A

PROJECT REPORT
On

TEXTBOOK EVALUATION

6th Semester Examination

Paper code: PR-6

Guided by: Submitted by:

Dr. D.B.Talli PUJA MANSINGH
Roll No. - 16BMT006
[4 Years Integrated B.Sc. B.Ed. Programme]

SCHOOL OF EDUCATION
RAVENSHAW UNIVERSITY, CUTTACK, ODISHA, 2019
 Certificate
Dr.D.B. Talli Date-12/04/19
Asst..Prof.
Integrated B.A./B.Sc. B.Ed.
School Of Education
Ravenshaw University
Cuttack

This is to certify that the project work entitled as Text book

Evaluation/Analysis has been carried out by Puja Mansingh bearing roll no. 16BMT006 student
of integrated B.Sc. B.Ed. of the academic session 2018-19 under my guidance and supervision.
This is her original piece of work to the best of my knowledge and belief the report is fit for
submission.

(D.B. Talli)
 ACKNOWLEDGEMENT

The success and final outcome of this project required a lot of guidance and assistance from many
people and I am extremely privileged to have got this all along the completion of my project. All that
I have done is only due to such supervision and assistance and I would not forget to thank them.

I owe my deep gratitude to my project guide Dr. D.B. Talli (Asst .Prof. School of Education)
who took keen interest on my project work and guided us all along, till the completion of my project
work by providing all the necessary information for developing a good system.

I am thankful to and fortunate enough to get constant encouragement, support and

guidance from the school of education.
 CONTENTS
1 .BACKGROUND INFORMATION:
2. TARGET STUDENTS:
3. PHYSICAL ASPECTS:
4. CONTENT COVERAGE & LINKAGE:
I. Chapter1 (Triangle & its properties)
 content process
 Pedagogical Process
 Evaluation
II. Chapter2 (Lines & Angles)
 content process
 Pedagogical Process
 Evaluation
III. Chapter3 (Symmetry)
 content process
 Pedagogical Process
 Evaluation
5. NATIONAL INTEREST:
6. OVERALL EVALUATION:
 Major Strengths
 Major Challenges
 Overall Impression
7. REFERENCES
BACKGROUND INFORMATION:
1. Title of the book: MATHEMATICS (Textbook for class-VII)
2. Year and Place of publication: November 2010,
NCERT Campus, Sri Aurobindo Marg, New Delhi, 110016
3. Name of publisher: NCERT
4. Stage: Elementary
5. Class: VII
6. Total number of pages: 312
7. Total number of chapters: 15
8. Cost of the book: 55 Rupees

TARGET POPULATION:
The student of class-VII and the teachers teaching in class-VII are taken as target population.

