Checklist for Evaluating Resources Used In a Classroom

Resource Checklist

General Considerations

Content, Format or Design

Yes

No

Somewhat

Yes

No

Somewhat

Yes

No

Somewhat

Support and is consistent with provincial and curriculum outcomes

Meet high standards of quality in factual content and presentation
Developed by competent authors and producers
Appropriate for the subject area, age, emotional development, ability
level, learning styles, and social development of the learner
Have aesthetic, literary, and/or social value
Have a physical format and appearance suitable for its intended use
Is one of a variety of presentation modes
Is related to Canadian or Canada where relevant

Internet Sources
Reliability/Validity of the site is clearly stated details of author(s)
Sources of information are clearly listed
Instructional prerequisites are clearly stated, or easily inferred
Opportunities are provided for different levels of instruction and/or
interactivity
Interaction promotes meaningful learning
Content chunking and sequencing are appropriate
The site promotes active learning and student engagement
Non-technical vocabulary is appropriate.
Accessibility is timely
Navigation aids are in place
The site makes a balanced use of text, graphics, and images

DVD/Video
The DVD/video extends or builds upon students knowledge
Sequencing (chunking) allows for appropriate contextual pauses in viewing
Adequate/appropriate pre- and post-viewing activities are suggested in the
support materials
Volume and quality of sound are appropriate
Narration is effective and appropriate to instructional purposes (pacing,
clarity, gender)
Music and sound effects are appropriate and effective for instructional
purposes
Visual effects/transitions are used appropriately to highlight story and
topic

Titles/captions are appropriate/clear

Presentation is logical and varied
Pacing is appropriate

Print Resources
Yes

No

Somewhat

Yes

No

Somewhat

Is the author qualifications? (education, past writings)

Is the author part of an organization?
Material is age/grade appropriate
Material is objective
Content is covered in depth
Opinions and conclusions supported by evidence
Is the material still valid/relevant to the topic

Digital/Interactive Resources
Instructional prerequisites are stated or easily inferred
Opportunities are provided for different levels of instruction
Opportunities are provided for different levels of interactivity
Interaction promotes meaningful learning
Content chunking and sequencing are appropriate
User navigation through program is appropriate
Content depth is appropriate to target audience(s)
The program can be integrated with other activities in the same subject.
User inputs are appropriately monitored, and responses are provided.
Feedback is non-threatening, immediate, positive, motivational, and usersensitive. Feedback is appropriate to users previous responses
Quantitative feedback is used where appropriate.
The resource makes balanced use of graphics, animation, and video.
Input and output are used effectively.
A help function is provided and appropriate.
Where appropriate, material can be networked or shared across platforms,
or retrieved using standard Internet tools.
Teacher control of feedback and progress is provided and appropriate

Sources cited
Evaluation and Selection of Learning Resources: A Guide (2008), Prince Edward Island Department of
Education. http://www.gov.pe.ca/photos/original/ed_ESLR_08.pdf
Evaluating Web Sources, (March 2011), http://library.queensu.ca/inforef/tutorials/qcat/evalint.htm
Evaluating resources checklist, https://library.wlu.ca/help/activity/evaluating-sources/checklist