Textbook Evaluation

Trainee: Rahhal Ajbilou Trainer : Dr.M.Akkouch

Warm Up

Quotes• There's many a bestseller that could have been prevented by a good

teacher. Flannery O'Connor

• I just wrote a book, but don't go out and buy it yet, because I don't think it's finished yet. Lawrence Welk

• It's hilarious when school textbooks try too hard at being racially diverse. 'Brad, Latisha, Pablo and Kwan were doing a math problem...'

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Workshop Objectives By the end of this workshop participants will be

able to:

Recognize the rationale behind textbook evaluation

Consider different approaches to textbook evaluation

Identify the procedures used in textbook evaluation

Design instruments and develop criteria for textbook evaluation

Evaluate a textbook using a Checklist

Outline Concept defining Textbooks: Benefits and Limitations Why is textbook evaluation important? Who carries out the evaluation? Approaches to textbook evaluation The Method used in textbook evaluation Evaluating a textbook using a checklist:

Gateway 2 as an example

A Textbook is …………………………..

Task 1: Think-Pair-Share Sentence Finish

Evaluation is …………………….

Textbook Evaluation is …………………….

Concept DefiningTextbook “a book about a particular subject that is used in

the study of that subject especially in a school.” Webster Dictionary

“a book used as a standard work for the study of a particular subject.” Oxford

“Textbook is the book which is used for instructional purposes, especially in school and colleges.”(Matos, 2000).

Evaluation Evaluation is “the act of considering something to decide

how useful or valuable it is.” Longman Dictionary of Contemporary English

“ the making of a judgment about the amount, number, or value of something.” Oxford Dictionary

“The systematic collection and analysis of all relevant information is necessary to promote the improvement of a curriculum, and assess its effectiveness and efficiency, as well as the participants‘ attitudes within the context of the particular institution involved.” (Richards, 2002: 77).

“ Evaluation is the systematic assessment of the worth or merit of some object.” (W.Trochim, 2006). Reasrch Methods

Textbook Evaluation

“Determining the efficacy, value, etc., of textbooks with respect to stated objectives, standards, or criteria.” Glossary of education

‘textbook evaluation is basically a straightforward, analytical matching process: matching needs to available solutions’ (Hutchinson and Waters 1987:97).

Task 2: Textbooks : Benefits and Limitations Chart

Participants are invited to wok in groups to complete the chart about the Benefits and Limitations of Textbooks

Benefits Limitations

Textbooks: Benefits and Limitations Benefits: “Benefits: coherent syllabus, satisfactory

language control, motivating texts, tapes and other accessories (videotapes, CD-ROMs, extra resource materials, useful web links), attractive, they provide confidence to teachers, detailed teacher´s guides – procedures for the lesson in the student´s book, suggestions and alternatives, extra activities and resources; students can see the progress and look back for revision.” (Harmer 2001 : 304)

• The textbook is the visible heart of any program• Provides a common framework • Provides support for novice teachers• A resource for self-directed learning• Psychologically essential for learners• A reference source for students• A syllabus reflecting learning objectives and

materials• Textbooks are economical in terms of time and

money

Limitations:• “If used inappropriately the coursebooks can become a rule

that has to be used, ...units and lessons often follow an unrelenting format so that students and teachers eventually become de-motivated by the sameness of it all, inappropriate topics.” (Harmer2001 : 304)

• “several things that the teacher can often do better than a book, e.g. providing the spoken word in spoken exchanges;

adjusting work in response to the reactions of the children; using communication other than words and pictures to back up language elements; setting up learning activities which encourage learners to talk and profit from interaction.” (Halliwell 2006 : 114)

• Lack of variety in teaching procedures• Less response to students’ needs and learning

styles• Inhibit creativity and spontaneity• Inflexible and control learning and teaching• Can be socially and culturally biased • Introduce decontextualized materials• Conflicting approaches, methods and tasks

Task 3: Spider Diagram

Why Textbook Evaluation?

make strategic decisions (money, aims, policies…)