Questions To what extent Reviews/Descriptions

1. Does the content appeal to the
target population?
2. Is the content cognitive
validating as per NCF 2005?
3. Is it an appropriate level of
difficulty for learners?
4. Does the textbook layout and
writing language appeal to the
target population?
5. Is the book affordable for
intended buyers?
6. Is the book well organised with
units and chapters?
7. How would they rate the design
of the book (including the photos
and illustrations)?
To some extent The contents are accurate but they are outdated.
They lack recent information (p-57, table-3.1, 3.2).
Since decades the chapters have been same. It also
provides lots of questions to solve without any hint
or proper solution. (“Try These”, p-2, 3, 8, 10, 11,
12, 94, 95, 96, 97, 113, 118, 122, 272, 273).
To a large The contents have been comprehensively prepared
extent grade-wise and it is an apt choice for the age of
students in class-VII. The way of transaction of the
content is according to the level of the child
The contents have appropriate level of difficulty for
learners. Most of the questions can be solved
easily by an average student.
To some extent The content is written in simple English and has
been presented in a jargon-free manner for easy
readability and close understanding. Though the
words in sentences lack proper spacing and appear
clumsy and packed. (Summary of every chapter).
The book is not bordered and the margins are one-
sided hence most proportion of the content
remains in one side. The print font size and type
are appropriate. The text content, tables and
graphics are meaningfully organised.
To a large As compared to other textbooks this textbook
extent costs quite low. It costs 55 rupees only which is
easily affordable for people of all economic strata.
To a large The book is divided into chapters, there is a brief
extent review and revision of the topic, then the topics
are presented with a considerable number of
solved and practice exercises. A short summary of
the topic concludes every chapter.
To some extent The design of the book is not very attractive and
quite childish with the cartoons. It is of monotone
colour and the quality of cover page is not good.
The topics are interesting, understandable and
syllabus based. The activities included can be
performed easily by learners on their own. Though
cartoons are neither meaningful nor purposeful.
PHYSICAL ASPECTS:
1. PAPER: Uncoated paper
2. SIZE OF PAPER: 27*20 cm
3. WEIGHT OF PAPER: 80 gsm
4. SIZE OF THE BOOK: Bulky and thick
5. BINDING: loose and hardly durable. Paper comes out after some use.
6. PRINTING: Adequate printing quality, Fonts are not old but easily readable.
7. FONT STYLE: Times New Roman
8. FONT SIZE: Heading-17 or 18, Sub-Heading- 14 or 16, Normal text- 11
9. COVER PAGE: Monotone coloured (Green and Purple). Simple yet not very attractive. Contains
cartoon drawings. Not of good paper quality
10. LANGUAGE: Simple English. Style and vocabulary used are suitable for class-VII. Terms and
symbols are popular and internationally-accepted.
11. EXERCISE AND ILLUSTRATIONS: Appropriate, accurate and clear. There are well- graded exercises
given at the end of every topic. It develops thinking and reasoning power.
CONTENT COVERAGE AND LINKAGES:
CHAPTER 1: THE TRIANGLE AND ITS PROPERTIES
Content Process:
Questions To what extent Reviews/Descriptions
1. Is the content To a large extent Yes, the content is quite accurate and aligned to learning
validate as per NCF objectives. There is use of precise and accurate
2005 and aligned to mathematical concept, accurate mathematical terminology
the learning and correct concrete or abstract representations (e.g.
objectives? pictures, symbols etc). Though the cartoon drawings present
in each page are irrelevant. The content focuses on median
and altitude, different properties of triangle, equilateral,
isosceles and right triangle. There are also adequate number
of useful and appropriate drawings showing a triangle,
median and altitude of triangle, exterior angle and its
property, angle sum property, equilateral and isosceles
triangle, right-angled triangle etc (p-113, 114, 115, 116, 117,
120, 122, 123, 127).
2. Are all necessary To a some extent Some of the learning objectives are present in the chapter
learning objectives but they are mixed with the contents (most of the “try
stated explicitly for these” and “think, discuss and write” questions,) and also
each chapter? present at the beginning of chapter (p-113, classify triangles
based on sides and angles).
3. Is the content To a large extent Yes, the content relates to previous knowledge. In class 6
related to previous students learnt what is a triangle and its classification
knowledge? whereas in class 7, it is recalled that what is a triangle and
types of triangle on the basis of sides and angle (p-113, 122,
123) along with this some new concepts related to it like
altitude and median, properties of triangles (exterior angle
property, angle sum property etc) are also introduced.
4. Are the formative To a large extent Yes, the formative (“try these” and “think, discuss and write”
and summative and summative assessment (exercises) are at the same
assessment aligned cognitive level aligned with the learning objectives.
with the learning
objectives?
5. Is the subject matter To a some extent The content is a little bit disorganised but not illogical. The
presented in a properties of triangles are mentioned earlier to the types of
logical and triangle whereas the types of triangles relates to the class 6,
organised manner? so should be learnt earlier. Other than that the chapter is
organised into sub concepts, formative assessment
questions and examples in between the chapters and
summative assessment questions (Exercises-6.1, 6.2, 6.3,
6.4, 6.5) at the end of explanation of each sub concept.
6. Are self-study To some extent Yes, at the end of each chapter there is a short summary for
component self-study (“What we have discussed”).
included?
7. Does the content To some extent There is only one interdisciplinary concept present in this
highlights on any chapter (p-127, History).
interdisciplinary
concept?
Pedagogical process:
Questions To what extent
1. Does the chapter promote the To some extent
pedagogical process of
discussion or inductive-
deductive process or analytic-
synthetic method?
2. Does the chapter contain To a limited
problem that requires inquiry extent
and discovery methods of
problem solving?
3. Are opportunities provided for To some extent
group activities among
students?
4. Are grade-appropriate To a large
mathematical knowledge and extent
skills addressed?
5. Does the chapter provide To a large
adequate explanations and extent
instructions for better
understanding?
6. Are there any outside To a limited
classroom activities? extent
Evaluation:
Questions
1. What proportion of activities, examples
and problems given in the chapter are
related to the real-life experiences?
2. Are some formative and summative
