| Rating Scale for Curriculum Texts and Programs |
| Name of text or program rated: The descriptors used in this example for each rating feature a mathematics text |
|
0 |
1 |
2 |
| 1. Clarity of objective |
No objective present |
Global or incomplete objective |
Complete and specific objective |
| 2. Additional concepts and skills taught |
More than one new skill or concept introduced(e.g., too much new information |
One additional concept or skill introduced |
Concept or skill mastered by student prior to introducing new concept or skill |
| 3. Prerequisite skills taught |
Required preskills not taught nor reviewed |
Some but not all prerequisite skills taught |
All prerequisite skills taught |
| 4. Explicit teaching explanation |
No teacher explanations included |
Teacher explanation included but not clear |
Teacher explanation clear in promoting understanding and linkage |
| 5. Efficient use of instructional time |
Discovery approach only and the use of manipulatives |
Guided discovery approach with facilitative questioning and manipulatives |
Explicit teacher-mediated instruction interactions (e.g., modeling and explanantion of steps) with or without manipulatives;
Guide discovery without manipulatives |
| 6. Sufficient and appropriate teaching examples |
Fewer than three teaching examples during target skill introduction |
Three teaching examples used during target skill instruction, but limited range of examples |
Sufficient and adequate range of examples |
| 7. Adequate practice |
No practice |
Fewer than 10 practice examples |
More than 10 practice examples |
| 8. Appropriate review |
No review |
More than 20 review problems present, but review not distributed over time |
Sufficient number of review problems (more than 20) distributed over time (10 lessons; two review problems per week) |
| 9. Effective feedback |
No feedback for correcting potential student errors |
Feedback present but not instructive |
Instructive and elaborated feedback that specified necessary steps, rules, or prompts to help students correctly answer the problem |
| # of areas with each score |
#: |
#: |
#: |
| Given the score from the above nine areas, what are the planning implications for the teacher in order to enhance this text or program prior to teaching? |
| Source for constructing this rating scale: Jitendra, A. K., Salmento, M. M., & Haydt,, L. A. (1999). A case analysis of fourth-grade subtraction instruction in basal mathematics programs: Adherence to important instructional design criteria. Learning Disabilities Research & Practice, 14, 69-79. |
