|
|
1
|
2
|
3
|
4
|
|
|
Educational Relevance.
|
Has no relevance to
any area in the syllabus.
|
Has limited relevance
to some syllabus areas.
|
Can be related to the
syllabus in a number or areas.
|
Can be related to the
syllabus in numerous areas.
|
____
|
|
Peer Interaction
|
Does not involve any
peer interaction.
|
Involves limited peer
interaction.
|
Involves a reasonable
level of peer interaction.
|
Strongly supports peer
interaction.
|
____
|
|
Gender
|
Is designed specifically
for a particular gender.
|
Is designed with one
gender in mind, however may have some areas within the
program that are not gender specific.
|
Is designed for both
males and females, however selected areas within the
resource are gender specific.
|
Is suitable for both
males and females with no gender bias.
|
____
|
|
Suitability for
the classroom environment.
|
Is not suitable for
the classroom environment.
|
May be suitable in
some areas within the classroom environment.
|
Can be used within
a class environment on a number of occasions.
|
Is easily used in a
classroom environment
|
____
|
|
Cooperative learning.
|
Does not encourage
cooperative learning.
|
Has limited opportunities
for cooperative learning.
|
Has a number of opportunities
for cooperative learning.
|
Enables students to
work cooperatively whilst learning.
|
____
|
| |
|
|
|
Total---->
|
____
|