assessments questions include, that
require students to demonstrate higher-
order mathematical thinking skills
(HOTS)?
3. Are formative and summative
assessment questions correct, clear and
unambiguous?
4. Do the question given in the exercises
 Cover all the concepts
 Include varieties of questions
Reviews/Descriptions
Yes, the chapter promotes the pedagogical process of
group inductive-deductive process (exterior angle
property, angle sum property, Pythagoras property
etc) and discussion (p-114, 115, 117, 122, 127,131)
and analytic-synthetic method (p-119, Angle sum
property).
Yes, the chapter contains problems that require
inquiry and discovery methods of problem solving (p-
104, 109) (“try these”, “think, discuss and write”).
Yes, there is group activity for students (p-93,
discussing different examples of line segment from our
daily life with your friends).
Yes, the mathematical knowledge of the content is
grade appropriate. It addresses the ability to think and
reason mathematically, to pursue assumptions to their
logical conclusion and to handle attitude to formulate
and solve problems.
Yes, the chapter explains thoroughly about median
and altitude of triangle, properties of triangle,
equilateral, scalene triangle and right triangle and
Pythagoras property. There is also detailed
instructions given on how to draw median and
altitude, how the different properties of triangle used,
how Pythagoras property is derived etc. But there are
no detailed explanations or instructions on how to
solve “Do this” and “Try these”.
There are no outside classroom activities in this
chapter.
To what extent Reviews/Descriptions
To some extent There are few activities and examples on real
life experiences (p-113,124) and some
problems in the exercise on real life
experiences (P-130, Ex-6.5 & Q.No-3 & 5).
To a limited There is a higher-order mathematical thinking
extent skill (HOTS) question in the chapter (P-131,
“think, discuss and write” Q.No-4).
To a large Yes, the assessment questions are correct,
extent clear and unambiguous. There is also hint
provided in some question if there is any
difficulty in understanding (p-113,114, 115,
120, & 126).
To a large Yes, the exercise questions cover all concepts
extent like properties of types and properties of
triangles. Most of the questions are of
objective and short answer type, there are
few long answer type questions (Ex-6.1, q.no-
3) (Ex-6.4, q.no-3, 4, 5) (Ex-6.5, q.no-3, 5).
CHAPTER 2: Lines and Angles
Content Process:
Questions To what extent Reviews/Descriptions
1. Is the content To a large Yes, the content is quite accurate and aligned to learning
validate as per NCF extent objectives. There is use of precise and accurate
2005 and aligned to mathematical concept, accurate mathematical
the learning terminology and correct concrete or abstract
objectives? representations (e.g. pictures, symbols etc). Though the
cartoon drawings present in each page are irrelevant. The
content focuses on complementary and supplementary
angle, adjacent angle, linear pair, vertically opposite
angle, intersecting lines, transversal, angles made by
transversal, transversal of parallel lines. There are also
appropriate drawings related to it in each and every page
of the chapter.
2. Are all necessary To some extent Most of the learning objectives are present in the chapter
learning objectives but they are mixed with the contents (most of the “try
stated explicitly for these” and “think, discuss and write” questions,) and also
each chapter? present at the beginning of chapter (p-93, identify
different line segments and angles formed in different
figures, identify whether the angles are acute and obtuse
or right).
3. Is the content related To a large Yes, the content relates to previous knowledge. In class 6,
to previous extent students learnt about line segment, right and straight
knowledge? angle, acute and obtuse angles, reflex angle,
perpendicular lines whereas in class 7, they recalled these
concepts along with this some new concepts related to it
like complementary and supplementary angles, linear
pair, vertically opposite angle, transversal etc. are also
introduced.
4. Are the formative To a large Yes, the formative (“Try these” and “Think, discuss and
and summative extent write” and summative assessment (exercises) are at the
assessment aligned same cognitive level aligned with the learning objectives.
with the learning
objectives?
5. Is the subject matter To a large The chapter is organised into sub concepts, formative
presented in a logical extent assessment questions and examples in between the
and organised chapters and summative assessment questions (Exercises-
manner? 5.1, 5.2) at the end of explanation of each sub concept.
6. Are self-study To some Yes, at the end of each chapter there is a short summary
component extent for self-study (“What we have discussed”).
included?
7. Does the content To a limited There is an interdisciplinary concept present in this
highlights on any extent chapter (p-109, Arts and drawings)
interdisciplinary
concept?
Pedagogical process:
Questions To what extent Reviews/Descriptions
1. Does the chapter promote To some extent Though the chapter promotes the pedagogical process
the pedagogical process of of group inductive-deductive process (lines,
discussion or inductive- complementary angle, adjacent angles, linear pair etc)
deductive process or (p-93, 94, 97, 98) and discussion (p-95, 96, 98, 99) but
analytic-synthetic method? doesn’t have anything for analytic-synthetic method.
2. Does the chapter contain To some extent Yes, the chapter contains problems that require inquiry
problem that requires and discovery methods of problem solving (p-125, 126)
inquiry and discovery (example-3) (“try these”, “think, discuss and write”).
methods of problem
solving?
3. Are opportunities provided To a limited Yes, there is group activity for students (p-113,119) (p-
for group activities among extent 131, Enrichment activity).
students?
4. Are grade-appropriate To a large Yes, the mathematical knowledge of the content is
mathematical knowledge extent grade appropriate. It addresses the ability to think and
and skills addressed? reason mathematically, to pursue assumptions to their
logical conclusion and to handle attitude to formulate
and solve problems.
5. Does the chapter provide To a large Yes, the chapter explains thoroughly about
adequate explanations and extent complementary and supplementary angle, adjacent
instructions for better angle, linear pair, vertically opposite angle, intersecting
understanding? lines, transversal, angles made by transversal,
transversal of parallel lines. There is also detailed
instructions given on how to draw vertically opposite
angle, how to check parallel lines etc. There detailed
explanations or instructions on how to solve “Do this”
but not for “Try these”.
6. Are there any outside To some extent There are some outside classroom activities (p-94, 101,
classroom activities? 104 “Try these”) (p-97, 99).

