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- Is it compatible with the Syllabus?
- Does it support the principles underlying the
Syllabus?
- Does it present major concepts in multiple ways?
- Does it recognise prior knowledge and provide advance
organisers?
- How does it define concepts and by key
vocabulary?
- What are the literacy assumptions implicit in the
text - does it incorporate a strategy?
- Does it match student level?
- Does it sequence and structure the content
logically?
- Can the activities
a) be completed using the text?
b) extend the student's thinking?
- Does the text integrate tech ology and the
Internet?
- Is the text useful for independent learning or
supporting classroom?
- Do the diagrams and graphics support the text or
provide a parallel narrative that has been taught as
well?
- Does the text contains biased, stereotype or
culturally insensitive material?
- What are the assessment implications of the
text?
- Does the text recommend alternative resources for
projects and material for selections of varied
activities?
- Is a teachers' guide or support material
available?
- Does the text integrate individual, group and
whole-class activity (key competencies)?
- Is the text engaging for students?
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Cloze test pages of different texts with the same
classes: compare results.
Undertake SMOG and concept load analyses.
Hold staff meetings, discuss evidence and then choose
texts.
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Criteria used for Australian awards for Excellence in
Education Publishing:
1. Clarity of writing
2. Integration of graphics.
3. Layout and design
4. Implied pedagogy
5. Innovation and Plan
6. Representation of discipline
7. Research of content
Check out Research and Textbook on the Website. http//:alex.edfac.usyd.edu.au/
LocalResource/TREAT/
TREAT.htm
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