A
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
20
1 2 3 4 5 6 7 8 9 10
28 29 30 31
G
H
I
This information will be completed by facilitators
Book Level Uzbekistan Target Grade Level Number of Pages Number of Units Number of Lessons Limited (1)
Satisfactory (2) Strong (3)
Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency
Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency
Absent/Unusable (0)
Limited (1)
Satisfactory (2) Strong (3)
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
16 frames; Headings and subheadings; typographic cues such as bold, italics or changes in size of No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
Absent/Unusable (0)
Limited (1)
Satisfactory (2) Strong (3)
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
Absent/Unusable (0)
Limited (1)
Satisfactory (2) Strong (3)
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
CC1. The content addresses the Ministry of Public Education's vision for English Speaking 11 Nation and is in alignment with required curriculum standards for the subject, grade level and learning outcomes, including thinking and learning skills.
Absent/Unusable (0) No evidence
12
CC2. The content of the textbook is complete enough to be useful for classroom instruction in any school setting in the country.
No evidence
13
CC3. Is the text and illustrations culturally appropriate for the Uzbek students in target grades? Examples of what to look for: topics for discussion, dress code, holidays, human relations, etc.
No evidence
14
CC4. The Textbook is appropriate overall for the Uzbek context (incl. rural and urban, low-high resourced schools/families, teacher experience, social and cultural norms, etc.)
No evidence
SUB-SCORE
3. Structure and Organization SO1. Follows a clear and logical method for sequencing content. Examples of what to look for: Follows a sensible and easy to follow organizing principle; simple to more complex; 15 structured to more open-ended; topical, situational, subject, etc. SO2. The structure and format of materials allow students to access content and explicitly identify ideas and sequences. Examples of what to look for: Chapter or unit titles and/or
type; divisions of content such as borders, boxes, circles, highlighting, visual signposts, icons or color cues, etc. SUB-SCORE
4. Layout & Accessibility
are appropriate; divisions of content such as borders, boxes, circles, highlighting, visual signposts, icons or color cues; pages are not overcrowded with information.
L2. Graphics, illustrations, photographs are relevant to the text, with appropriate balance
18 between text and graphics (appropriate for grade level).
Examples of what to look for: Graphics help explain content in the text. SUB-SCORE
5. Content C1. Includes guidelines of overall content. Examples of what to look for: Clear and useful
19 table of contents; Scope and sequence chart; learning objectives; Glossary; Reference; Index; 37
F
British English, American English, Other
L1. Layout is consistent, attractive, and appropriate for the target grade level, age, and developmental stage of students. Examples of what to look for: Materials are well-organized;
33 34 35 36
E
Student Textbook Title Publisher Author(s) Publication Date
17 appropriate use of space and margin for ease of reading; size and format of print and visuals 32
D
1. STUDENT TEXTBOOK INFORMATION
2. Country & Cultural Appropriateness
22
27
C
EFL INTERNATIONAL SERIES APPRAISAL FORM - STUDENT TEXTBOOK
21
23 24 25 26
B
Form submitter [enter your name] Completion date [day/month/year]
1
etc.
1
Score 0 1 2 3
Comments/Rationale
Customization Notes
Comments/Rationale
Customization Notes
Comments/Rationale
Customization Notes
Comments/Rationale
Customization Notes
Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence 0 Score 0 1 2 3
0 Score 0 1 2 3
0 Score 0 1 2 3
J
A
38
B C2. Learning outcomes and/or objectives are articulated for each unit and/or lesson. Examples of what to look for: Learning outcomes/objectives in preface; Learning 20 outcomes/objectives in Unit/chapter introduction; Learning outcomes/objectives throughout chapter (e.g. before or after activities).
C
Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
C7. Cognitive/Academic Language Proficiency Skills (CALPS) - the language ability required for academic achievement. Examples of what to look for: activities involving academic skills and strategies for listening, reading, speaking, and writing; opportunities for collaborative learning 25 and discussion about text; upper grades may include assignments for writing research papers No evidence on specific topics, conducting an experiment by reading directions from a textbook, creating outlines, identifying main concepts, creating concept map of the text; portfolios; organizing and giving presentations; project-based activities.
