STANDARDIZATION OF TEXTBOOK EVALUATION CRITERIA THROUGH DEVELOPMENT OF QUALITY TEXTBOOK INDICATORS
By: Dr. Khalid Mehmood
INTRODUCTION & ABSTRACT:
echnical Advisor, Canada-Pakistan Basic Education Project (CIDA), Lahore. Curriculum products such as textbooks are evaluated to ensure their quality prior to large scale implementation and this evaluation is done by textbook developers or by those who make selection or adoption decisions. Garvin (1988) gave framework that gives eight dimensions to define quality products. Literature on curriculum defines the quality of textbooks that is based on social needs, overall educational objectives, and up-to-date pedagogical and psychological theories of learning. The study reported in this paper identifies indicators based on the Garvin’s framework of quality products and what literature suggests as essentials of quality textbooks. These indicators were
validated by panel of experts through Delphi Technique. Finalized indicators included: curriculum policy and scope, text reliability, vocabulary, illustrations and format, horizontal and vertical alignment of the text, cognitive development, critical and creative learning, assessment and evaluation, acceptability, environment and bias free. In consultation with experts, compliance conditions of each indicator were also developed and rubric for each of the compliance condition have also been identified in the study. Using these indicators as a general guideline, the evaluation process of textbook could be standardized and it would able to guide evaluators to evaluate textbooks across curriculum areas using a measuring or quantitative methods. It is assumed that the textbooks being evaluated through these guidelines are intended for all learners.