Zeitschrift für Evaluation: Issue 2/2025, 24. Volume Formative Textbook Evaluation

This article presents the multi-perspective and modular approach of a formative evaluation of textbooks. The objective of this approach is to generate empirical results, derived from rigorous research, on the design, quality and acceptance of a textbook during its development. The purpose is to provide the development team with information and guidance on how to enhance the textbook prior to its implementation in schools. The approach under discussion comprises various elements. Data is collected and analyzed using qualitative and quantitative methods of empirical social research, such as written surveys of teachers and students, audio and video recordings of task completion and student activities, and document analyses of learning assessments and student products. Dialogic formats, such as meetings and classroom visits, are utilized to facilitate exchange between the various stakeholders. The methodological procedure and the various elements of the approach are presented and exemplified. Finally, the benefits of this approach as part of future texbook development are discussed.

Keywords
Formative evaluation, quality assurance, acceptance support, textbooks, program evaluation