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
Limited (1)
Satisfactory (2) Strong (3)
C3. Content is current. Examples of what to look for: Information and data are current and accurate; Sources of information are appropriately cited. C4. Content should connect to the daily lives of Uzbek students. Examples of what to look
22 for: Connections may be made to situations of daily home life, careers, community events, services, sports, leisure, or recreation, etc.
40
C5. Textbook encourages and supports students to continue learning outside of the
23 classroom. Examples of what to look for: Reading lists, related websites to let students read/listen extensively, and activities outside of school to practice the language.
41
24
C6. Content Language Integrated Learning (CLIL) - students learn a subject (e.g., science, art, history) and a second language at the same time.
No evidence
No evidence
No evidence
42
6. Pacing of Content P1. The amount of content is presented at a pace that allows students to comprehend. Examples of what to look for: The level of complexity or difficulty of content is appropriate for
51
Absent/Unusable (0)
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
Limited (1)
Satisfactory (2) Strong (3)
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
LT3. Positive values and attitudes Examples of what to look for: positive values and attitudes are cultivated towards the learning of 29 the language and towards the community of the target language; main characters project No evidence positive values; students are encouraged to have a "Can do" attitude in reviewing their lesson achievements; learning activities are interesting and motivate students to learn.
Limited evidence, both in consistency and frequency
Sufficient evidence, , both Consistent and in consistency frequent evidence and frequency
SUB-SCORE
7. Learning How does the textbook facilitate learning?
LT1. Explicit instruction/directions Examples of what to look for: clear statements of information, outcomes, directions, and 27 explanation: clear presentation and explanations of purposes, goals and expected outcomes, concepts, rules, information and terms, models, examples, questions, and feedback; directions about when and how to do activities. LT2. Guidance and support Examples of what to look for: Learning strategies; helps students learn how to learn; guidance and support (i.e. organizers, models, outlines) included at the appropriate level (scaffolding) to 28 help students safely and successfully become more independent learners and thinkers; varied learning strategies are modeled– e.g. mnemonics, concept mapping, role playing, visualizing, etc.
0 Score 0 1 2 3
No evidence
Absent/Unusable (0)
52
53
2
H
I
Consistent and frequent evidence
Limited evidence, both in consistency and frequency
available for teaching the subject. Instructional time for lower grades (1-4) is about 90 minutes per week, and for upper grades (G-5-11) is about 2.5 hours per week.
G
Consistent and frequent evidence
SUB-SCORE
26 the target level and students’ abilities, and allows for its coverage during the time periods
50
F
Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency
39
47 48 49
E
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
21
43 44 45 46
D Limited evidence, both in consistency and frequency
0 Score 0 1 2 3
Comments/Rationale
Customization Notes
Comments/Rationale
Customization Notes
J
A
B
C
D
E
F
LT.4 Units are learner-centered and provide opportunities for self-evaluation Examples of what to look for: activities help students recognize the outcomes of the 30 units/lessons as well as their own learning goals; students’ performance in learning activities provides feedback on how well they learn and directions for further learning; learning activities are designed to facilitate students to actively integrate, practice and apply new knowledge.
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
31
LT5. Active participation of students Examples of what to look for: respond orally or in writing; create visual representations (charts, graphs, diagrams, and illustrations); generate products; generate their own questions or examples; think of new situations for applying or extending what they learn.
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
32
LT6. Textbook includes grade and age-appropriate levels of activities and assignments that balance (a) LOTS and (b) HOTS. a) Lower-Order Thinking Skills (LOTS): Knowledge, Comprehension and Application; b) Higher-Order Thinking Skills (HOTS): Analysis, Synthesis and Evaluation.
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
Absent/Unusable (0)
Limited (1)
Satisfactory (2) Strong (3)
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
G
H
I
54
55
56 57
SUB-SCORE
58 59
8. Language & Readability LR1. The length and complexity of the text is level-appropriate for the target audience and
33 the texts are well-written. Examples of what to look for: text is easy to read for students at the No evidence target grade level.
60
LR2: Familiar and interesting language is used to motivate learning and understanding.
34 Examples of what to look for: The text connects with students’ prior knowledge, for example, by No evidence including examples that are familiar to students’ experience.
