TEXTBOOK EVALUATION
Presented by: Mr. Abdullah Samateh
Supervised by:
Mrs. Nouria Al-Sedra: ELT Senior Supervisor
Mr. Mohamed Kerboushi: ELT Supervisor
Mr. Medhat Al-Dahrawi: Head of Department
Introduction
Functions of the textbook
Need for textbook evaluation
Evaluation stages
Evaluators
Evaluation criteria
Practical application
Wrap up
A. The textbook:
provides structure and a syllabus for a
program.
B. The textbook:
indicates to teachers and students
where they are going, where they are
and where they have been.
C. The textbook:
provides a variety of learning
resources.
D. The textbook:
is visually appealing to teachers and
students.
E. The textbook:
serves as a stepping stone for novice
and less experienced teachers.
saves teachers’ money and frees
them from time consuming task of
preparing lesson materials.
G. The textbook:
specifies teachers and students needs.
standardizes the teaching practices
regardless of the teachers’ various
training background.
I. The textbook:
specifies in advance what is to be
taught and what is to be learned.
A. To detect the strengths and weaknesses of the
textbook in question.
B. To judge its relevance to the needs of students,
teachers and the syllabus.
C. To acclimatize teachers to novel methodology and
approaches in teaching.
D. To bolster teachers’ professional development and
build their confidence.
1. Initial evaluation
2. Detailed evaluation
3. In-use evaluation
One way of finding out whether a textbook is
worth looking at more closely is to apply the
CATALYST test.
Communicative
Aims
Teachable
Available add-ons
Level
Your impression
Student interest
Tried and tested
Detailed evaluation deals with the following
questions:
Does the course suit your students?
Does it suit the teacher?
Does it suit the syllabus?
Does it suit the social and cultural
aspects?
This evaluation process should be
continuous to ensure that the
teacher is the master but not the
slave of the textbook.
Teachers?
Supervisors?
Both, in addition to students?
Information about the new textbook is
collected from various sources
depending on the kind of information
needed for the evaluation.
Thus, all the concerned parties;
teachers, supervisors and students are
involved in the evaluation process.
Information about the suitability of the new
textbook to the teaching / learning context.
Information about students’ development
through using the new book.
Comments on the teacher’s book.
Information on how much the textbook
contributes to their language development
in general.
Information about whether the materials
have an effect on their motivations and
interests.
Information about the actual use of the new
textbook in real classroom situations through
observation.
Taking bold steps to address the defects, if any.
These evaluations can be conducted through
tests, questionnaire and observation.
CONTENTS:
(a) vocabulary
(b) grammar
(c) texts
(d) cultural content
PYHSICA APPEARANCE
VISUAL AIDS
(a) The vocabulary words are presented in an
appropriate rate.
Necessary□ Unnecessary□
(b) The new vocabulary words are repeated in
subsequent lessons.
Necessary□ Unnecessary□
(c) The vocabulary words used are at the right
level of students’ current English ability.
Necessary□ Unnecessary□
(e) The essential vocabulary is clearly
identified for students.
Necessary□ Unnecessary□
(f) Words definitions are presented in the
glossary accurately.
Necessary□ Unnecessary□
(a) The grammar is presented in logical
sequence.
Necessary□ Unnecessary□
(b) The explanation is related to the core
content.
Necessary□ Unnecessary□
(c) The grammar drills with related,
contextualized items.
Necessary□ Unnecessary□
(e) The essential items are clearly identified
for students.
Necessary□ Unnecessary□
(a) The selected texts are representatives of
the variety of literary genres.
Necessary□ Unnecessary□
(b) The texts reflect real life issues and
motivate critical thinking.
Necessary□ Unnecessary□
(c) The texts are composed in authentic
language.
Necessary□ Unnecessary□
(e) The texts are relevant to students’ needs
as EFL students.
Necessary□ Unnecessary□
(f) Sentences and words maintain
reasonable length and complexity.
Necessary□ Unnecessary□
(g) The text addresses one new concept at a
time instead of multiple new concepts.
Necessary□ Unnecessary□
(a) The cultural information is age-
appropriate to stimulate interest.
Necessary□ Unnecessary□
(b) The information is a broad range and diverse
representation of all countries presented.
Necessary□ Unnecessary□
(c) The teaching of the target culture
incorporates the learners’ exploring of
their own culture. Necessary□ Unnecessary□
Necessary□ Unnecessary□
(e) The cultural contents of texts are not
biased. Necessary□ Unnecessary□
(a) Exercise activities are meaningful, integral,
communicative and authentic.
Necessary□ Unnecessary□
(b) The activities are controlled, free manipulation and
adopt easy-to-difficult process.
Necessary□ Unnecessary□
(c) Sample exercises with clear instructions are
provided.
Necessary□ Unnecessary□
(d) The activities are both reflective and productive.
Necessary□ Unnecessary□
(a) Authentic and more up-to-date images.
Necessary□ Unnecessary□
(b) Related drawings, pictures, coloring,
illustrations and variable page layouts.
Necessary□ Unnecessary□
(a) Appropriate size and weight.
Necessary□ Unnecessary□
(b) Attractive layout.
Necessary□ Unnecessary□
(c) Durable.
Necessary□ Unnecessary□
(d) Appropriate title. Necessary□ Unnecessary□
1. WHATs….….?
Vocabulary: creamed
2. WHYs………?
Inaccurate definition
3. WHEREs…...?
Book 10 Page
4. HOWs……….?
Alert teachers / correct the wrong
Vocabulary
Texts
Cultural contents
Physical appearance
Visual aids
What about …….. ?
