Evaluation Criteria

By which criteria will the competing entries be evaluated?

The work of the jury is based upon eight general principles of quality and their relationship to the learning and teaching process. The principles are broad notions which have been developed by relating widely used concepts of quality to current learning and teaching theories. Each principle is divided into several sub-principles representing different dimensions. Click on an item for more information:

1. Relevance

Relevance refers to the appropriateness of an issue in terms of its accordance with the needs, objectives and purposes of the users (learners, teachers, etc.). Relevance can apply to content as well as methodology.

  • Learner Centredness: Do the materials take into account the personal characteristics of the learners (referring to: content, situations, skills)? This requires a good knowledge of the learners and of their needs and differentiation in the selection and organization of materials to meet them.
  • Appropriateness: Do the materials suit the learning/teaching context? Do approaches, meta language, instructions, examples, exercises and activities take into account the social, cultural and educational characteristics of the learner in the target group?

2. Transparency

Transparency describes those features which (cognitively) contribute to facilitating access and use.

  • Clarity of aims: Do the materials clearly indicate the learning objectives? Are the skills taught and the target level clearly specified?
  • Clarity about achievement: Do the materials help learners become conscious of success and of weaknesses and inform them about progress made in relation to the learning objectives?
  • Clarity of presentation: Do the materials present a clear and logical structure with appropriate, comprehensible instructions and layout?
  • Clarity of rationale: Do the materials provide the teacher with a methodological rationale, explaining the learning approach(es) used?

3. Reliability

Reliability refers to the internal consistency of learning materials and the dependability of contents and methods, thereby facilitating the implementation of the teaching/learning process.

  • Internal coherence: Are the materials well constructed with a consistent inter-relationship between the parts?
  • Methodological integrity: Do the materials reflect validated methodological premises in the selection of activities, exercises etc.?
  • Factual integrity: Do the materials present accurate information, examples and statements and authentic social behaviour?

4. Attractiveness

The principle of attractiveness summarizes all the features of learning materials which are appealing to the user and therefore contribute to enhance his/her motivation.

  • User friendliness: Are the materials easy to use (easily accessible, with a user-friendly interface and appropriate illustrations)?
  • Interactivity: Do the materials create a dialogue with the learner, in that they offer facilities and feedback, stimulate curiosity and further motivation?
  • Variety: Are the materials characterized by a range of activities, interactions and working rhythms?
  • Sensitivity: Do the materials take the affective dimension into consideration, creating an attractive environment and motivating activities?

5. Flexibility

Flexibility accounts for the individual modes (both cognitive and affective) in approaching the teaching/learning process. It refers to features of learning materials which are sensitive towards the individual specificity of the user, including group differentiation in classroom environments.

  • Individualisation: Do the materials consider learner characteristics like former learning experience, learning styles, disposition for autonomous learning, etc.?
  • Adaptability: Do the materials allow for expansion, reduction, easier and more challenging adaptation and exploitation for different learning purposes? Is the material open and flexible enough to allow the individual learners to work more in depth with particular items?

6. Generativeness

Generativeness accounts for the open-ended character of learning materials which facilitate cognitive development and the transfer of what has been learnt in one context to more general tasks and/or other contexts.

  • Transferability: Do the materials encourage the transferability from controlled through guided to free activities and the transferability of strategies, skills and contents to different contexts in and outside the learning environment?
  • Integration: Do the materials build onto previous knowledge (progression) and help learners to relate concepts?
  • Cognitive development: Do the materials provide opportunity for learning to learn (problem solving, strategy training, etc.) and promote the awareness of these aspects in the learners?

7. Participation

Participation is concerned with opportunities to make choices and to share responsibility in the process of teaching/learning.

  • Personal interest: Do the materials allow learners to bring their interests, opinions and experiences to the learning process, thereby making it personally meaningful?
  • Partnership: Do the materials encourage learners to make choices, contribute to decisions, and share responsibility for their learning?

8. Socialization

Socialization concerns 'added value' to learning materials which pursue the development of additional skills beyond the actual competencies taught. The principle of socialization is fulfilled if learning materials also pursue:

  • Social skils: Do the materials aim at promoting the social skills of the learners such as the ability to co-operate with others or to develop empathy? Are the learners encouraged to develop new concepts and to look at things from a different perspective?
  • Intercultural awareness: Does the schoolbook ask learners to reflect upon the knowledge and understanding of their own culture as well as the cultures of other countries and their personal attitude towards them?