internal evaluation

It is by now well established that materials may have an impact beyond simply learning a language they present. Hence, in this study attempts have been made to investigate the strengths and weaknesses of a textbook Summit 2B which is currently being widely used in Iranian EFL classes. The textbook has been evaluated based on criteria provided by McDonough and Shaw (1993) on the basis of two stages: an external and an internal evaluation. Efforts have been made to critically evaluate the textbook in terms of the layout, grading and sequencing of assignments, design, content, different activities, sort of texts utilized, and the skills emphasized in the book. The findings showed that albeit there appears to be some shortcomings, Summit 2B seems to be more efficient to meet the requirements of EFL learners as compared with the other textbooks which have hitherto been used at different language classes. Accordingly, investigating and evaluating the book proved to be very lucrative and valuable in terms of pedagogy as well as the efficient attributes that suits the context of the present study. Finally, the implications as regards the efficiency of this particular course book as the consequence of evaluating it have been put forward and the strengths and weaknesses related to it have been argued.

The study aimed to design a quality assurance evaluation model for a sample of Iranian secondary schools. Considering the nature of the research questions, the researchers chose a plan based on relativistic ontology and constructivist epistemology The participants included all educational specialists, principals and teachers of West Azerbaijan that among them; 23 experts were selected purposefully by snowball sampling method. The data collection tool was a semi-structured interview protocol. Data analyzed through grounded theory three-steps coding process (open, axial and selective). The results revealed that quality evaluation model of secondary school education consists 248 open codes, 37 axial codes and finally 5 selective codes. Among axial codes 7 items belonged to causal factors, 7 categories are related to contexts and backgrounds, 12 categories are belonged to intervener factors, 6 categories are related to strategies, 6 categories are related to consequences and one category is considered as core phenomenon. Finding of the research reveal that education quality assurance evaluation is affected by facilities and equipment, objectives of secondary education, curriculum, teaching method, teaching-behavioral competence of teacher, organizational factors, educational content, needs and expectations of stakeholders and financial problems; it can lead to educational productivity and academic satisfaction