Materials Evaluation criteria (adapted from Tomlinson 2008, pp. 28-29; Mukundan & Nimehchisalem 2012 ) 1. Suitability of learners It is compatible to the age of the learners. It is compatible to the needs of the learners. It is compatible to the interests of the learners. To what extent are the texts likely to interest the learners? To what extent is the exposure to English in use likely to be meaningful to the target learners? 2. Reading text Texts are interesting. Texts are culturally relevant. Texts are culturally appropriate. 3. Learning teaching content. Cultural sensitivities have been considered. To what extent do the materials provide opportunities for cultural awareness? The language in the textbook is natural and real. To what extent do the materials provide exposure to English in authentic use? The situations created in the dialogues sound natural and real. To what extent are the materials likely to sustain positive impact? To what extent do the materials treat English as an international language? 4. Task Most of the tasks are interesting. Tasks move from simple to complex. Task objectives are achievable. 5. Activities They are adequate. They are learner friendly. They match the syllabus specifications. The activities can be exploited fully. Activities can work well with methodologies in ELT. They help students who are under/overachievers. Activities are developed to initiate meaningful communication. Activities have achievable goals and take into consideration learner capabilities. Activities are balanced between individual response, pair work and group work. To what extent are the activities likely to provide achievable challenges to the learners? To what extent are the activities likely to engage the target learners affectively? To what extent are the activities likely to engage the target learners cognitively? To what extent do the activities provide opportunities for learners to make discoveries about how English is used? To what extent do the activities provide opportunities for meaningful use of English? Graphic novel Evaluation Criteria From: Paula E. Griffith 2010. Graphic Novels in the Secondary Classroom and School Libraries, Journal of Adolescent & Adult Literacy 54(3) November 2010 doi:10.1598/JAAL.54.3.3 6. Criteria for format evaluation are as follows: Does the graphic novel have an interesting cover that correctly depicts the content? Are the illustrations arranged in a way that readers can easily follow the sequence? Do the gutters (i.e., the spaces between the illustrations) aid comprehension or distract the reader? Is the text clearly readable with an appropriate font and font size? Does the white space between the text, frames, and illustrations help readers move through the book, or are the pages too busy? Is there a glossary to assist with vocabulary in nonfiction graphic novels? Is there a table of contents or index to help readers locate information in nonfiction graphic novels? 7. Criteria for evaluating graphic novel illustrations include the following: Does the color palette (e.g., pastels, primary colors, sepia tones) aid the reader in understanding the tone and mood of the story? Do the illustrations refine characterization by giving clues as to character emotion, mood, and personality? Does the style of art (e.g., abstract, impressionist, surrealist) fit the type of story or information in the novel or seem disjointed and out of place? Has both positive space (i.e., the objects in the illustrations) and negative space (i.e., the space between the objects) been used to create a visually pleasing effect? Do the illustrations provide enough context and action to keep the reader moving through the story? 8. For fiction graphic novels, evaluation criteria should include the following: Does the graphic novel have three-dimensional characters with characteristics similar to your readers? Does the graphic novel have themes relevant and important to your readers? Is the conflict relevant and appropriate for your readers? Are there age-appropriate moral, ethical, or political themes that resonate through the story? Does the action keep your readers’ interest and motivate them to continue reading? Is the climax realistic and true to the rising action? Is the denouement satisfying as a culmination of narrative events? Does the resolution bring the conflict to a satisfying end?
