The document outlines considerations for analyzing and evaluating content-area textbooks. It discusses analyzing the physical layout, content, chapter summaries and supplementary materials, vocabulary, and addressing special learning needs. Teachers are instructed to closely examine textbooks for strengths and problematic areas to determine if they should recommend the text for their school. The evaluation process involves substantiating descriptions with specific examples from the text. Teachers should select the best textbook overall while also planning to address any remaining problematic areas.

1. EDC448: Textbook Analysis and Evaluation In-Class Assignment
Unfortunately, no textbook is perfect! Effective teachers carefully analyze their textbook
and are aware of its strengths and problematic areas. Once teachers think about the text,
they can supplement material where needed, better direct instructional strategies while
using the text, anticipate difficult sections for students and plan accordingly.
Considerations for Analyzing and Evaluating Content-Area Textbooks
A. PHYSICAL LAYOUT
Do the authors organize the material in a clear and meaningful manner? Give specific textual
evidence to substantiate your description of the book’s overall layout.
• Are the chapters and subsections well organized?
• Does the table of contents represent a logical development of the subject matter?
• Are there common organizational features among all of the chapters that help students
organize new information they learn? (e.g., headings/subheadings, graphic organizers,
tables, proposed objectives, etc).
• Do the pictures, graphs, and charts work well with and support/extend the text itself? Do
they vividly illustrate the concepts covered?
• Are the captions present and helpful?
• Is the size of the print appropriate?
• Are there any “special features” at the beginning and end of the book that make the text
especially useful?
B. CONTENT
Do the authors present the material in an accurate, meaningful, and engaging manner? Give
specific textual evidence to substantiate your description of the content.
• Do you like the questions asked of students before, during, and after the chapters? Do
they call for mere literal recall, or do they stimulate students to think critically, apply
concepts, draw connections across ideas, or apply to one’s own interests and experiences?
• Are the examples ones that students can relate to?
• Does the text include quotations from primary sources and authorities to support and add
interest?
• Do the illustrations and examples fairly represent race, ethnicity, gender, and class? Are
the representations of people non-stereotypical?
• Are multiple and diverse perspectives offered in relation to the content?
• Do the chapters contain opportunities for self-assessment? Are there multiple formats for
self-assessment?
C. CHAPTER SUMMARIES AND SUPPLEMENTARY MATERIALS
Do the authors provide explanations of the intended goals and overall purpose for using the
material? Give specific textual evidence to substantiate your thinking.
Dr. Julie Coiro, EDC448

2. • Is each chapter’s main idea(s) or purpose for reading explicitly stated at the beginning?
• Do the chapters contain study guides, summaries, or other special features to help review
the major concepts during and/or after reading?
• Are there supplemental materials, such as workbook exercises, CD-ROM activities,
companion web resources, etc? If so, do they require students to do things that will
actually further their practice of a skill or their knowledge of the subject? Do you
consider them a valuable use of your and your students’ time or just busy work?
• Are suggestions and resources given for a teacher’s further exploration using primary and
secondary sources? (e.g., annotated bibliography, extension activities, etc.)
D. VOCABULARY
Are technical terms highlighted, defined well, and explained adequately for adolescent readers
when they are first introduced? Give specific textual evidence to substantiate your thinking.
• Is there an appropriate number of new terms introduced in each chapter?
• Are there relevant application examples of new terms?
• Does the text provide necessary background knowledge by reviewing or reminding
readers of previously acquired knowledge or concepts?
• Calculate the readability of the text. Is it appropriate for the grade level for which it is
intended?
E. ADRESSING SPECIAL LEARNING NEEDS
Do the authors suggest other resources and activities for students motivated to explore the area or
for students who have difficulties with specific objectives or specific tasks?
• Are the exercises appropriate for a range of populations or might some of the assignments
need to be adapted to support different kinds of learners?
• Is the material expressed in multiple ways (e.g., words, illustrations, photos) to support
different kinds of learners?
F. POTENTIAL PROBLEMS OR CONCERNS
What potential problems or concerns might you have for using this textbook and what are some
suggestions for remedying potential problems?
• For students (language, content, assessments, etc.)
• For teachers (too much material to be covered/too little information/too complex / too
superficial a treatment of the concepts, etc.
G. OVERALL EVALUATION
• Make a listing of the overall strengths and problematic areas in the text as a whole
• Would you recommend this text for usage in your school? Why or why not?
Dr. Julie Coiro, EDC448

3. OVERALL EVALUATION: Now that you have closely evaluated several textbooks, make a
decision about which text you would select for your school.
A. Select the WORST text: ___________________________________________________________
Overall Strengths Problematic Areas
In one sentence, indicate your reason for rejecting this textbook for our school.
B. Select the BEST text: _______________________________________________________________
Overall Strengths Problematic Areas
All texts have some problematic areas. How will you address the problems with the text you
have chosen? (e.g., instruction, additional texts, extra support)
Dr. Julie Coiro, EDC448