students and their interests need to be considered as well as
their ability. For example, stories and books that are written for the interest of
native English speaker teenagers would probably be too difficult for second
language speaker teenagers. However stories that are at their ability level are
likely to be too babyish for them to be interested. When considering the
suitable level of materials we need to think about, for example, how much new
vocabulary is included, and what grammar structures predominate, and how
adult the topics and content are.

2. Content cultural, knowledge

A lot of written material, even ESL material, is designed for learners in
countries like the USA and the UK. The topics and content are related to
seasons and festivals in those countries and not only use related vocabulary
but also make assumptions about students understandings of and even
interest in these topics. While it is good for our students to learn about other
cultures, too much of these materials can be boring for them and even in
some cases offensive.

3. Clarity
The material needs to be clear to see (visual) or hear (audio). Blurry pictures,
videos or texts, and mumbled soundtracks have little value. Also the meaning
of the text should be clear, not overwhelmed with idiomatic expressions etc.
Font size can be an important factor especially for younger learners who dont
have the concentration span to keep staring at the text and work their way
through it. Some students may also have poor eyesight.

4. Accessibility
The material is needs to be well organised, so that students can find their way
around the contents of the book easily. They can see how much progress
they are making and can use the material easily with or without the teacher
watching.

5. Practicality
Consider whether the construction or use of the material is physically
possible? Sometimes teachers dream up wonderful ways to teach material,
but it really is too difficult to complete. Sometimes the text includes something
like a recipe clearly beautiful but not practically possible, and very

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 discouraging for the students. Activities that are included need to be usable in
a classroom situation.

6. Versatility
We should consider whether the material could be used in more than one
situation. Can it be varied to suit the students or the situation? In the
Malaysian school situation where you are teachingseveral classes possibly at
different levels can you use and adapt the materials for each situation without
too much difficulty?

7. Cost Effectiveness
Consider whether you or the school can afford these materials. Sometimes
materials are quite expensive initially, but in the long term they are worth the
cost. Something that may be cheaper may end up being expensive with many
units being needed, or maintenance and repairs being necessary. This
applies to equipment as well as books. Photocopiable resources, or books
that contain photocopiable pages can be very worthwhile, or sometimes
websites charge a small annual fee for access to all of their worksheets and
materials.

8. Durability Impact
Young learners are particularly rough on materials, testing everything to its
limit. Materials need to be strong enough to last the distance. We need to
consider whether to make something cheap and consumable, constantly
being replaced, or durable by laminating or using sturdy materials. There are
advantages for both, for example if the materials are to be consumed, then
the children can keep their own copy and decorate it and make it their own.

9. Authenticity
Using authentic materials simply means using examples of language
produced for some real purpose of their own (for example a newspaper)
rather than using language produced and designed solely for the classroom.
This is also important for listening materials. Materials produced by second
language speakers often contain grammatical errors you need to be
especially careful when creating your own.