Evaluating Educational Technology

Chapter 7
- At the end of this chapter, you are

expected to:
*develop an evaluation tool using and

evaluating the effectiveness of
educational software for classroom use.
• Evaluating the use of educational technology in
class is important as evaluating the processes done
in any project. To evaluate a process or item is to
determine its importance and usefulness.
Determining the appropriateness of educational
technology in the classroom instruction and to
gauge how much it enhances teaching and
learning are some areas that we take a look at to
arrive at a final decision about its use and
implementation in education.
Further, educational technology must :
1. Be suitable for the teaching and learning situations
2. Be motivational
3. Promote learning
4. Be at the right level or age of the learners
5. Address the needs of the curriculum
6. Help meet the learning outcomes
Before
Instruction
EVALUATE
AND REVISE
After During
Instruction Instruction
Before the acquisition/ using any educational technology tool and
software, the teacher should be asking himself/herself the ff.
questions
1.Will it match the needs of the
curriculum?
2. Is it appropriate for the age of my
students?
3. Is it appropriate for the teaching
and learning situations?
4. Is it updated?
5. Will it match the capacity of my
students?
6. Will it help me convey the message
of the lesson?
7. Will it help me demonstrate the
processes?
 During instruction, the teacher should continue to observe and
assess the effectiveness of educational technology being
implemented in classroom use. The teacher may take note of the
benefits and problems encountered during implementation.
The teacher should be asking

himself/herself the ff.
questions.
1. Is educational technology
attractive to the students?
2. Is it innovative and exciting?
3. Is it being used
appropriately?
4. Is it easy to use
5. Does it help the students understand the lesson better?
6. Does it help me explain the lesson?
7. Does it help students to develop their higher order thinking skills?
8. Does it help students to stay in focus?
9. Does it improve learners behaviour when it comes to learning?
10.Are students more participative and more engaged in learning?
11. Are there problems encountered and during the use of
educational technology?
• Before putting your thumbs up or down, you might want to ask
yourself a few more questions to help you determine if there is need
to change the educational technology, or you just need a little more
adjustment and practice in using the technology.
1. Did it help my students achieve the
intended learning outcomes?
2. Did it improve the performance of
the students in the subject matter?
3. Did it enhance my students
learning?
4. Did it help me determine the strong
and weak points of my students in
learning the subject matter?
5. Are students looking forward to
learn the next lesson?
1. Content – the teacher has to determine if the content
relates to the curriculum, school standards and instructional
objectives.
2. Documental and technical support- when thinking of
acquiring or using a certain instructional software, look if there
is proper documentation and technical support about the
software –
documentation - refers to the information that may assist
the teacher in the installation of the software.
technical support -j refers to the service that hardware,
software and the company provide whenever the
user encounters technical problems upon
installation, to repair and other assistance
needed whenever problems arise during the use
of the software.
3. Ability and assessment- the teacher has to
evaluate if the software matches the ability level-
students current competency/skill level- in achieving a
particular learning outcome.
4. Technical quality and Ease of Use- teachers
have to consider the ff. when it comes to technical
quality: clarity of text, design, and multimedia elements:
correctness of prompts and feedback: appropriateness
of graphics, audio, sound effects , animation and video.
The different assessments that may be given to the students.
 Traditional Assessment – includes multiple choice essay, short

answer, true-or-false, fill in the blanks and matching type.
Alternative assessment - is a non-traditional method of
measuring students mastery and skill level. Authentic assessment are
under alternative assessment.
Authentic Assessment – this is based on authentic learning
method which allows students to do hands on experiment or
activities. It helps students to develop real world skill that make them
life- ready which can be applied outside the school.
Wiggins (1998) list six characteristics of an authentic assessment.
1. The assessment is realistic;

2. The assessment require judgement and innovation;
3. The assessment ask the students to “do” the subject;
4. The assessment is done in situation;
5. the assessment requires the student to demonstrate a
wide range of skills;
6. The assessment allows for practice, feedback, and
second chances to solve the problem solving being
addressed.
Project- based Assessment
• is based on authentic learning which is project-based
learning (PBL) which engages students in real- world
projects where they are given a significant task to fulfill.
• Students are likewise given an opportunity to construct
their own knowledge, solve problems, and create
realistic projects.
Portfolio Assessment
• is also known as embedded assessment.
• considered as a long term assignment in which students
can see and discover their own strength and weaknesses
which they can improve as they go along the process of
learning.
Tips for developing checklist, rating scales, and rubrics:
1. Use checklist, rating scales rubrics in relation to outcomes

and standards.
2. Use simple formats that can be understood by the
students.
3. Ensure that the various skills that students need to
demonstrate are clear, and specific and observable.
4. Ensure the checklists, rating scales and rubrics are
properly dated to track students progress history.
5. Leave appropriate space remarks and comments.
an evaluation tool that indicates specific criteria
that allows students to keep track of the things they
need to complete and perform.
used by teachers to judge or evaluate knowledge
and skills performed by the students w/c are
related to pre- determined learning outcomes.
usually in yes/no format that used to record the
performance of students, individually, by group or
whole class.
• An evaluation tool that allows teachers to
indicate the degree point/ observation
equivalent to the behaviour or skills
displayed by the learner.
• Indicates the criteria which are graded

through numerical value(e.g. 1,2,3,4) or
descriptive words (e.g. exemplary, superior,
satisfactory, unsatisfactory).
• Are defined as scoring guides which consist of
specific pre-determined performance criteria and
used in evaluating student work and performance.
• Allows teachers to grade the performance of their
students in a more precise manner.
• This helps students to determine the areas they
need to improve on and be better the next
assessment; it also help teachers to refine their
teaching skills
• Rubrics may be holistic/ analytic.

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Chapter 7

- At the end of this chapter, you are

*develop an evaluation tool using and

The teacher should be asking

 Traditional Assessment – includes multiple choice essay, short

1. The assessment is realistic;

1. Use checklist, rating scales rubrics in relation to outcomes

• Indicates the criteria which are graded

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