Selection Rubric: Printed MaterialsComplete an interactive evaluation and add it to your NETS-T portfolio usingthe Selection Rubric for Printed Materials available on the “Classroom LinkPortfolio” CD-ROM.

Title ____________________________________________________________Series Title (if applicable) _________________________________________Source __________________________________________________________Date _______________ Cost _______________ Length ________________ Subject Area ____________________________________________________Intended Audience ______________________________________________

Brief Description

Objectives

Entry Capabilities Required (e.g., prior knowledge, reading ability, vocabulary level, math ability)

Strong Points

Weak Points

Recommended Action (using criteria on the following page)

Name ___________________________________________________ Date ________________________

Key Words________________________________________________________________________

Format� Textbook

� Fiction

� Nonfiction

� Pamphlet

� Manual

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Rating Area High Quality Medium Quality Low Quality Rating

Match Curriculum

Accurate & Current

Clear & Concise Language

Motivating/Interesting

Learner Participation

Technical Quality

Effectiveness Rating

Free from Bias

User Guide & Documentation

Reading Level

Clarity of Organization

Table ofContents/Index

From Smaldino, Russell, Heinich, and Molenda, Instructional Technology and Media for Learning, 8th ed. Copyright ©2005 by Pearson Educa-tion, Inc. All rights reserved.

There is no evidence ofobjectionable bias oradvertising.

There is little evidence ofbias or advertising.

There is much evidence ofbias or advertising.

The documentation isexcellent resource for use ina lesson. Documentationshould help students usethe materials.

The documentation is goodresource for use in a lesson.Documentation may helpstudents use the materials.

The documentation is poorresource for use in a lesson.Documentation does nothelp students use thematerials.

The material is presented at an appropriate readinglevel so most students can understand theinformation.

The material is presented ata reading level so thatstudents can understandmost of the information.

The material is presented ata reading level so moststudents cannot understandthe information.

There is evidence that useof these media has shownpositive impact on studentlearning.

There is little evidence thatuse of these media hasshown positive impact onstudent learning.

There is no evidence thatuse of these media hasshown positive impact onstudent learning.

Curriculum standardaddressed and use of printshould enhance studentlearning.

Curriculum standardpartially addressed and useof print may enhancestudent learning.

Curriculum standard notaddressed and use of printwill likely not enhancestudent learning.

Information correct anddoes not contain materialthat is out of date.

Information correct butdoes contain material that is out of date.

Information is not correctand does contain materialthat is out of date.

Language used is ageappropriate and vocabularyis understandable.

Language used is nearly ageappropriate and somevocabulary is above/belowstudent age.

Language used is not ageappropriate and vocabularyis clearly inappropriate forstudent age.

Topic presented so thatstudents are likely to beinterested and engaged inlearning.

Topic presented to intereststudents most of the timeand engage most inlearning.

Topic presented so as notto interest students and notengage them in learning.

Topic presented so thatmost students are activelyengaged in learning.

Topic presented so thatsome students are engagedin learning.

Topic presented so thatmost students are notactively engaged in learning.

The material represents bestavailable media.

The material representsmedia that are good quality,although there are someproblems.

The material representsmedia that are not wellprepared and are of verypoor quality.

The material is presented insuch a way that students areable to use the information.

The material is presented insuch a way that students areable to use most of theinformation.

The material is presented insuch a way that students areunable to use theinformation.

The Table of Contents andIndex are useful forstudents to accessinformation.

The Table of Contents andIndex are moderately usefulfor students to accessinformation.

The Table of Contents andIndex are not useful forstudents to accessinformation.

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