TEXTBOOK EVALUATION

Introduction



Such types of question help the learner to choose among alternative by judging which the best is. They do not have any single or correct answer. It requires the learner to judge the merit of an idea, a solution to a problem.it may also ask the learner to offer an opinion.
Cunningsworth (1995) and Ellis (1997) have suggested that there are three different types of material evaluation. They argue that the most common form is probably the 'predictive' or 'pre-use' evaluation that is designed to examine the future or potential performance of a textbook. The other types of textbook evaluation are the 'in-use' evaluation designed to examine material that is currently being used and the 'retrospective' or 'post-use' (reflective) evaluation of a textbook that has been used in any respective institution.
While making a textbook authors concentrate on some points or be sure about the qualification that they are of an acceptable level of quality, usefulness, and appropriateness for the context and people with whom they are being used. While the literature on the subject of textbook evaluation is not particularly extensive, various writers have suggested ways of helping teachers to be more sophisticated in their evaluative approach, by presenting evaluation 'checklists' based on supposedly generalizable criteria that can be used by both teachers and students in many different situations.
Teachers spend much time using textbook in class. So, choose an appropriate one is important. In the checklist will make the textbook selection more efficient and more reliable.
Teachers may use this checklist to make a decision between two potential reading textbooks or a greater number. Begin by assigning a weight (M-Mandatory, O-Optional, or N-Not applicable) to each question while keeping in mind the reader’s function in your classroom. This will familiarize you with the questions and assure that your bias for particular reader does not determine the weight of the questions. Next, peruse the reader. Then, rate it (4-Excellent, 3-Good, ect.) for as many questions as possible. For example, if the reader is full of activities in which students are required to think critically about authentic texts, you could circle “4” (Excellent) for questions I.a.iii, I.a..iv, and I.c.vii(see Checklist). If you have unanswered questions, scan the reader to find an answer. After completing this process for all the readers you are considering, compare the checklists to determine which reader is the most effective and the best fit for your context.
Since reading is so important in second language learning.we must utilize research on second language reading both in classroom instruction and during the process of selecting a reading textbook and this checklist be a valuable asset in accomplishing that goal.


CRITERIA TO EVALUATE TEXTBOOK

1.TEXTBOOK


A. Content
i. Is the subject matter presented either topically or functionally in a
logical, organized manner?
ii. Does the content serve as a window into learning about the target
language culture (American, British, ect.)?
iii. Are the reading selections authentic pieces of language?
iv. Compared to texts for native speakers, does the content contain
real-life issues that challenge the reader to think critically about
his/her worldview?
v. Are the text selections representative of the variety of literary
genres, and do they contain multiple sentence structures?

B. Vocabulary and Grammar

i. Are the grammar rules presented in a logical manner and in
increasing order of difficulty?
ii. Are the new vocabulary words presented in a variety of ways (e.g.
glosses, multi-glosses, appositives)?
iii. Are the new vocabulary words presented at an appropriate rate
so that the text is understandable and so that students are able to
retain new vocabulary
iv. Are the new vocabulary words repeated in subsequent lessons to
reinforce their meaning and use?
v. Are students taught top-down techniques for learning new
vocabulary words?

C. Exercises and Activities

i. Are there interactive and task-based activities that require
students to use new vocabulary to communicate?
ii. Do instructions in the textbook tell students to read for
comprehension?
iii. Are top-down and bottom-up reading strategies used?
iv. Are students given sufficient examples to learn top-down
techniques for reading comprehension?
v. Do the activities facilitate students’ use of grammar rules by
creating situations in which these rules are needed?
vi. Does the text make comprehension easier by addressing one
new concept at a time instead of multiple new concepts? (
vii. Do the exercises promote critical thinking of the text?

D. Attractiveness of the Text and Physical Make-up

i. Is the cover of the book appealing?
ii. Is the visual imagery of high aesthetic quality?
iii. Are the illustrations simple enough and close enough to the text
that they add to its meaning rather than detracting from it?
iv. Is the text interesting enough that students will enjoy reading it?

2.TEACHER’S MANUAL

A. General Features

i. Does the manual help teachers understand the objectives and
methodology of the text?
ii. Are correct or suggested answers given for the exercises in the
textbook?

