Foreign/Modern Languages – Grades K-12

Educator Evaluation Rubric

Publisher______Textbook/Series Title ______

Area Evaluated______Name of Evaluator______Date______

Directions: Complete one form for each textbook series/program you evaluate. In your evaluation, you are asked to consider the materials according to the criteria below. First, take each individual criterion and rate the material using the following standard:

(1) MEETS, (2)EXCEEDS, and (3) DOES NOT MEET. Use the comment section at the end to give the reasons for your ratings, citing pages/location whenever possible. Place an “X” in the appropriate box.

CRITERIA

A. CONTENT / MEETS / EXCEEDS / DOES NOT MEET
Content is aligned to the Modern Language academic content standards for the appropriate grade level and/or course.
Content is appropriate for a variety of instruction schedules, i.e., traditional, 4x4, AB
Content endorses sound research-based practices and is scientifically accurate.
Content is engaging and involves students in using evidence and argumentation to construct conceptual understanding.
Content includes contributions by men and women of various ethnic and national backgrounds.
Content provides for student participation in Modern Language learning experiences that promote real world application through a variety of materials and strategies.
Content promotes inquiry, critical thinking, and provides opportunities for students to pose questions and investigate problems.
Content is organized in a coherent and logical manner which facilitates a thematic and effective teaching approach.
Content incorporates technology-based instructional practices that use multiple formats.
Content is free from factual errors and represents the knowledge base of the discipline.
B. EQUITY and ACCESSIBILITY / MEETS / EXCEEDS / DOES NOT MEET
Materials are designed for use in planning and implementation of differentiated instruction addressing multiple learning styles
Materials provide a balanced representation of people and points of view regarding issues such as race, gender, religion, ethnic groups, culture, disabilities, and career choices.
Strategies are provided for diverse learners (e.g., scaffolding, enrichment, and differentiated instruction).
Materials provide clear and concise instruction to teachers and students.
Materials promote the correct and appropriate use of the language.
C. ASSESSMENT / MEETS / EXCEEDS / DOES NOT MEET
Assessments are aligned with the Modern Language academic content standards.
Assessments require students to demonstrate mastery of enduring understandings, knowledge, and skills using higher order reasoning.
Assessments provide multiple measures to monitor individual student progress at regular intervals.
Assessments are aligned to the stated objectives (learning targets) with a variety of assessment strategies and items.
Assessments are relevant, rigorous, and provide real world applications.
Assessments support teachers in better adjusting their instruction to meet the needs of individuals and groups of students.
Assessments provide data for teachers to design effective interventions.
Assessments are fully integrated throughout the instructional content/program.
The test program assesses all modes of communication: interpersonal, presentational, and interpretive.
The testing program assesses all four skills plus culture.
The assessment program offers native speaker exams.
The assessment programs multiple forms of exams, i.e., speaking, writing, multiple choice, fill in the blank, short answer, etc.
D. ORGANIZATION and PRESENTATION / MEETS / EXCEEDS / DOES NOT MEET
The scope and sequence of the content is well-organized and comprehensive with regard to the Modern Language academic content standards.
The text provides strategies and activities to support the development of the target language for all students.
The program provides opportunities for direct instruction and independent practice.
The text is organized in a logical manner and includes a table of contents, indices, glossaries, overviews, objectives, and selected answers in the appendix.
The layout is consistent, clear, and chapters arranged logically.
(See Other Side)
D. ORGANIZATION and PRESENTATION (Continued) / MEETS / EXCEEDS / DOES NOT MEET
The organization of the materials is coherent and logical, facilitating a thematic and effective teaching approach.
Teacher’s edition is comprehensive, organized, and includes a resource package.
E. INSTRUCTIONAL DESIGN and SUPPORT / Meets / EXCEEDS / DOES NOT MEET
Materials and activities are high-interest, engaging, and authentic.
Materials support teachers in planning and adjusting instruction to meet the needs of students.
Materials encourage the use of critical thinking, problem solving, and communication.
Ancillary/supplementary materials are well organized, of high quality, and enhance instruction.
Technology components enhance learning experiences and engage students in the content.
Materials are of durable quality and reusable by successive students.
The program includes a variety of activities that include all modes of communication: interpersonal, presentational, and interpretive.
The program introduces essential vocabulary and grammatical structures.
Vocabulary is functional, thematic, authentic, and practical.
The number of vocabulary words is manageable.
Grammar is presented in a logical way.
The program provides practice activities that move from controlled to transitional to communicative.
There is a balance of activities between speaking, listening, reading, and writing.
The text provides supplemental activities appropriate for native/heritage speakers.
Listening, speaking, reading, writing, and cultural strategies (such as circumlocution, making and verifying hypotheses, making inferences, and predicting) are practiced.
The text provides learners with strategies at point of use to help them be successful listeners, speakers, readers, and writers of the language.
There are a variety of meaningful activities that provide opportunities for individual, paired, cooperative learning, and information gap activities.
The program has a variety of listening activities in the student’s edition.
The program has a video that is integrated in the text.
The program has a website.
The program has engaging Internet activities.
There is a spiraling presentation of concepts that builds in a perpetual review of vocabulary and grammar concepts.
There are a variety of authentic, up-to-date visual images of the target culture(s).
The cultural information is age-appropriate to stimulate interest and represents a broad range and diverse representation of countries where the target language is spoken.
The cultural content is accurate and current.
The cultural notes/readings are interesting, significant, and appropriate for the age-level.
There are activities that provide opportunities for the students to compare and contrast their own culture with the target culture(s).
Both “Little c” and Big C” culture are represented.
There are activities that provide the students opportunities to compare and contrast their native language to the target language.
There are activities that provide the students opportunities to utilize the target language in conjunction with other content areas, i.e., math, science, social studies, music, art.
The program connects the target language to interdisciplinary connections, i.e., the arts, technical fields, and other academic content classes.
The program provides examples of individuals who use languages in their lives for personal interest and enjoyment.
The program provides examples of ways students can use language in the future beyond the school experience, i.e., how languages can be beneficial in different career pathways.
UNAUTHORIZED REPRODUCTION OF the Modern Language Academic Content Standards IN INSTRUCTIONAL MATERIALS WITHOUT PERMISSION.
(CIRCLE YES or NO) / YES / NO
(Publishers may only provide the official link to the CCGPS: ()

COMMENTS

STRENGTHS / WEAKNESSES
Overall Evaluation (Place an “X” in Appropriate Box) / MEETS / EXCEEDS / DOES NOT MEET
How Do You Rate These Materials Overall?