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

The vocabulary words used are at the right )c (

.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□

.The activities are both reflective and productive )d(

□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 …….. ?