Form professional judgements

enhances reflection on our teaching and learning experience

meet the general aims of the course

meet learners’ needs , readiness and learning styles

emphasize strong points

recognize limitations

enhance teacher development and professional growth

Why is textbook evaluation important?• ‘The selection of a particular core volume signals an

executive educational decision in which there is considerable professional, financial and even political investment. This high profile means that the definition and application of systematic criteria for assessing coursebooks are vital.’ Sheldon (1988:237)

• ‘materials evaluation plays such an important role in language teaching that its potential for influencing the way teachers operate is considerable. Materials evaluation can and should be a two-way process which enables teachers not just to select a textbook, but also to develop their awareness of their own teaching/learning situation.’ Hutchinson (1987:37-38)

Who carries out the evaluation?Task 4: Brainstorming

Who can evaluate

Textbooks?

Teachers

Students

supervisors

Textbook writers

Figure 1: participants in textbook evaluation

• Teachers: Information about the suitability of textbook to the

teaching/learning context, students development, etc.• Students: Information about whether textbooks help in learning

development, interests, styles, motivation, etc. • Supervisors and coordinators: From class observations and detailed analysis• Textbook writers: On the basis of feedback from the above participants

Approaches to textbook evaluation

I. On page/ Impressionistic EvaluationII. In-depth/ Material in Use Evaluation

• What the textbook looks like on paper• Quick overview of the most significant features: - claims , objectives, course package - coverage: skills, activities, sequencing - Layout, design, form, illustrations, • It gives a general introduction to the material• It will not identify any important weaknesses• It does not ensure a good match between what

the textbook contains and learning requirements

I- On page/ Impressionistic evaluation

• Evaluating textbooks as they work in real classroom situations

• Examining specific items in depth using a set of criteria

• It is characterized by its active nature focusing on: - Students’ performance - Students’ attitudes, readiness, styles, interests - Teachers’ approaches and attitudes• More penetrating and has its agenda(use of

checklists)

II- In-depth/ Material in Use evaluation

Task 5: Textbook Evaluation at work

• Using the impressionistic approach, participants work in groups to evaluate a set of EFL textbooks provided by the trainer.

The Method used in textbook evaluation 1. Research Questions: specifying the needs and selecting areas of interest 2 . Materials: Specifying the materials to be evaluated (textbook) 3. Instruments: - Placement Tests: given to students at the beginning as

a source of data - Questionnaires and Checklists: for teachers and students - Observations: teachers, coaches, coordinators - Interviews : teachers, students - Triangulation: using different instruments for the same

study.

4. Participants:The population for the study ( teachers, students … )

5. Procedure: - Data Collection: through different instruments - Data Analysis: survey results are analyzed in order

to answer the research questions - Interpretation and Evaluation: findings are

interpreted, and judgements are made about the problem

- Selection/Decision making: Findings may offer insights for those involved in educational administrations, syllabus design, curriculum planning, teachers and students .

In-Depth Textbook Evaluation using a Checklist

Task 6: Heads Together: Evaluating Gateway 2 using a Checklist• Using the Evaluation Checklist provided by the trainer, participants work in groups to evaluate different components of Gateway2• Each group work on a different component.• Groups share their findings and ideas

References Cunningsworth, A. (1984).Evaluating and selecting EFL teaching materials. London: Heinemann Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann. Hartley. (1994). Designing instructional texts. London: Kogan Page Ltd. www.ijhssnet.com (Centre for Promoting Ideas, USA). Quantification and Graphic Representation of EFL Textbook Evaluation Results . Theory and

Practice in Language Studies, Vol. 1, No. 5, pp. 511-520, May 2011 • The Reading Matrix .Vol. 5, No. 2, September 2005 .ESL TEXTBOOK EVALUATION

CHECKLIST .Joshua Miekley• Crystal Springs Books/Staff Development for Educators .www.crystalsprings.com

• How to Choose a Good ESL Textbook . Kathleen Santopietro Weddel ©2009 .Northern Colorado Professional Development Center

• Evaluating ELT textbooks and materials .Leslie E. Sheldon . ELT Journal Volume 42/4 October

1988 .Oxford University Press 1988

Littlejohn, A. & Windeatt, S (1989).Beyond Language Learning: Perspectives On materials design. In R.k. Johnson (Ed.) The second language curriculum. (pp. 155-175). Cambridge University Press.