Dr.

Belhouchet Fz

Lessons 1-4 on Textbook Evaluation for 4th year classes – (groups 1 – 6)

Textbook Components

The TB contains three main components to evaluate known also as part or aspects:
They are physical, technical, and pedagogical aspects.

Physically, the TB must contain:

 Dust jacket : It is the paper that wraps around the cover of a hardback book,(transparent)
with ends folded inside the book itself. The purpose is to protect the cover which might have
been made of fine leather and linen cloth, from dust and scratches. Nowadays, this jacket
might be more important than the cover, as it is designed by an artist to be eye-catching and
to project a conscious or sub-conscious message about the content through a picture and
attractive colours.

 Front cover without the dust jacket might be rather plain. It is likely made of paper –covered
cardboard rather than leather and linen. On a paperback, the front cover takes the place of the
dust jacket as a sales piece to communicate information about the book. As such, it is
designed by an artist and usually printed in full colour.

 Spine : it is the left side of the book where the pages are bound. It is the only part of the
book that is visible in the bookshop where most books are shelved, rather than displayed face
out. The spine usually contains the book’s title and maybe the sub-title, at least the last name
of the author, and the publisher’s identity.

 Back cover: information about the book is found on the flip side of the book, on either the
dust jacket or the back paperback cover. The author bio(biography) and photo and some info
sales about the contents, advance critical acclaim for the book or endorsement(support)of the
book (MNE) and the cost might be included.

 Signatures: quality hardback books are made up of several signatures that are sewn together
to create the whole. In printing, a signature is a section or portion of the book with the number
of pages being a multiple of 16 . Each signature is bound individually, and then all are bound
together collectively. If the text of the book does not run into an even multiple of 16 pages,
the publisher might add blank pages at the front and back of the book to fill out the signatures
for printing purposes.
 Fancy End Paper: on a quality hard cover book, the paper glued inside the front cover and
back cover might be a heavier weight and either printed with a design or perhaps dipped into
oil paint floated on water and then stirred to make a swirled design.

Binding

The Binding is of different types:

Piqué à cheval:saddle stitch binding : useful for books of short number of pages. The stitching
is commonly done with metal staples in commercial printing operations. Once the pages are
printed, they are organized, stacked and loaded onto a conveyor to enter the stitching and
trimming process. The way they are loaded onto the conveyor makes the books look like
saddles, thus the name for the binding process.saddle stitching binding can be done with or
without a cover. Nowadays, it is commonly used for brochures and other marketing materials.
It is an economical and beneficial production. The saddle stitching makes the book laid(to
lay) flat when it is opened.

In addition to visually appealing through the picture representing the discipline in

attracting colours, the cover of the TB should have a solid binding to be able to resist to
multiples manipulations.

(The binding nowadays is also called “a case” because it is constructed separately and
attached later primarily by the endpapers. The book is, after that, attached by gluing the spine
portion of the binding to the back of the book. )

The cover must contain legible:

 Title of the book.
 The sub-title if there is one.
 The level
 Discipline taught.
 The name of the author or writing team.
 Country and publishing home.
 Publisher
 Year of publication/ published in

The size : the size of a textbook is important. It should be decided before TB devise/design.

The selection of the size of the TB depends on the following elements:

1. Manipulation. TB should be easily manipulated by learners.

2. Discipline . some subjects like geography require big format because there are maps, graphs
and so forth.
3. readability of the texts. large size TB are adequate for reading texts easily.
4. The size of the typeface. The bigger the latter is , the larger the size or format of the TB is.
As the appropriate typeface for six year olds is between14 and 18, the size for this age group
is large.
The description of the elements is important since it represents criteria necessary for the
evaluation of the textbook.

Notes: TB=textbook

Technical aspect

It is a part used to facilitate the use of the TB by both the teacher and the learner. It
consists of

1. Effective Presentation of chapters

It is the way texts are presented and organized in the files. The pages should include written
texts and pictures(or anything else ) organized in the way to be noticed easily and rapidly by
the users.(teacher and learner)

The important parameter to be noticed is the use of “blanks or spaces to “aerate” the page
and make it more attractive . To aerate the presentation of the elements or the components of
the lessons in the files, typographers are sometimes required to reduce the size of typeface. A
relative uniformity of the organization of the files is useful since it facilitates learner’s
assimilation and simplifies teacher’s work.