Evaluation:
Questions
1. What proportion of activities,
examples and problems given in the
chapter are related to the real-life
experiences?
2. Are some formative and summative
assessments questions include, that
require students to demonstrate
higher-order mathematical thinking
skills (HOTS)?
3. Are formative and summative
assessment questions correct, clear
and unambiguous?
4. Do the question given in the
exercises
 Cover all the concepts
 Include varieties of
questions
To what extent Reviews/Descriptions
To some extent There are some activities and examples on
real life experiences (p-93, 97, 99, 100, 109)
but no problems on real life experiences.
To a limited There are no assessment questions on higher-
extent order mathematical thinking skills (HOTS) in
the chapter.
To some extent Yes, the assessment questions are correct,
clear and unambiguous. Though not a single
hint is provided in any of the questions.
To a large Yes, the exercise questions cover all concepts
extent like different angles, transversal, angles
formed by transversal and transversal of
parallel lines. Most of the questions are of
objective and short answer type, there are few
long answer type questions (Ex-5.1, q.no-12)
(Ex-5.2, q.no-3,6)
CHAPTER 3: Symmetry
Content Process:
Questions To what extent Reviews/Descriptions
1. Is the content To a large extent Yes, the content is quite accurate and aligned to learning
validate as per NCF objectives. There is use of precise and accurate
2005 and aligned to mathematical concept, accurate mathematical
the learning terminology and correct concrete or abstract
objectives? representations (e.g. pictures, symbols etc). Though the
cartoon drawings present in each page are irrelevant.
The content focuses on line symmetry, lines of symmetry
for regular polygons, rotational symmetry. There are also
appropriate drawings related to it in each and every page
of the chapter.
2. Are all necessary To some extent Most of the learning objectives are present in the
learning objectives chapter but they are mixed with the contents (most of
stated explicitly for the “try these” and “think, discuss and write” questions,).
each chapter?
3. Is the content To a large extent Yes, the content relates to previous knowledge. In class
related to previous 6, students learnt what symmetry is, lines of symmetry
knowledge? whereas in class 7, they recalled these concepts along
with this a new concepts related to it i.e. rotational
symmetry is also introduced.
4. Are the formative To a large extent Yes, the formative (“try these” and “think, discuss and
and summative write” and summative assessment (exercises) are at the
assessment aligned same cognitive level aligned with the learning objectives.
with the learning
objectives?
5. Is the subject To a large extent The chapter is organised into sub concepts, formative
matter presented in assessment questions and examples in between the
a logical and chapters and summative assessment questions
organised manner? (exercises) at the end of explanation of each sub
concept.
6. Are self-study To some extent Yes, at the end of each chapter there is a short summary
component for self-study (“What we have discussed”).
included?
7. Does the content To some extent There are some interdisciplinary concept present in the
highlights on any chapters (p-265, Arts and drawings) (p-268, Physics)
interdisciplinary
concept?
Pedagogical process:
Questions
1. Does the chapter promote the
pedagogical process of group
discussion or inductive-
deductive process or analytic-
synthetic method?
2. Does the chapter contain
problem that requires inquiry
and discovery methods of
problem solving?
3. Are opportunities provided for
group activities among
students?
4. Are grade-appropriate
mathematical knowledge and
skills addressed?
5. Does the chapter provide
adequate explanations and
instructions for better
understanding?
6. Are there any outside
classroom activities?
To what extent Reviews/Descriptions
To some extent Though the chapter promotes the pedagogical
process of group inductive-deductive process (p-
266, 270) but doesn’t have anything discussion
and analytic-synthetic method.
To some extent Yes, the chapter contains problems that require
inquiry and discovery methods of problem solving
(p-267) (p-275, “Do this”).
To some extent Yes, there is group activity for students (p-268,
Punching game).
To a large Yes, the mathematical knowledge of the content is
extent grade appropriate. It addresses the ability to think
and reason mathematically, to pursue
assumptions to their logical conclusion and to
handle attitude to formulate and solve problems.
To a large Yes, the chapter explains thoroughly about
extent symmetry, line symmetry, lines of symmetry for
regular polygons and rotational symmetry. There
is no detailed instructions given but sub-concepts
are explained with the help of diagrams and
examples. There is detailed instructions for solving
“Do this”
To a limited There is only one outside classroom activities (p-
extent 273).

