RUBRIC - Selection Criteria Evaluation

TEXTBOOK

POINTS

Scope and Sequence

Content is appropriate for the proficiency level
Units are well organized and follow a logical progression
A spiraling presentation of concepts that builds in a perpetual recycling of
previous grammar/vocabulary
Unit objectives are clear and level-appropriate
Review units
Review sections integrate all points at end of each unit
Separate vocabulary summary at end of each unit
Separate grammar summary at end of each unit
Preview grammar lesson at start of each unit (intermediate level)
Can-do statements or learning targets listed for each unit

Visual Appearance
General appearance is attractive and user friendly
Table of contents is well organized and clear
Pages are color coded with consistent graphics for easily identifying unit
sections

LINGUISTIC SYSTEM

POINTS

Vocabulary
Vocabulary is level and age appropriate
Vocabulary is presented in a clear and concise way
Accompanying activities provide adequate opportunities for practicing
the vocabulary in a meaningful and engaging way
Target vocabulary is contextualized
Review activities serve as effective tools for student self-assessment
Review activities provide adequate vocabulary reinforcement presented
in previous unit
Bahtchevanova and Latimore - School of International Letters and Cultures, Arizona State University

RUBRIC - Selection Criteria Evaluation

LINGUISTIC SYSTEM (cont.)

POINTS

Grammar
Grammar points are level-appropriate
Grammar explanations are clear (student-oriented language) and well
illustrated
Grammar is presented and practiced in context and is integrated with
vocabulary
Grammar review activities at beginning of unit (intermediate level)
Accompanying activities provide adequate opportunities to practice target
structures in meaningful and engaging ways
Review activities serve as effective tools for student self-assessment
Review activities provide adequate grammar reinforcement presented in
previous unit
Level-appropriate practice of pronunciation in each chapter
Effective explanations for difficult segments (sounds) and supra-segmental
features (intonation, rhythm, etc.)

COMMUNICATION

POINTS

Listening
Listening activities are level-appropriate
Adequate number of listening activities supporting target vocabulary and
structures
Listening activities are engaging and contextualized
Recordings of a variety of native speakers from different age/gender groups,
regions, and registers
Speakers have pleasant voices and good diction
Videos are updated, engaging, and age-appropriate and are integrated into
unit theme

Speaking
Adequate amount of speaking practice appropriate for students level
Length of activities is level-appropriate
Communicative functions are practiced in realistic contexts
Variety of interpersonal and presentational speaking activities connected to
theme
Strategic competence explicitly taught in lower level proficiency courses
Bahtchevanova and Latimore - School of International Letters and Cultures, Arizona State University

RUBRIC - Selection Criteria Evaluation

COMMUNICATION (cont.)

POINTS

Reading
Readings are level-appropriate
Readings include a variety of topics, genres, and types of materials
Readings are connected to the theme of the unit
Readings are engaging and meaningful to students
Accompanying activities provide adequate support for the reading

Writing
Writing activities are level-appropriate (content and length)
Writing topics are practical, engaging, and meaningful
Writing prompts are linked to the theme in the unit
Writing assignments/projects/tasks require use of new grammar and
vocabulary
Activities provide adequate support for practicing writing skills
Assignments are presented in stages

CULTURAL COMPETENCE

POINTS

Cultural topics are age-appropriate, relevant, and engaging

Wide array of authentic, up-to-date visual images of target culture
Broad range of countries and culture(s) represented
Cultural readings, videos, blogs, etc. provides adequate support and cultural
context for introduction of theme
Variety of cultural products and virtual realia
Both little c and Big C cultures are represented
Students are asked to make comparisons with own culture
Students asked to investigate, explain, and reflect on relationship between
practices, products, and perspectives of target culture
Pragmatic competence is taught both explicitly and implicitly

Bahtchevanova and Latimore - School of International Letters and Cultures, Arizona State University

RUBRIC - Selection Criteria Evaluation

LEARNING STRATEGIES

POINTS

Program includes strategies to help learners become successful listeners,

speakers, readers, and writers in the TL
Variety of activities requiring students to use multiple types of intelligences
including: musical, logical-mathematical, bodily/kinesthetic, visual/spatial,
interpersonal

ONLINE COMPONENT

POINTS

User friendly interface for student and teacher

Activities at appropriate proficiency level
Engaging and clear online grammar tutorials with follow-up computergraded activities
Adequate amount of effective computer-graded activities to support target
grammar structures, vocabulary, reading, and cultural activities
Program provides corrective feedback
Instructions are simple and understandable
Program provides easy to use online tools for recording, file sharing, paired
and group activities
Program includes engaging Internet activities integrated with unit
theme/topic
Program offers engaging, age-appropriate and updated videos that are
integrated with the unit theme/topic
Ability to create a master course from which to copy
Ability to accept late work for partial credit
Easy to customize online program

ASSESSMENT (Test Bank)

POINTS

Provides assessment activities in all modes of communication: interpersonal,

interpretative, and presentational
Provides level-appropriate summative and formative assessments measuring
both achievement and performance
Summative assessment activities are based on authentic use of TL
Provides adequate self-assessment activities with immediate feedback for
students

Bahtchevanova and Latimore - School of International Letters and Cultures, Arizona State University

RUBRIC - Selection Criteria Evaluation

TEACHER RESOURCES

POINTS

Teacher edition or teacher resources site includes practical teaching

suggestions
Transcripts for tutorials, listening, and videos
Sample syllabi
Sample lesson plans

PUBLISHER

POINTS

Cooperates in providing customized editions/supplemental materials to meet

programs objectives
Cooperates with faculty to address, correct or modify issues with
book/workbook/online component
Offers immediate troubleshooting and technical support for online
component
Offers in-person and online training for their online program
Offers professional development opportunities

RESULTS

POINTS

TEXTBOOK
LINGUISTIC SYSTEM
COMMUNICATION
CULTURAL COMPETENCE
LEARNING STRATEGIES
ONLINE COMPONENT
ASSESSMENT (Test Bank)
TEACHER RESOURCES
PUBLISHER

TOTAL
Bahtchevanova and Latimore - School of International Letters and Cultures, Arizona State University