61
35 62
LR3. Textbook presents content that is free of typographical, grammatical, and visual errors. LR4: Textbook integrates the use of reference aids. Examples of what to look for: Reference
36 to multilingual glossaries, dictionaries with content area vocabulary translated into other languages known to the student.
63 64
SUB-SCORE
9. Communicative Language Teaching (CLT)
65 66
67 68
37
CLT is a learner-centered approach to language teaching appropriate to a given context of learning which promotes learners' communicative competence and places a primary focus on language use, fluency development, learner-centeredness, and the ability to communicate in a variety of settings.
0 Score 0 1 2 3
Absent/Unusable (0)
Limited (1)
Satisfactory (2) Strong (3)
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
0 1 2 3
39 SUB-score
0
69
40
Score
70
41
71 72
10. Comprehensiveness of Student Resources
Absent/Unusable (0)
Limited (1)
Satisfactory (2) Strong (3)
CSR1. Content is self-contained and sufficient to address effectively the learning targets of the curriculum without requiring the use of additional supplementary materials associated with the textbooks. Examples of what to look for: Scripts of audio/video materials in student textbook (or Teacher Guide); Completion of activities do not rely on multimedia.
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
SUB-SCORE
11. Universal Design for Learning (UDL) 73 74
UDL is an educational framework recognizing that all children learn differently and benefit from differentiated learning techniques in the classroom.
U1. Multiple means of learning information to address diverse learning styles
75
0 1 2 3
auditory, verbal, etc. (excluding multimedia); novelty and variety.
Comments/Rationale
Customization Notes
Comments/Rationale
Customization Notes
Comments/Rationale
Customization Notes
0 Absent/Unusable (0)
Limited (1)
Satisfactory (2) Strong (3)
Score 0 1 2 3
43 Examples of what to look for: content is presented in different ways (visual, tactile, kinesthetic,
Customization Notes
0 Score
CLT1.Textbook builds learners' ability to communicate in English - classroom tasks that equip students with the skills necessary for communication for inside and outside the classroom across the 4 skills: speaking, listening, reading, and writing; emphasis on cooperative and 38 No evidence collaborative learning; pair or group work; minimal amount of drilling; use of authentic texts; games, role plays, simulations, problem-solving tasks, and BICS (basic interpersonal communications skills) .
42
Comments/Rationale
No evidence
Limited evidence, both in consistency and frequency
3
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
J
A
76
77 78 79 80
81
B
D Limited evidence, both in consistency and frequency
E F Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
Limited (1)
Satisfactory (2) Strong (3)
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
G3. There is no sign of discrimination against persons because of their race or ethnicity, gender, religion, disability, nationality, occupation, or other characteristic. Examples of what to look for: text and visuals are not discriminatory or otherwise offensive; assignments are 48 supportive of diversity and encouraging students to respect, honor, and embrace differences in No evidence others; promote a positive self-image for members of all groups, and provide for the development of healthy attitudes and values; text and activities highlight importance and contributions of diverse groups, cultures, and heritage.
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
U3. Multiple means of engaging, stimulating, and motivating students to learn. Examples of what to look for: textbook incorporates students' interests, offers appropriate challenges, and assignments that are challenging, yet achievable; increases student motivation and confidence); No evidence 45 meaningful and purposeful activities, opportunities for students to ask their own questions, set their own goals. SUB-SCORE
12. Gender Equality & Social Inclusion (GESI)
Absent/Unusable (0)
G1. Content is free from gender bias, promotes equality in gender relationships. Examples of what to look for: persons of all genders are included in text and images, there is no stereotyping of gender work roles (male/female occupations and lifestyles [housework/childcare 46 No evidence for women vs. doctor, engineer and computer programmer for men]), using he/she equally in text). G2. Content is sensitive to social inclusion. Examples of what to look for: balanced and substantial representation of diversity; text and images promote and embrace diversity and
47 equality; persons with disabilities (e.g., people in a wheelchair, wearing glasses, using a
cane/crutches, service dogs), persons of different ages (young and elderly), diverse ethnic groups (skin color, names, clothing), socio-economic diversity, urban-rural, etc.).
