General criteria for evaluating educational materials can establish broad headings, while specific criteria depend on individual circumstances. The relationship between criteria and a draft checklist is intended for multiple-level analysis. The checklist considers practical considerations like affordability and whether all components are available. It also evaluates context relevance in terms of suitability for a course's length, aims, syllabus and exams. Context relevance further examines suitability for learners' age, level and culture, as well as available resources and evidence of suitability from local piloting. The checklist also gauges likely learner appeal through layout, visuals, topics and suitability over the medium term.

1. NUR SHAFIKA NABIL BT
AZMI
NOORUL MUZILLAH
NOR AISYAH JOHAR

2. General criteria is as headings or ways
summarizing sets o more specific criteria.
Specific criteria can be only determined
on the basis of individual circumstances.
Relationship between the criteria and
draft checklist intended for level analysis.

3. Practical considerations Yes / No
All components available?
Affordable?
Multi-level (i.e series)
Support for teaching and learning
Additional components :
Teacher’s book?
Tests?
Cassettes?
Suitable for self study?

4. Context Relevance Yes/No
Suitable for course:
Length of course?
aims of course?
Syllabus?
Exam?
Suitable for learners:
Age?
Level?
Cultural background?
Suitable for teachers
Required resources available?
Evidence suitability (e.g piloted in local context)

5. Likely to appeal to learners Yes/No
Layout
Visuals
Topics
Suitable over medium term (i.e unlikely to
date)