B. Background Information

i. Are teachers shown how to teach students to use cues from
morphology, cognates, rhetorical relationships, and context to assist
them in lexical inferencing?
ii. Is there a list of true and false cognates for vocabulary words?

C. Methodological Guidance

i. Are teachers given techniques for activating students’ background
knowledge before reading the text?
ii. Are teachers given adequate examples for teaching students to
preview, skim, scan, summarize, and to find the main idea?
iii. Does the manual suggest a clear, concise method for teaching
each lesson?

D. Supplementary Exercises and Materials

i. Does the manual give instructions on how to incorporate audiovisual
material produced for the textbook?
ii. Does the manual provide teachers with exercises to practice, test,
and review vocabulary words?
iii. Does the manual provide additional exercises for reinforcing
grammar points in the text?

III. Context

A. Is the textbook appropriate for the curriculum?
i. Does the text coincide with the course goals?

B. Is the textbook appropriate for the students who will be using it?

i. Is the text free of material that might be offensive
ii. Are the examples and explanations understandable?
iii. Will students enjoy reading the text selections?
iv. Will the content meet students’ felt needs for learning English orcan it be adapted for this purpose?

C. Are the textbook and teacher’s manual appropriate for the
teacher who will be teaching from them?
i. Is the teacher proficient enough in English to use the teacher’s
manual?





We have seen the checklist based criteria to evaluate textbook let’s we try to evaluate textbook of standard 12.

NAME OF BOOK: ENGLISH (second language)

STANDARD : 12

PRICE : 18=00

Published by : M.A.Patel director on behalf of Gujarat state board of school
textbook,vidyayan; sector 10-A

Printed by : Dr.mukesh talati Bhavana offset Pvt. Ltd,
25,New Grain market
Nr. Gayastri Diary ,Khokhara,
Ahmedabad, Ph:22175574

English(second language) 12 th standard text book evaluation

Textbook

a. Content

In the book when we focused on index we can find out poems among with prose every title of lesson give hints about the lesson. The lesson ‘secret for two ‘shows something is secreting for two. My childhood, the poem Pity the nation, The trunk of Ganesha all titles give hint about the lesson or about the content. So, tittles are also play important role to understand the concept of lesson. At the last supplementary reading task are also given which incr4ease students’ confidence level.

Subject matter is organized in well manner. The organization of each lesson is start with pre-task and then reading task glossary, comprehension, vocabulary, language work activity and writing.
In India English use as second language and this book provide us for second language teaching and learning. We can find some Indian words in the book like, Karma maharani maharaja, Kiritbhai.
In unit 2 ‘Playing the game’ a boy named Alan help to an old man. By this student can learn to help other people. Alan losses match even though his father gets him a bicycle for Alan. By this student will get great impairment. Sentence structure is excellent. In the textbook authentic language is used. By the reading task student get knowledge as well as learn language also.


b. Vocabulary and grammar

In the textbook vocabulary and grammar are used very interactively. Each and every lesson teaches student some important and useful vocabulary and grammar. In every unit for difficult words glossary are given after reading task. And in exercise grammar and task are given.
In the vocabulary side student can learn various words, glosses, multi glosses appositives. In the book new vocabulary are given as level of student. Vocabulary is understandable for students. Some difficult words are repeated in some appropriate distance.
In the part of exercise there are various exercise are given to increase vocabulary of students. For e.g. how to adjectives are formed by adding appropriate suffixes, prefixes, antonym, verbs etc.

c. Exercise and activity

In the textbook task based activity are very interactive and useful to communicate with new vocabulary. there are various kind of exercise and activity like in first poem ‘karma’ student learn comprehension, vocabulary like word prefix, antonym . At last three monkeys are given and ask student to write something about the picture. Likewise, there are many activities in this book are given to do. In every lesson there are different kind of exercise are given.
In the exercise student can learn comprehension based exercise, vocabulary exercise, grammar based exercise, language work, activity, writing. So, in all the way in this book exercise are interactive and learnable. Instruction of exercise is very clear and understandable to what should do. By using exercise student can learn grammar points in easy way. Every exercise promote student to think critically.

