Textbook Evaluation - Glencoe Math

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Textbook Evaluation Form

Introduction
The authors of Differentiating Textbooks have identified the elements that they believe
are essential to a good textbook and their information has been compiled into this textbook
evaluation form. Used as a general guideline, it will in enable you to evaluate textbook across
curriculum areas using a measured, or quantitative, method. It is assumed that the textbooks
being evaluated are intended for all learners.
Using a scale from 1 (poor) to 4 (excellent), you will rate each category based on its
accompanying description. Occasionally, you may find that some do not apply to the subject area
you are considering, and in such instances you would simply mark N/A (not applicable) rather
than assign a numerical rating. After completing the form, tally your ratings, so that you can
quickly note which textbooks received the highest marks. You may want to keep the forms on
file for future reference within a department, as they could be used to compare existing textbooks
with possible replacements.
Book Title: Ratings
Author(s): Publisher: 1 (Poor) 2 (Fair) 3 (Good) 4 (Excellent)
Table of Contents: 2
Material is presented in an order that makes sense for
teaching. For example, a building approach is used with
math and science subject; new material is based on
previously taught skills or already defined/discussed
information.
Glossary: 4
Unfamiliar or specialized terms are well-defined and their
pronunciations are included.
Bibliography: N/A
List of books and other reference works used by author(s) is
comprehensive and up to date. (Check publication dates to
see if materials are current.)
Recommended Reading: N/A
Includes works that enable the reader to pursue further
information.
Web Sites: N/A
Include direct links to pertinent information. (Randomly
check a sampling of sites for current availability and to see
if they indicate how recently they were updated.)
Index: 4
Index is thorough and easy to use, and consists of entries
that are detailed and cross-referenced.
Book Title: Ratings

Adapted from © Crystal Springs Books/Staff Development for Educators
www.crystalsprings.com · www.sde.com · 1-800-321-0401
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Writing Style: 3
Writing is descriptive and thought-provoking, and fosters
visualization, sparking the reader’s imagination on many
levels. Vocabulary consists of words that are both familiar
and challenging, and words the reader may not know are
clearly defined. Main ideas are explicit, not imbedded in the
text.
Headings/subheadings: 3
Headings and subheadings support the content and preview
what is coming so that the reader gets a clear idea about the
section and can make predictions and read for purpose -
helpful with before-reading activities. Wording is explicit
rather than vague or ambiguous.
Captions and labels: 2
Captions and labels are accurate and informative, and
supplement the text or main ideas in that part of the book.
Sidebars: 4
Sidebars augment the text by highlighting incidental or
little-known information, or by expanding upon points or
ideas mentioned in the text.
Topic sentences and section/chapter previews: N/A
These communicate what is being discussed/developed in
the paragraph or section/chapter; allow the reader to
establish, identify, and absorb main ideas; and provide
helpful information for before-reading activities.
Section/Chapter Summaries: 4
Key ideas and main points supporting the topic discussed in
the section/chapter are clear and accurately restated.
Extension Activities: 4
Includes relevant activities offering sufficient practice so
that the student can reinforce and retain what has been
taught. Activities focus on different ways in which students
might continue their study based on various learning styles.
Page Layout: 2
The text is complemented/supported by graphic elements
(illustrates, photographs, maps, charts, etc.) that follow the
less-is-more rule: they do not crowd the page or overwhelm
the student with too much textual or visual information.

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Book Title: Ratings

End-of-Section/Chapter Comprehension and Critical- 4
Thinking Questions:
The questions make connections between the learned
content, allow the reader to reflect on main ideas, and
extend critical thinking about past and future events.
Questions also are multi-leveled, i.e., there are questions
that the reader can answer by looking in a specific place in
the text, some that require the reader to look for clues in
what they have read and combine these with prior
knowledge. The number of questions included provides
ample practice for students.
Type Style, Line Length, and Leading: 4
The point size of the type, length of the line of type, and
space between each line all work together, producing a page
that is not only visually appealing but also readable and
accessible. (A line of text is usually easier to read if it does
not span more than half the width of the page.)
Graphic Elements (photographs, illustrations, maps, 4
charts, etc.):
Graphics are located with the text that they refer to rather
than pages before or after it.
Graphics are consistently identified with call outs, such as 3
Figure 1, Figure 2, etc.
Maps and charts include keys or legends that explain what 2
the symbols mean.
Each photograph includes a caption that succinctly 2
identifies it and makes a direct connection between it and
the text.
At least half of the graphics are in color. 4
Total Each Column 10 9 36
Grand Total 55


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Page 1 of 3

Textbook Evaluation Form

Book Title: Ratings

Author(s): Publisher: 1 (Poor) 2 (Fair) 3 (Good) 4 (Excellent)

Adapted from © Crystal Springs Books/Staff Development for Educators

Book Title: Ratings

Adapted from © Crystal Springs Books/Staff Development for Educators

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