Materials Evaluation

Materials evaluation is the systematic assessment of teaching materials — typically coursebooks — against defined criteria to determine their suitability for a specific teaching context. Cunningsworth (1995) established the framework that most subsequent evaluation models build upon, emphasising that evaluation must be context-specific: materials are not "good" or "bad" in the abstract but appropriate or inappropriate for particular learners, teachers, and settings.

Why Evaluate?

• Coursebook selection — Choosing among competing titles for institutional adoption
• Identifying gaps — Finding areas where materials need supplementation or adaptation
• Quality assurance — Checking that existing materials still serve their purpose
• Professional development — The evaluation process itself develops teachers' understanding of materials and pedagogy

Stages of Evaluation

Cunningsworth (1995) and others distinguish three stages:

Stage	Timing	Purpose
Pre-use (predictive)	Before adoption	Does this look suitable? Will it work with our learners?
In-use (ongoing)	During the course	Is it actually working? Where are the gaps and problems?
Post-use (retrospective)	After the course	What worked? What needs changing for next time?

Pre-use evaluation typically drives purchasing decisions, but in-use and post-use evaluation provide the most reliable data. A coursebook that looks excellent on paper may fail in practice — or a modest-looking book may prove unexpectedly effective.

Evaluation Criteria

Cunningsworth's (1995) core criteria:

1. Match with learner needs and course objectives

• Does the content align with what learners need to do with the language?
• Does it address the skills and language areas specified in the scheme of work?
• Is the level appropriate?

2. Language content

• Is grammar presented accurately and in context?
• Is vocabulary selection relevant and sufficient?
• Is pronunciation addressed?
• Are the four skills adequately covered and integrated?

3. Methodology

• Does the approach match the institution's methodology?
• Is there a balance of presentation, practice, and production?
• Are tasks communicative and meaningful?
• Is there variety in activity types?

4. Practical considerations

• Is the price reasonable?
• Are supplementary components available (teacher's book, audio, digital resources)?
• Is the layout clear and attractive?
• Is the book durable enough for the intended use?

5. Learner factors

• Is the content culturally appropriate?
• Are topics engaging for the target age group?
• Does the material cater for different learning styles and mixed abilities?

Evaluation Methods

Checklists

The most common tool. A structured list of criteria with rating scales. Advantages: systematic, comparable, quick. Disadvantages: can be superficial, may miss nuance, items may not be equally important.

Cunningsworth advises keeping checklists short and focused: "It is important to limit the number of criteria used... to manageable proportions, otherwise we risk being swamped in a sea of details."

Impressionistic evaluation

A quick overall assessment — scanning the book, reading sample units, forming a general impression. Useful as a first filter before detailed analysis.

In-depth analysis

Close examination of specific units or sections. More time-consuming but reveals how the book actually works in practice — how activities are sequenced, how grammar is contextualised, how skills are integrated.

Common Problems Found in Evaluation

• Inauthentic texts — Texts written to showcase grammar points rather than to communicate meaning
• Shallow tasks — Activities that test comprehension but do not develop skills
• Cultural bias — Content that assumes Western, urban, middle-class contexts
• Skills imbalance — Overemphasis on reading/grammar at the expense of speaking and listening
• Rigid sequencing — Units that must be taught in order, leaving no room for teacher flexibility
• Mismatch with assessment — Coursebook content does not align with what learners will be tested on

Key References

• Cunningsworth, A. (1995). Choosing Your Coursebook. Heinemann.
• McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh University Press.
• Tomlinson, B. (Ed.) (2011). Materials Development in Language Teaching (2nd ed.). Cambridge University Press.

See Also

• Materials Development — creating new materials when existing ones are inadequate
• Materials Adaptation — modifying materials based on evaluation findings
• Needs Analysis — the starting point that determines evaluation criteria
• Course Design — materials serve the broader course design