Difference between revisions of "The In-depth Method"
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| − | The in-depth method involves a thorough examination of features of the content under evaluation | + | The in-depth method involves a thorough examination of features of the content under evaluation (Zyda, 2005). It generates detailed information on specific characteristics. Analysis focuses on the educational use of content taking into account learner needs and learning objectives. This may include activity design, activity sequenc-ing, focus on language form, comprehension, or both, cognitive operations, class-room organization, learner and teacher roles and distribution of tasks, and delivery method. |
| − | This method is thorough and well-defined. Its strength is that it generates detailed information. However, it does introduce certain challenges to evaluators. The samples, such as exercises, tasks, or units, selected for analysis must be represen-tative of the content as a whole in order to generate objective feedback. The in-depth focus on specific items may generate only partial and narrow insight. It is time consuming and requires expertise which may not be available. Finally, it may be costly if assigned to an expert | + | This method is thorough and well-defined. Its strength is that it generates detailed information. However, it does introduce certain challenges to evaluators. The samples, such as exercises, tasks, or units, selected for analysis must be represen-tative of the content as a whole in order to generate objective feedback. The in-depth focus on specific items may generate only partial and narrow insight. It is time consuming and requires expertise which may not be available. Finally, it may be costly if assigned to an expert (Zyda, 2005). |
Revision as of 03:47, 28 November 2013
The in-depth method involves a thorough examination of features of the content under evaluation (Zyda, 2005). It generates detailed information on specific characteristics. Analysis focuses on the educational use of content taking into account learner needs and learning objectives. This may include activity design, activity sequenc-ing, focus on language form, comprehension, or both, cognitive operations, class-room organization, learner and teacher roles and distribution of tasks, and delivery method. This method is thorough and well-defined. Its strength is that it generates detailed information. However, it does introduce certain challenges to evaluators. The samples, such as exercises, tasks, or units, selected for analysis must be represen-tative of the content as a whole in order to generate objective feedback. The in-depth focus on specific items may generate only partial and narrow insight. It is time consuming and requires expertise which may not be available. Finally, it may be costly if assigned to an expert (Zyda, 2005).
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