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Culture Documents
This article, which was published in 1997 by Fred Chambers, exposes several ideas to
consider at the moment of selecting course books for teaching. Among Chambers’ ideas, he
mentions not only how to evaluate materials but also the benefits of evaluating course books by
groups of teachers. Indeed, that is the first point which is introduced in this article. Basically, the
benefits of reaching consensus in course book evaluations are two, there is a reduction of teachers
who do not want to innovate and there is a sense of partnership and also ownership in the
decision. Also, this author indicates there are models at the moment of choosing materials; these
models are mind models (unconscious ideas and preferences) and explicit models (defined steps
of selection) whose this article is based on. Subsequently, Chamber points that the criteria to
determine if the chosen materials are good or not can be decided according to a set of features to
analyze, previous results obtained from previous experiences and students’ views and needs.
Accordingly to this author, there is not a specific model to evaluate course books because of the
points mentioned before, but what is important to remark is that Chambers proposes a set of eight
steps that every method of course book evaluation should contain. Among them, we may find
that it is necessary to identify the possible alternatives (course books) in relation to several
criteria like their availability or their accessibility in terms of money. Finally, the judgments must
consider not only the evaluation of the course book itself, but also its extra materials such as CD-
Even though this article expounded a lot of precepts that will help to determine the
evaluative components at the moment of assessing course books, it has some elements which are
important to draw our attention. These elements are favourable for anybody who is interested in
this topic, but, on the other hand, there are others which are not enough friendly for readers,
especially if this is their first time evaluating course books. For instance, this article promotes
extremely valuable for the benefits that evaluative groups reach together. On the other hand, this
article contains an element which was not well-developed and explained as it should be. It is the
point “different ways to reaching decisions” and its main problem is the following, it is
subdivided into three categories (reality decisions, action decisions and value decisions) that are
so briefly explained and each example of them is not so clear that they may cause
topic reads that point, he may get stuck in the reading and also he may think that the following
points can be more difficult, which is something serious. Regarding of the previous detail, this
text is amazingly recommended to anyone who is expanding his knowledge of the process of
assessment course books but it is, also, friendly for readers who are exploring the world of
evaluating course books because it contains the necessary point which give to the reader a clear
Chambers, F. (1997). Seeking consensus in coursebook evaluation. ELT Journal, 51 (1/1), 29-35.