Evaluation:
Questions
1. What proportion of activities,
examples and problems given in
the chapter are related to the
real-life experiences and context
of children?
2. Are some formative and
summative assessments
questions include, that require
students to demonstrate higher-
order mathematical thinking skills
(HOTS)?
3. Are formative and summative
assessment questions correct,
clear and unambiguous?
4. Do the question given in the
exercises
 Cover all the concepts
 Include varieties of
questions
To what extent Reviews/Descriptions
To some extent There are some activities and examples on
real life experiences (p-265, 271, 273, 274)
but no problems on real life experiences.
To a limited There are no assessment questions on
extent higher-order mathematical thinking skills
(HOTS) in the chapter.
To some extent Yes, the assessment questions are correct,
clear and unambiguous. Though not a
single hint is provided in any of the
questions.
To a large Yes, the exercise questions cover all
extent concepts like line symmetry, lines of
symmetry in regular polygons, rotational
symmetry. Most of the questions are of
objective type, there are few short answer
type questions but no long answer type
questions.
NATIONAL INTEREST:
Questions
 Is the diversity among
students represented in the
textbook (for e.g. socio-
cultural, gender, linguistic
diversity)?
 In what way the textbook
promotes the constitutional
values as specified in NCF-
2005
 Does the textbook addresses
gender concerns adequately
such as Equality of sexes,
positioning of men and
women in visuals,
occupations used for men
and women?
 Is there any specific attention
given in textbook to students
with special needs?
 Is the textbook ethically
validated?
To what extent Reviews/Descriptions
To some extent The diversity among children is
represented in the book like in terms of
religion; different names are used (like
Jack, Rita, Farida, Mohan etc.), in terms
of gender, both genders are addressed
and even drawings are of both girls and
boys, in linguistic context, the book is in
simple American language (language
used for every English medium books)
and no other language is included in the
book but the book doesn’t refer to the
socio-cultural context.
To some extent The textbook promotes the
constitutional values. At the beginning of
the book “The PREAMBLE of constitution
of India“is written. This generates love
and patriotism towards our country. It is
included to aware people of their rights.
To a large extent The book is not gender-biased. Both the
sexes are addressed equally in each and
every sentence of the chapters regarding
them. Even the “Preface” in the
beginning addresses both the sexes
equally. Even the cartoon diagrams are
of both genders. Some of the diagrams
show the occupations of both the (p-9,
11, 13, 17, 112, 132 etc.)
To a limited extent No, the textbook doesn’t give any
specific attention to learners with special
needs. The book is exclusively for normal
students and gifted students may face
problem in reading the text, doing
activities, understanding the concepts by
simple explanations.
To some extent The textbook promotes values of
honesty, objectivity, cooperation,
freedom from fear and prejudices and
concerns for life and the environment.
OVERALL EVALUATION:
Major strengths:
 The book is affordable.
 It is easily accessible. The hardcopy is easily available in markets and we can also
download the pdfs from internet.
 The book is written in simple language and jargon-free.
 It is irrespective of the level of intelligence of students and grade-appropriate.
 It strictly adheres to the CBSE curriculum
 It promotes the use of inductive-deductive , problem solving and heuristic approaches to
teaching.
 It focuses on every single concept in Mathematics.
 It is not gender-biased.
 It is an appropriate choice of book for basic knowledge and understanding.
 Most of the content is factual so it is easy to remember.
 The content in the textbook is made by group of expert professionals.