2. Readability of the typeface.

Experts suggest to use “Times New Roman” or Helvetica” because they are the commonly
used types and the readable ones. Both types can be used in a file, one, for instance, for texts,
and one for titles, summaries, certain types of activities etc.

3. Visibility of the titles

They should be highlighted through another typeface, or bold –typeface. Titles and subtitles
should reflect the content of the entitled part. They must be explicit, short, consistent, and
uniform.

4. Quality of the paper.

It should not only be matt and strong enough, but also, thick to resist to multiple and often
rough manipulations, especially when the textbook is intended for beginners. If the latter is
designed for beginners, it should include many pictures/photos/ drawings etc. However, if
TB is intended for intermediates and advanced learners, it will contain more texts, then more
written pages than pictures, so the thin paper (bulky paper-(papier bouffant)is more adapted
since it is thinner and lighter.(sort of balance between the weight of paper and the great
number of pages)

5. judicious use of the Typography

This practice of printing should be used to facilitate reading and help the TB’ users to find
rapidly the components of a lesson, the titles, sub-titles, rules, numbers of pages, numbers of
files etc. The use of big size characters should be adapted to the age of the learners. Prefer the
use of bold-typeface, italics, underlining, and capital letters to provide emphasis (in TB for
beginners.

6. Clear pagination.

The pages should be numbered and their numbers distinct from those of the files, titles, or
activities.

7. High-quality aesthetic pictures/photos/drawings/maps/graphs.

Technically the latter have no didactic aim. They are purely aesthetic. They should be varied:
photos (original or copied), drawings, diagrams etc) to motivate the learners and involve them
in teaching-learning process. They can be printed in several colours (2 or 3 and black because
a picture in the four colours is very expensive. The purpose of such pictures is purely aesthetic
though it makes TB more attractive and the learner more interested then motivated to use it.

8. Simplicity of instructions

Instructions should be explicit and show the learner what to do simply and clearly (easy and
understandable words.)

9. The introduction
Placed at the beginning of the book, the introduction summarizes the objectives of TB, the
main elements of the content, its organization. It focuses on the important points in the
TB(method, approach, or certain passages) . As TB is intended for the learner of a certain age,
it should provide this learner with guidance on how to use it and its content effectively. Thus,
the writing team has to address TB using the direct speech, the second personal pronoun
“You”, simple sentences, and commonly used vocabulary.
 10. The forward
Placed at the beginning of a book, it presents the book to the reader. It is generally written by
an expert in the subject matter different from the writing-team or the author, endorsing the
author’s work and explaining why it is important. The foreword generally gives the user an
idea about what makes this TB different from the others in the school field.

11. The table of contents

Occurring after the introduction, it is an overall outline of TB with its ordered list of the
different chapters or files (plus their locations) the table of contents establishes a link
between the syllabus and the TB. It is useful for both the teacher and the learner for it
facilitates them a rapid use of the chapters.

12. The index,

Pedagogical facilitators are elements used to facilitate learner’s learning, they are
made up of:

13. The summary

It is a brief and concise explanation of the lesson/unit/file. It includes the main
points/structures/concepts/words dealt with that the student should remember. It is a
recapitulation of what the learner should retain and keep in mind. It is used to facilitate
learner’s acquisition.

14. Lexicon /dictionary

It is a list of the vocabulary (words/phrases/utterances used in TB, particularly the new items
introduced plus their definitions.(in simple and learnable terms)

15. Book answer key, audio script etc. the list is not exhaustive.

16. Pictures

They are designed to explain, make a text, word, topic etc… clear to be understood and
acquired by the learner. Pictures, photos, drawings are concrete illustrations that reduce
obscurity and help for rapid and long-lasting acquisition.

Pedagogical aspect consists of :

Aims goals objectives (briefly, because we have already dealt with this subject
previously
Aims /goals: these two terms are used interchangeably by Richards(2001)
 An aim refers to a statement of a general change that program seeks to bring about in
learners(Richards, 2001:120) whereas objectives are more concerned with the
session, lesson itself, they describe what the aim seeks to achieve but in specific and
smaller units of learning. They describe learning in terms of observable behavior, skill,
competence, or performance. They can easily be measured since they are short term
purposes and can be accomplished in a short time.(at the end of the lesson, session)

This pedagogical part of the sequence/file/lesson should be organized in steps or stages

for instance the lesson /the file /sequence can be structured as follows:

Warming up: situation taken from learners context, environment, experience to attract them,
rouse their interest, motivate them and incite them to learn through a short preliminary text to
facilitate the introduction of the abstract element via the concrete one. This step also allows
learners to mobilize energy to achieve the objective.

