Evaluation Of Learning Materials Research Articles

Desain Bahan Ajar Tambahan Untuk Meningkatkan Minat Siswa Dalam Belajar Bahasa Ingggris

AbstractThis research and development aims to describe the design and feasibility of the quality of English teaching materials for junior high school students. The research uses five out of ten stages based on Gall Borg & (2007) determination of the stages of research including: (1) research and information collecting, (2) planning, (3) developing preliminary forms of product, (4) preliminary field testing, (5) main product revision. The researchers get an evaluation of learning material from several evaluators. The results obtained show that almost all opinions are in agreement and agree. 33.33% of evaluators agree that infographic can generally help students understand the lesson. The remaining 66.66% of students strongly agree. The evaluator agreed that graphs and drawings were broadly related to teaching material. All evaluators also agreed that the material was interestingly designed. This shows that all evaluators agreed in accordance with the statement instrument. Thus, the product results can be used by teachers in helping students in the learning process.

An Evaluation of Department of Education Produced Grade 7 Biology Modules by Biology Experts and Science Teachers

Teachers play an essential role in the evaluation of learning materials. As facilitators of learning, they ensure that learning materials serve their purpose of bringing about the effective teaching-learning process. This study aimed to evaluate the Department of Education (DepEd)-produced Grade 7 Biology Modules as perceived by Biology Experts and Science Teachers in the 16 public secondary schools in the Division of Tacloban City, Leyte, Philippines. The modules are evaluated based on the seven dimensions: a) content, b) presentation and organization, c) learning activities, d) evaluation activities, e) accuracy and up-to-dateness of information, f) format and g) sufficient availability of materials. The demographic profile of 17 Biology experts showed that the majority are female, BSED graduates in Biological Sciences with a doctoral degree in Biology and 1-15 years teaching Biology subjects. Grade 7 Science teachers are mostly females who have a bachelor's degree in Biological Sciences, with master's units and 1-2 years teaching Grade 7 Science in the K to 12 Curriculum. Biology experts and science teachers assessed the five modules using descriptive survey method employing quantitative and qualitative analysis. They both evaluated the modules satisfactory in the seven dimensions. However, they pointed out suggestions for improvement of the modules. 
 Keywords: Biology Experts, Teachers, Modules, Evaluation

Evaluation of learning materials: A holistic framework

This paper presents a holistic framework for evaluating learning materials and designs for learning. A holistic evaluation comprises investigations of the potential learning potential, the actualised learning potential, and the actual learning. Each aspect is explained and exemplified through theoretical models and definitions.

Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning

This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners.

A framework and checklists for evaluating online learning in higher education

A case is made in this paper for using checklists and context‐bound evaluations of online learning materials in higher education. Context‐bound evaluations complement traditional forms of evaluation of educational courseware, such as checklists. Context‐bound approaches are useful for indicating the pedagogical quality of online learning materials that may be productively used in conjunction with checklists to evaluate online learning. Edith Cowan University has developed a framework and checklists for assessing aspects of online pedagogical learning materials in higher education. These checklists, which are intended to be useful indicators of the areas where online learning materials are strong and to identify areas that may be deficient, and are a valuable screening and information gathering device to use when undertaking a context‐bound evaluation of learning materials. As such, the quality of the instructional design remains an important consideration in evaluating courseware, and such information needs to be presented in a form that is accessible and useful for educational developers and researchers. Comment and dissent is invited on the value of contextual evaluations to reinvigorate the debate over appropriate ways of evaluating online learning materials in higher education.

Reading Text books Interculturally, Helpdesk for Intercultural Evaluation of Learning Materials

Using the words of Lies Sercu in National Helpdesks for Intercultural Learning Materials: A Guide line, ‘Immigration, tolerance... integration, ethnicity, race... discrimination, exclusion... equal opportunities, multicultural... These are just some of the beacons guiding a debate on diversity, which is sweeping through public life in North America and Europe, and of which echoes can be heard in many other parts of the world’. As part of the process of border falls and due to a number of transitions taking place in Bulgarian society on a number of levels, many of the above listed “hot issues” be come relevant to Bulgarian society of today and many more will gain relevance in the future. Multicultural and intercultural issues, which have been recurrent motifs in present day public debates, also, logically, find reflection in educational policy making, since education in general, and especially the state, obligatory schooling system, is seen as a key location for influencing developments in society. To a gr...

Evaluation Of Learning Material In PORTALProject: The Case Of Quality Management AndBenchmarking In Public Transport

Evaluation Of Learning Material In PORTALProject: The Case Of Quality Management AndBenchmarking In Public Transport

Selection and Evaluation of Learning Materials

(1967). Selection and Evaluation of Learning Materials. Childhood Education: Vol. 43, No. 5, pp. 266-270.

Some evaluation problems in a course content improvement project

AbstractDr. Atkin, who is Co‐Director of the Illinois Elementary‐School Science Project, has long been interested in the evaluation of learning materials and, in particular, the evaluation of the new curricula in science. In this article he brings into sharp focus one of the important issues of the day: the related questions of when, how, and by whom learning goals should be stated in curriculum building and the suitability of traditional procedures for evaluating them. We look forward to publishing reactions to Dr. Atkin's statement.