d. Alternativeness of textbook and physical make up

The cover of textbook is alternative and shows that how world is developing. The front part of cover we can see name of book ENGLISH (second language), STD-12. The picture of cover is appealing globalization of world. Three persons use computer for different purpose. One is about agriculture, second is about akash darshan, and third one is about science. So, cover of book shows now are days of globalization.
On the back side of cover there is an article about youth which increase enthusiasm in youth. Beside the article the picture of missile is drawn. At the last the symbol of publisher’s board is given and then the name of publishers is given GUJARAT STATE BOARD OF SCHOOL TEXTBOOK, GANDHINAGAR.’
Page of cover are colorful and attractive. So, student can attracts at book. There are 154 pages in the book. After opening the cover the name of book standard, pledge, price, and then symbol of board and name of board are given which are useful for every student to live in the country. So, physical make up of book is simple enough and close enough to add its meaning and for student it an interesting book to reading.



Teacher’s manual

a. General features

The manual of textbook helps teachers to understand the objectives and methodology .in the beginning part of some points are given about textbook which helps teachers to understand concept about the textbook. In the entire unit pre-task are also given at the beginning. By using pre-task teachers can understand background information.


b. Methodological guidance

In the textbook techniques are given and by using the techniques teacher can explain easily like pre task , reading task, glossary, comprehension, vocabulary, activity, writing methods are used in well manner .


c. Supplementary exercise and materials

The last part of textbook is given as supplementary reading. the lesson like ‘how to kill by kindness’ ‘I keep my tryst with Everest’, ‘packing’, ‘city of tabors’ and s like ‘home sickness’, and beautiful thing. The last lesson is about jokes ‘funtime’at the last student will close book with smiley face.


Context

The textbook is constructed for second language learner. The book is appropriate for the curriculum. The textbook coincide with course goal.
The textbook is appropriate for 12 standard students for learning English as second language. Because in the book example and exercise are understandable as their level. Student can do exercise interactively. student can also enjoy reading this book because there are many interesting lesson are given like ‘secrete for two’, ‘uncle ken on the job ‘,’honesty comes from heart’,’ I was not alone in my cell’, ‘Dear Mr. frank’etc. Supplementary part is also interactive. It helps to students to learn English as well as speak English.
The manual is appropriate for the teachers. it helps teachers to teach student in well manner and make classroom full of interaction.


To evaluate a textbook checklist is vary important method. Evaluation of any book is not very easy but evaluation make textbook selection more efficient and more reliable.

EVALUATION CHECKLIST OF 12th STANDARD TEXTBOOK


TEXTBOOK EVALUATION CHECKLIST


1. TEXTBOOK Rate

a. Content 4

b. Vocabulary and grammar 4

c. Exercise and activity 4

d. Attractiveness of the text and physical make up 4

2. TEACHER’S MANUAL

a. General features 4

b. Background information 4

c. Methodological guidance 4

d. supplementary Exercise and ,Materials 4

3. CONTEXT
a. Is the textbook appropriate for the curriculum? 4

b. Is the textbook appropriate for the student who. 4

will be using it?

c. Are the textbook and teacher’s manual appropriate 4

for the teacher who will be teaching from them?

So checklist shows that the 12th standard book is appropriate book for second language learner. The book comes in category of excellent work.



Conclusion
The evaluation of a textbook is not simple but evaluation makes the textbook more efficient and more reliable. So, evaluation is also very important part of textbook.




Bibliography

Newman, M. & Pujol, M. (1996). Towards an ESOL literature. Teaching English as
a second of foreign language. Retrieved on February 14, 2005, from http://www.writing.berkely.edu/TESL-EJ/eja2.html.

http://www.ecu.edu.au/ses/research/CALLR/onlinejournal/1999/Sharifian99.htm.

Skierso, A. (1991). Textbook selection and evaluation. In Celce-Murcia, M. (Ed.)

Auerbach, E.R. & Paxton, D. (1997). “It’s not the English thing”: Bringing reading
research into the ESL classroom. TESOL Quarterly, 31(2), 237-261.