 Acquisition: development of skills after their introduction, it is subdivided into 3

steps:
a) Presentation of the learning point: new learning points are presented to
be learned. To ensure an effective acquisition TB proposes concrete
examples.
b) Integration: this integration relies on grading or sequenced activities that
require the new learning points and the previous ones.
c) Generalization: this step suggests activities making learners able to
distinguish between what is important to be mastered and less important. It
is a progressive initiation to the steps of analysis and synthesis of the
intellectual process proposed by Bloom.
 reinforcement: at this level learners are required to reinforce their new learning
point(s) through applying exercises.

The systematization of the organization of the file/sequence/ course is important since it

facilitates learning.

The quantity, or dosage of the units/sequences/files is important so they should be well

balanced. We have to notice a certain gradation concerning the language point, the use of
lexis, of a statement and so forth, apply the criteria of sequencing and grading already seen.
 All the contents like the lexical content, topic content, grammatical content that are included
in the pedagogical aspect are concerned in the evaluation.

Check the topical content, and see if it is still up-to-date, if it is so, it should interest the
learners, unless it is obsolete, needs to be reviewed.

Check the grammatical content and see whether it meets learners’ needs, it contributes to the
development of the competences and acquisition of different skills expected

Pictures are also seen pedagogically, when they are used to facilitate the learning.

Concerning the method or approach, all the English textbooks are implementing the
competency based approach.

Competency Based Approach

Definition :

it is a knowhow which integrates and mobilizes a number of abilities and knowledge to be

efficiently used in problem-solving situations that have never been met before.(program
2004:40)

Characteristics of the Competency-Based Approach:

1. It is action-oriented since it leads learners to acquire the language in real situations(of

knowhow) to become effective language users.

2. It is a problem solving approach because it places the learners in front of situations/issues that
have never been met before. It was known that learning through problem-solving then through
reflection, lasts more and it is more effective.

3. It is social-constructivist since learning is regarded as to be occurred through social

interaction with other people.

4. The Competency-Based Approach is a cognitive approach. It is bound to Bloom’s taxonomy.

Bloom has attested that all educational objectives are classified as “cognitive” when they
concern knowledge/information, as “affective” when they deal with emotions, attitudes and
values, and /or psychomotor, when they deal with bodily movement (setting up some
apparatus).

Bloom’s Cognitive Taxonomy

Knowledge Learner recalls knowledge

Comprehension Learner understands information
Application Learner applies knowledge to new situation
Analysis Learner analyses information by separating it into two
parts for better understanding
Synthesis Learner builds new knowledge from diverse elements
Evaluation Learner sets a value on the new information
Adapted version of Bloom’s Taxonomy

Receiving Learner’s willingness(he attends the class)

Responding Learner’s active participation( in class activities)
Valuing Learner gives importance to particular behaviours
Organizing Learner organizes information to be acquired and internalized
Internalizing Learner creates his own system of values

As the competency based approach is based on constructive theory.

Social Constructivist Theory (Vygotsky)

Definition: it is a theory that incites people to construct their own understanding and
knowledge of the world through experiencing things and reflecting on those experiences.

Social Constructivist learning implies that:

1. Learning is an active process ;

2. Knowledge is constructed from and shaped by experience;
3. Learning is a personal interpretation of the world.

Constructivist:

1. Focuses on problem –solving and understanding;

2. Uses authentic tasks, experiences, setting, assessments;
3. The content is presented holistically- not in separate smaller parts.

Constructivist learning is a process in which the instructor

1. Adapts curriculum to address students’ suppositions;;

2. Helps negotiate goals and objectives with learners;
3. Poses problems of emerging relevance to sttudents;
4. Emphasizes hands –on , real-world experiences;
5. Seeks and values student’ points of view
6. Uses social context content;
7. Provides multiple modes of presentations/perspectives on content;
8. Creates new understanding via coaching, moderating, suggesting;
9. Tests students within tasks in integrated activities not in a separate ones;
10. Uses errors to inform the students of progress to understanding and changes ideas.
Whereas, the student

1. Helps develop his/her own goals and assessments;

2. Creates new understanding via coaching, moderating and suggesting;
3. Controls learning through reflection;
4. Represents a member of community of learners;
5. collaborates among fellows;
6. Learns in a social experience and appreciates different perspectives;
7. Takes ownership and voice in learning process.

