Criteria for Assessing Learning Resources
General Criteria
The criteria outlined below apply to all learning resources.
Although not ALL learning resources will meet ALL of the criteria listed below,
it is expected that staff members will exercise their professional expertise,
judgment, and sensitivity to apply the criteria when choosing resources.
1. Appropriateness to Program
2. Suitability for Students
3. Nature and Degree of Bias
4. Canadian Content and Publication
5. Quality of Visual and Physical Format
6. Cost and Durability
Specific Criteria
The criteria listed below expand on the six general criteria
categories by highlighting key points to be used in such areas as: gender; race,
religion, and culture; values; and Canadian content. The use of these specific
criteria reflects the policies of the Board pertaining to equity in the curriculum
and anti-discriminatory education.
1. Appropriateness to Program
- Does the material support the curriculum as
outlined in Ministry, Board, and school documents?
- Does the material support the principles of
the Equity policies of the TDSB?
- Does the material support specific kinds of
programs or modifications, e.g., Special Education, ESL/ELD, enrichment, remediation,
upgrading?
- Is the material appropriate for the grade(s)
and level of instruction?
2. Suitability for Students
- Will the resource enrich the learning experiences
of students?
- Will the resource sustain the interest of students?
- Will the resource be appropriate to the maturity
and experience of students?
- Will the resource be relevant and reflective
of students' lives?
- Will the resource be appropriate for learning
styles and skills of the intended audience?
3. Nature and Degree of Bias
Recognizing that bias exists in all learning materials:
- Are people of a variety of races, religions,
genders, sexual orientations, classes, abilities, and age represented?
- Are aboriginal peoples and a range of their
issues and experiences represented?
- Does the material depict individuals and groups
in a range of social, economic, and political environments?
- Does the resource address issues from a variety
of perspectives?
- Can the examples of stereotyping and discrimination
(including language, visuals, omissions, or distorted perspectives) be used
by the teacher for anti-discriminatory educational purposes?
- If the material contains controversial issues,
can they be addressed in ways that are educationally appropriate to students
and programs?
4. Canadian Content
- Does the material present a broadly-based perspective
of Canada within a global framework?
- Does the material present aboriginal Canadians
in contemporary contexts where appropriate?
- Does the material present Canada and its people
within a multicultural context?
- Is the material written or edited by a Canadian
author?
- Is the material edited, printed, or bound in
Canada?
5. Quality of Visual and Physical Format
- Is the material well-organized and presented
clearly and logically?
- Is the format of illustrations, graphics, pictures,
photographs, and artwork of a high quality?
6. Cost and Durability
- Is the cost of the material justified for its
use?
- Is the resource durable?