82
83 84 85 86
C
U2. Multiple means of action and expression are available. 44 Examples of what to look for: learners have alternatives for expressing what they know through No evidence reading, writing, describing, finding, drawing, etc.; varied forms of activities.
SUB-SCORE
13. Multiculturalism and Interculturalism
Absent/Unusable (0)
Limited (1)
Satisfactory (2) Strong (3)
MI 1. Multiculturalism. Multiculturalism refers to the diversity of cultures represented in a society, nation, or a particular setting. Examples of what to look for: reflection and comparison of students' own cultures and other cultures, languages, and ethnicities in order to develop awareness, understanding, and appreciation of these cultures.
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
MI 2. Intercultural Communication refers to the interaction of and relationship between different cultural groups. Examples of what to look for: Exhibits of exchanges between diverse cultural groups, discussion of diffrent cultural norms and traditions at the local, regional, 50 national or international levels; opportunities for dialogue between the different cultural groups No evidence (across language, nationality, age groups, ethnicty, etc.). Topics may include: current global issues, and assignments that encourage students to engage with other cultures through research, interviews, role plays, simulations, etc.
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
Absent/Unusable (0)
Limited (1)
Satisfactory (2) Strong (3)
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
49
G
0 Score 0 1 2 3
0 Score 0 1 2 3
H
I
Comments/Rationale
Customization Notes
Comments/Rationale
Customization Notes
Comments/Rationale
Customization Notes
87
88 89 90 91
92
SUB-SCORE
14. Assignments & Assessments AA1. Includes both formative and summative assessment, practice tasks and tests appropriate for the average student in the Uzbek context. Examples of what to look for: 51 assessment methods that are age and developmental stage appropriate using language proficiency scales; and materials that provide support for students in completing instructional activities that are age and grade-level appropriate. AA2. Enables students to demonstrate communicative language ability. Examples of what to look for: assessment that requires students to perform, create, produce, or do something; use
52 real-world contexts or simulations; use tasks that represent meaningful instructional activities; 93
build up to higher level thinking and problem-solving skills; varied forms of assessments (selfassessment, peer assessment, and some learning tasks without formal assessments). AA3. Provides model answers, or suggested answers for all the exercises and assessments. Examples of what to look for: Materials include test items, study guides, learning
53 activities and projects. Review activities include self-checks or quizzes. Formats might include 94 95
worksheets, workbooks, journals, charts or maps. Feedback might be in the form of answer keys in student materials. SUB-SCORE
0 Score 0 1 2 3
0
4
J
A
B
96 97 98 99 100 101 102 103 104 105 106 107 108 109
54 55 56 57 58 59 60 61 62 63
110 111
C
1. TEACHER'S GUIDE INFORMATION
Information to be completed by facilitators
2. OVERALL CONTENT
Absent/Unusable (0)
64 OC1. TG in line with the vision and mission of the Ministry of Public Education*
114
No evidence
65
OC2. TG covers a comprehensive landscape for the target grade level based on student standards and learning objectives, and international best practices in EFL instruction
No evidence
66
OC3. TG is appropriate overall for the Uzbek context (i.e., rural and urban, low-high resourced schools/families, teacher experience, social and cultural norms, etc.)
No evidence
OC4. TG can be used by Uzbek teachers (without extensive in-service workshops), is sensitive
67 to different capacities of teachers, and is comprehensible for the typical Uzbek EFL teacher Vis No evidence a Vis assumed level of English language proficiency
115
68
OC5. TG provides guidance for instructional methods that are age and developmental stage appropriate
No evidence
69
OC6. TG provides guidance for assessment methods that are age and developmentally appropriate
No evidence
70
OC7. TG addresses issues related to gender equity and social inclusion in teaching and learning.
No evidence
116
117
118 119
SUB-SCORE
120 121
3. DESIGN
Absent/Unusable (0)
71 D1. TG shows overall quality in editing and publishing (e.g., cover, typeface, illustrations, etc.)
No evidence
D2. Layout is consistent, attractive, and appropriate for the typical Uzbek EFL teacher and makes it easy for EFL teachers to find their way around the Teacher Guide
No evidence
122
72 123
73 D3. Pages are not overcrowded with information
No evidence
124 D4. TG is easy to use, provides directions for the teacher to find overall content. For example,
74 TG includes clear and useful table of contents, scope and sequence chart, student standards, 125
learning objectives, glossary, references, index, etc.
