Although the ultimate criterion for the selection of an instructional package appears to be empirically oriented in the amount of student learning which it engenders, intermediate and more immediate criteria of a judgmental character which could serve as proxies to this ultimate criterion appear non-existent. Consequently, the theme of this article is to identify and illustrate seven criteria which may serve in this intermediate capacity and which could be subsumed by the rubric “potential for student learning.” These criteria are: (1) accuracy, (2) clarity, (3) conductibility-practicality, (4) consistency, (5) propriety, (6) relevancy, and (7) social-sensitivity.
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