Major challenges:
 The binding of the book is very poor and not durable. Sometimes it rips apart after some
weeks of use and has to sewn by hands.
 The quality of the paper is also not very good but as compare to the price of the book it is
apt.
 The content is outdated. For decades the contents in the book have same, no new
concepts or discoveries have been included. Even the examples are also the same.
 There are questions asked to reader in between the text (“Do these”, “Try these” &
“Think, Discuss & Write”) but they don’t give single hint to solve it. Learner may not be
able to do it alone without the help of any elder.
 The book doesn’t cover the topic in full sense so the students have to refer to other
reference books for better understanding from exam point of view and also doesn’t
contain many problems to solve.
 The cover page of the book is less appealing. The paper quality is adequate but it could
have been better and also the cover page should be a bit colourful not so monotone.
 There is no glossary of words.
 Cartoon diagrams are not legible and sometimes superimposed or faded.
 There are very few activities to do outside the classroom.
 No specific attention to learners with special needs.

Overall impression:
Overall, the book is a good choice for basic education for class-7 and also contains
adequate amount of examples and problems. The content is in paragraph form, some important
portions should be written point wise for easy understanding. The cover page of the book should
be made more attractive and the diagrams should be more meaningful. It is curriculum based
but it should contain some more outside classroom activities. The textbook is an appropriate
choice of book.