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Resource Quality Checklist

How to use this checklist

This general checklist provides guidance to teachers, advisors and collection developers on criteria for reviewing and selecting resources for inclusion in DDL. It is understood that not all criteria will apply to all resources. DDL directors and content reviewers will consider information in this checklist when performing a final review of the appropriateness of materials to accession into DDL. Furthermore, considerations for accessioning materials are guided by DDL priorities as outlined in the DDL Collection Policy and DDL Resource Priorities & Selection Guidelines for collection development. Other rubrics may be applied to determine if a resource meets specific project and educational content criteria.

1. Open Educational Resources YES NO
a. Is there an ownership and licensing statement for use and creation of derivative works (such as Creative Commons, Public Domain, or some other copyright and use statement)?
b. Is the name of the resource creator or institution on the resource (attribution is given)?
c. Are resources freely accessible (not behind a login or paywall)?
2. Supports DDL Priorities YES NO
a. Does resource fit within the scope of priorities defined by the DDL Collection Policy?
3. Reliable and Relevant (content) YES NO
a. Was the resource reviewed for content accuracy and currency by a qualified specialist/organization in the appropriate field?
b. Does the resource provide activities and material that support student learning of content specified in Afghanistan educational goals?
c. Does the resource provide curriculum or educational material for teacher use in planning instruction to meet Afghanistan educational goals?
d. Does the resource provide content that supports meaningful learning to the Afghan context?
e. Is the resource easy to use for educators and/or learners?
f. Can the resource be adapted for educators’ and learners’ interests, abilities, and needs  (such as   teacher editable versions of student handouts, several levels of difficulty or complexity in student activities, or links to maps or local datasets for different locations)?
4. Accurate and Usable (translation and technology) YES NO
a. Is the translation of the resource complete and accurate?
b. If related websites are mentioned, are links functional at the time of review?
c. Does this resource provide an easy-to-download or print option for text and graphic elements, such as a .pdf of printable version?
d. Can the resource be successfully  accessed and used on different platforms and devices?
5. Advertisement Free & Objective YES NO
a. Is resource free of distracting advertising or content that is irrelevant, interferes with the use of the material, or that may be inappropriate for the intended user group?
b. Does resource provide a respectful, gender equitable, and non-discriminatory perspective?
6. Supports Authentic Learning. When applicable, does the resource ... YES NO
a. … engage learners and create curiosity about the topic or material (encourage inquiry) ?
b. … provide a vehicle for asking questions or seeking further information (build critical thinking)?
c. … encourage student real life applications (encourage problem solving)?
d. … give students opportunity to look at multiple perspectives on the same topic (teach value of diversity and is not dogmatic)?

 

"Education is the kindling of a flame, not the filling of a vessel." ~ Socrates
"If your tree brings the fruit of knowledge / it shall bring the sky down to the earth” - Nasir Khusraw (1004 – 1088 AD)
The great aim of education is not knowledge but action. -- Herbert Spencer
Seek knowledge from the cradle to the grave. -- Hadith
The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ― William Arthur Ward
Asking good questions is half of learning. -- Sufi saying
Those who educate children well are more to be honored than they who produce them; for these only gave them life, those the art of living well. ― Aristotle
Enlightenment must come little by little-otherwise it would overwhelm. -- Idries Shah
We were scared. But school was where we wanted to be. -- Shabana Basij-Rasikh, Afghan education activist
Seeking knowledge is obligatory upon every Muslim, male and female. -- Hadith
Education is a living treasure for all humankind. ~ Ehsan Ullah, Founder, Kandahar Institute of Modern Studies
I have always imagined that paradise will be a kind of library. ~ Jorge Luis Borges
A teacher is a candle that burns to enlighten others. ~ Afghan proverb
There is a path to the top of the highest mountain. ~ Afghan proverb
Drop by drop a river is made. ~ Afghan proverb
We should all attempt to acquire as much knowledge as possible in order that we may render our services to society in the manner of the women of early Islam. -- Queen Soraya of Afghanistan, 1926
If you learn even one word more than yesterday, you will be totally a different person.