D5. TG shows a clear and logical method for sequencing content (i.e. follows a sensible and
75 easy to follow organizing principle; simple to more complex; structured to more open-ended; 126
E
F
G
H
I
Comments/Notes
Teacher's Guide Title Publisher Author(s) Publication Date British English, American English, Other Book Level Uzbekistan Target Grade Level Number of Pages Number of Units Number of Lessons
112
113
D
EFL INTERNATIONAL SERIES APPRAISAL FORM - TEACHER'S GUIDE
topical, situational, subject, etc.
No evidence
No evidence
Limited (1)
Satisfactory (2) Strong (3)
Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency
Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency
Limited (1)
Satisfactory (2) Strong (3)
Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency
Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency
5
Score 0 1 2 3
Comments/Rationale
Customization Notes
Comments/Rationale
Customization Notes
Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence
Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence
0 Score 0 1 2 3
J
A
127
B
C
D6. Size and format of print and visuals are appropriate and have taken accessibility into 76 account. Use of color, symbols, and icons assist in teacher understanding (colors are selected with accessibility in mind)
No evidence
77 D7. Can be utilized by teachers in low-tech and high-tech school environments
No evidence
128
78 129 130 131 132
133
D8. Is sufficient as a stand-alone document to facilitate teaching and learning (in the event that No evidence limited teacher professional development is available) SUB-SCORE
4. INSTRUCTIONAL SUPPORT
Absent/Unusable (0)
IS1. Is appropriate overall for supporting Uzbek teachers at their current capacity level and 79 helps them build their teaching capacity by providing strategies and pedagogical approaches to No evidence teach EFL
80
IS2. Can accommodate the practical constraints with which teachers must deal (e.g. availability of audio-visual equipment, pictorial material, class size, classroom geography)
No evidence
81
IS3. Materials are appropriate for the instructional time allotted and do not make too many demands on teachers' preparation time and students' homework time
No evidence
82
IS4. There is a full range of supplementary instructional materials available in print (e.g. games, No evidence graphic organizers, handouts, study guides, flashcards)
83
IS5. There are helpful notes about potential problems which may arise regarding language items and/or instructional strategies in the classroom
No evidence
84
IS6. Provides clear and adequately flexible guidance in selecting and sequencing units, unit lesson planning, and integrating them into the program as a whole
No evidence
85
IS7. Suggests alternative routes through activities, lessons or units which can be helpful when things do not go according to plan
No evidence
86
IS8. Builds teacher knowledge about and provides tasks and activities that develop students’ different cognitive functions and levels (Bloom’s Taxonomy, LOTS and HOTS)
No evidence
87
IS9. Includes guidance and methods for skills integration (listening, speaking, reading, writing, vocabulary, grammar) and through targeted single skill
No evidence
88
IS10. Provides instruction and rationale for individual, pair, and group work tasks and activities and guidance on pair and group work formation
No evidence
134
135
136
137
138
139
140
141
142
89 IS11. Includes methods for teaching basic interpersonal communication skills (BICS)
No evidence
90 IS12. Includes methods for teaching cognitive academic language proficiency skills (CALPS)
No evidence
143
144
91 145
IS13. Builds teacher knowledge of use of authentic texts (i.e. texts written for the public. blogs, No evidence email, novels and text genres (i.e. informational, narrative, persuasive, descriptive, poetry, etc.) IS14. Includes themes and content that fosters multicultural learning and provides enough
92 cultural information to enable teachers to interpret appropriately the situations represented in 146
the learning materials
No evidence
D Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency
E Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency
Limited (1)
Satisfactory (2) Strong (3)
Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency
Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency
6
F
G
H
I
Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence
Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence
0 Score 0 1 2 3
Comments/Rationale
Customization Notes
J
A
147
B
IS15. Includes instructional activities to support teachers in developing student intercultural 93 communication
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
Absent/Unusable (0)
Limited (1)
Satisfactory (2) Strong (3)
Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency
Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