The class is different whether it is traditional classroom or constructivist class

Traditional classroom Constructivist classroom

Begins with parts of the whole and
emphasizes basic skills
Adheres to fixed curriculum;
Uses textbooks and workbooks;
Instructor gives/ students receive
Instructor assumes directive, authoritative
role;
Assessment via testing that requires correct
answers;
Knowledge is inert;
SS work individually;
Teacher is instructor who gives knowledge.
Constructivist learning is an instructional strategy that
Begins with the whole and expands to the
parts;
Pursuits students’questions and interests;
Personal primary sources;
Learning is interaction-building on what
students already know;
Instructor interacts and negotiates with
students;
Assessment via students’ works, observations,
points of view, and tests. Process is as
important as product;
Knowledge is dynamic it changes with
experiences;
SS work in groups;
Teacher is a facilitator who helps SS to build
their learning.

1. Involves collaboration between instructors, SS and other community

members;
2. Tailors to needs and purposes of individual learners;
3. Features active, challenging, authentic and multidisciplinary learning;
4. Helps SS pursue personal interest and purposes;
5. Aids SS to use their prior knowledge and experiences;
6. Helps them develop their own abilities;
7. Helps them develop their life-long learning;
8. Encourages TT to provide for each S preferred learning style/rate of
learning/personal interaction with others.

NB:

SS=students, TT= teachers

S= a student
 Process of textbook evaluation

1. Aim of evaluation: for instance seek whether it is appropriate,

/seek what is wrong in it/seek if it is still up-to-date.
2. Identification of textbook
3. Description of the textbook
4. Type of evaluation . Generally the aim helps determine the type of
evaluation so it can be diagnostic, summative, or formative, it helps
determine the part or aspect to evaluate too.
5. Select the part to evaluate and decide the sample in the textbook.
6. Select the instruments to use : rubric +questionnaire and interview
if necessary +rating scale)
7. Evaluate.
8. collect the data from each instrument used.
9. triangulate the results from the different sources or compare them to
see if they converge or diverge
10. conclusion, categorize your results into strong points and weak
points;
11. analyze them and give your suggestions and recommendations
12. Report your evaluation in a report .in a form of a paragraph.

Identification of the textbook to evaluate: It consists of :

 Title of the textbook: /discipline:

 Level of proficiency,(characteristics of the learners for whom it is
intended:
 Writing team:
 Date of publication:
 City : Home of publication or publisher:
 Accompanying documents:

Description of the textbook : the textboook entitled “ At the Crossroads”

the 1st year secondary school is made up of five units and each one in turn
consists of 4 sequences.

Whereas, “My Book of English”3rd year middle school is made up of 4

sequences.

These are examples, we can detail the description and describe each
sequence etc…
carry on your evaluation following the steps of the process using a grid
of evaluation you have in the following part a series of rubrics or grid
of evaluation.
Adapted textbook evaluation grid
Identification :
Title :
Subject: Level:
Home of Publication
Publisher: Date
Physical aspect Level of importance Comment
Appropriate size and weight 1 2 3 4 5
Attractive layout 1 2 3 4 5
Durability 1 2 3 4 5
High quality of editing &publishing 1 2 3 4 5
Appropriate title 1 2 3 4 5
Appropriate price 1 2 3 4 5
TB is supported by efficient supplementary 1 2 3 4 5
materials
 Audio-materials 1 2 3 4 5
 A guide book to the teacher that 1 2 3 4 5
provides:
- Advice on methodology 1 2 3 4 5
- Theoretical orientations 1 2 3 4 5
- Keys to the exercises 1 2 3 4 5
Technical Aspect
Logical organization of the content 1 2 3 4 5
Use of table of content &titles 1 2 3 4 5
/headings/outline
Logical & consistent layout with appropriate 1 2 3 4 5
use of space & margin to ease reading
Design facilitates the reuse of textbook 1 2 3 4 5
Appropriate use of overviews, summaries, and 1 2 3 4 5
a student guide to facilitate learning
Illustrations facilitate students’ learning 1 2 3 4 5
Pedagogical aspect Level of Importance Comment
Content
Conformity with the curriculum & the 1 2 3 4 5
syllabus
Conformity with curriculum 1 2 3 4 5
educational aims
Alignment with objectives in the 1 2 3 4 5
syllabus /teachers’guide
Appropriate to:
 Local situation 1 2 3 4 5
 Local culture 1 2 3 4 5
 Local religion 1 2 3 4 5
Compatible to:
 The stage of learning& year 1 2 3 4 5
level 1 2 3 4 5
 the needs of learners 1 2 3 4 5
 the interest of learners
Accuracy of data/information 1 2 3 4 5
Clarity & development of concepts 1 2 3 4 5
Appropriate level of difficulty 1 2 3 4 5
Tasks move from simple to complex 1 2 3 4 5
Tasks move from easy to difficult 1 2 3 4 5
Tasks move from concrete to specific 1 2 3 4 5
The language is natural and real 1 2 3 4 5
Use of accurate, familiar & interesting 1 2 3 4 5
language
Opportunities to make good use of 1 2 3 4 5
language to study the subject
Absence of biased information 1 2 3 4 5
Inclusion of perspectives /references to 1 2 3 4 5
consolidate & self direct learning
Development of generic skills 1 2 3 4 5
Development of cognitive skills of all 1 2 3 4 5
levels, especially higher order thinking
skills
Fostering positive values and attitudes 1 2 3 4 5
Catering for student diversity 1 2 3 4 5
Inclusion of learning activities to 1 2 3 4 5
achieving the learning targets
Facilitating students to 1 2 3 4 5
integrate/practice/ apply the new
language
Motivating students’learning 1 2 3 4 5
Clarity of instructions 1 2 3 4 5
Variety and purposefulness of learning 1 2 3 4 5
activities
Inclusion of activities to facilitate 1 2 3 4 5
assessment for learning and as learning
Quality of texts in terms of level of 1 2 3 4 5
difficulty and support for independent
reading and construction of meaning
by sts
Coherence of text 1 2 3 4 5
Provision of support for understanding 1 2 3 4 5
&using subject specific vocabulary
and expressions
 Rubric /Textbook Evaluation Grid fzbelhouchetbrahimi
Identification of textbook
Discipline/subject
Title:
Level:
Writing team:
City/country: Home / publication:
Date of publication:

Parameters Criteria-items-questions good Fair Poor No Opinion

Physical aspect

Is the size appropriate to

1. Learner’s age;
2. Textbook weight?
-Is the cover appealing?
Is the picture on the cover of high aesthetic quality?
-is the title visible and legible?
Is the binding solid enough to last for years?
-Does it resist to multiple manipulations?
Technicalaspect
Is the paper matte
-Are all the pages numbered?
-Are their numbers distinct from numbers of units/files/
lessons/sequences?
-Does the introduction describe the textbook structure?
-Does it show how to use the textbook?

Does the table of contents show the approach of the TB?

- Does the table of contents show :
1. The progression of the lesson/units/files/sequence;
2. Number of pages;
3. Titles? -
Technical aspect Is the size of typeface appropriate to learners’ age?
- Does it focus on
- Is the size of typeface appropriate to learners’ age?
- Does it focus on
1. headings or titles;
2. subheadings or subtitles;
-Does the variation in print emphasize
1. the new notions;
2. concepts;
3. grammatical rules;
4. new words?
-Does this variation contribute to ventilate or aerate or air the page?
- Does the textbook use
1. drawings;
2. pictures;
3. Photos as illustrations?
-Are illustrations
1. of different colours;
2. black and white?
-Are they motivating?
Pedagogical aspect
-Is the textbook organized according to
1. skills;
2. competencies;
3. structures
4. tasks?
Is the textbook organized according
1. functions;
2. notions;
3. situations;
4. topics?
-Do objectives start the unit?
-Are objectives implicit?
-Do they help prepare the lessons?
Is the content linked to objectives?
-Does the content translate educational aims/ values?
-Does the content refer to learners’
1. daily situations;
2. socio-cultural context;
3. religion
4. Foreign language culture?

Is the content adequate to

 1. learners’needs;
2. learners’age;
3. learners’level?

Does the content contribute to the development of

1. competencies;
2. skills?
Is the content
1. sufficient;
2. overloaded?

-Is the content achievable according to

1. means available;
2. time allotted?
-Is the content balanced according to
1. cognitive;
2. affective;
psychometric abilities?