IS17. Includes information on diverse forms of English (e.g. American, British, regional, formal, No evidence informal, etc.) IS18. Contextualization: TG addresses potential difficulties in understanding the cultural setting and background in the materials; provides sufficient information about, and explanation of teachers on how to handle these situations (i.e., graphics, reference to unfamiliar sports, holidays, expressions, etc.) SUB-SCORE
150 151 152 153
5. ASSESSMENT 97
154
A1. TG provides support for teachers on conducting diagnostic, formative and summative assessment methods and tasks for student feedback and to inform their teaching
98 A2. TG identifies the student learning standards and aligns assessment to those standards 155
99 156
100
No evidence
No evidence
No evidence
A3. Provides assessments that are appropriate for the average student in the Uzbek context and suggestions for differentiation, guiding students to demonstrate in different ways what they No evidence have learned through reading, writing, describing, finding, drawing, and varied forms of activities. A4. Provides answer key, model answers, or suggested answers key for all the exercises and assessments A5. Provides guidance to the teacher on when and how to correct students' language and
101 about the likely responses of English language learners and suggests various kinds of correction
A6. Includes culturally sensitive guidance on adapting content, teaching methods, and
102 assessments that are appropriate for students of different language competencies, students
162 163 164 165
No evidence
No evidence
95
96 unfamiliar topics, images, and technical terms used in narrative; and provides suggestions for
159 160 161
E Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency
IS16. Contains activities which ensure the teaching of both language and content such as science, geography, art, etc. (i.e., CLIL)
149
158
D Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency
94 148
157
C
with disabilities, and of various socioeconomic, religious, and diverse ethnic backgrounds
No evidence
No evidence
No evidence
I
0 Score 0 1 2 3
Comments/Rationale
Customization Notes
Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence Consistent and frequent evidence
0
Absent/Unusable (0)
Limited (1)
166 167 168
2. Would you recommend the selection of this series of ST and TG? Overall Score
Do not recommend
Use after heavy customization
Satisfactory (2) Strong (3)
Moderate customization
Minor or no customization needed
Use after light customization
Use with no or minor customization (Off-the-Shelf)
Comments and Rationale for Customization (Keep your notes and share your opinions during group discussion)
1. What reasons do you have for selecting or not selecting this series? State your rationale.
170 171 172 173
H
Consistent and frequent evidence
TEAM CONSENSUS ON OUTCOME OF APPRAISED TEXTBOOKS IN-DEPTH APPRAISAL CUSTOMIZATION
G
Consistent and frequent evidence
SUB-SCORE
1. Indicate the extent to which this Series of Student Textbook and Teacher's Guide will need to be customized, or modified to meet the needs of the teachers and students in the Not feasible to Heavy Uzbek context for the next five years. Consider the availability of resources in the customize under current customization classrooms and in schools in all regions of the country. The textbooks will be available to conditions schools in print form only. There will be no supplemental audio-visual package to accompany the books.
169
F Consistent and frequent evidence
Examples: List top 3 reasons for selecting this series, or top 3 reasons for NOT selecting this series.
7
Score 0 1 2 3
Comments/Rationale
Customization Notes
J
A 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189
B
C
D
E
F
G
H
I
2. What will be the main challenges for customization of the ST and TG?
Examples: List top 3 challenges for customizing this series. How these series could be a better fit for the Uzbek teachers and students? Take into consideration the Uzbek educational context, schools settings and resources available to schoolteachers and language learners in all regions of the country.
3. How would you address these challenges? Suggest ideas for how the series could address the needs and interests of Uzbek teachers and students better. Areas for consideration: Cultural and linguistic appropriateness; technical and resource-dependent (multi-media) content; visuals and graphics that communicate intended messages to the target audience (in case they refer to unfamiliar topics and vocabulary). Examples: How would you address the 3 top challenges for customization? Areas for customization may include, but are not limited to: Modifying and integrating supporting materials in one stand-alone Student textbook. You may ask: How would a textbook that contains many references to audio-visual materials, DVDs, etc., could be adapted to a print version without losing its value? Could the content of videos, songs, stories, and dialogues be transcribed and added to the textbook?
8
J
