PE118-

TECHNOLOGY FOR TEACHING AND

LEARNING 2

Evaluating
Educational Technology
Intended Learning Outcome
• Demonstrate in-depth understanding of the importance of
an evaluation tool in using and evaluating the
effectiveness of educational software for classroom used.
• Evaluating Software Program
Evaluating software programs
• Evaluating educational technology and software helps
teachers determine if it's effective in achieving their
learning objectives, and if it's suitable for their students'
needs and learning styles.
• Evaluating the software particularly the instructional
software to be used in class is likewise important as
evaluating technologies.
• This can help ensure that the technology is engaging and
contributes to student learning.
Evaluating educational technology and software can also help
teachers:

• Improve teaching outcomes: Help teachers integrate

new teaching tools into their classrooms
• Ease teaching methods: Enhance their ability to give
instructions, improve the learning of students, and help
them get better academic scores
• Ensure that the technology is safe and secure for
students to use: Evaluate the software's privacy policy
• Know if it's appropriate to the topic: Before
implementing the educational technology in class
Evaluating software programs
• The following are the areas
that need to be evaluated.

• 1. Content – the teacher has

to determine if the content
relates to the curriculum,
school standards and
instructional objectives.
Evaluating software programs
• The following are the areas that need to be evaluated.
• 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 - 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 following 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.
Educational technology Integration:

Evaluating Its Effectiveness

• Evaluating educational technology’s effectiveness is no

easy task for this is linked with students’ learning. Thus,
evaluating the effectiveness of educational technology is
connected with the assessment given to the students.

• The teacher should see to it that the learning objectives or

outcomes specified at the beginning of the lesson will
come into fruition through the assessment to be taken by
the students.
• Assessment in the field of education, when defined, is any
method used to measure how much the student has
learned knowledge and performance of the students.
Educational technology Integration:
Evaluating Its Effectiveness

• The following are 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 student’s 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 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.

• this may take students a great deal time in completing

their portfolio and teachers long period of time in
evaluating the portfolio but it is worth doing for both
teachers and students can see the progress students
accomplishment and learning.
• Portfolio can be done electronically called as e-folio,
eFolio, ePortfolio, or e-polio.
•
• Portfolio Assessment is also known as embedded
assessment.
Checklists, Rating Scales and Rubrics
• After the students submit their requirements, projects and
other assessments, the teachers evaluate all these and
their learning process using checklists, rating scales and
rubrics.
•
• These evaluation tools are likewise helpful in evaluating
the integration of educational technology in education.
• 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.
checklists
• An evaluation tool that indicates specific criteria that
allows students to keep track of the things they need to
complete and perform.

• And used by teachers to judge or evaluate knowledge

and skills performed by the students which are related to
pre- determined learning outcomes.

• This is usually in yes/no format that used to record the

performance of students, individually, by group or whole
class.
Rating scales
• An evaluation tool that allows teachers to indicate the
degree point/ observation equivalent to the behavior or
skills displayed by the learner.

• Indicates the criteria which are graded through numerical

value (e.g. 1, 2, 3, and 4) or descriptive words (e.g.
exemplary, superior, satisfactory, and unsatisfactory).
Rubrics
• 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.
• A holistic rubric consists of a single scale with all criteria to be
included in the evaluation being considered together (e.g., clarity,
organization, and mechanics). With a holistic rubric the rater
assigns a single score (usually on a 1 to 4 or 1 to 6 point scale)
based on an overall judgment of the student work.

• An analytic rubric is one that explicitly breaks down an

assignment into its constitutive skills and provides students with
guidelines for what each performance level looks like for each
skill.

• Analytic rubrics address an assignment with many components

and offer a specific grade. Holistic rubrics are much more brief,
generally address fewer components, and do not offer a specific
 Score Criteria
4 (80-100%) Research paper demonstrates complete understanding and execution of the
assigned objectives. Thesis statement/argument is clearly stated, complex and
original, and the writing does not spend excessive time on any one point of
development at the expense of developing other points in the body of the paper.
Writing is also error-free, without ambiguity, and reads smoothly, creatively, and with
a purpose.
3 (70-79%) Research paper demonstrates considerable understanding and execution of the
assigned objectives. Thesis statement/argument is stated, verges on the complex
• Holistic and original, and the writing shows accuracy and balance in developing body points,
but may exhibit occasional weaknesses and lapses in correctness. Writing also has
Rubric some errors and ambiguities, yet does read clearly and coherently.

2 (60-69%) Research paper demonstrates some understanding and execution of the assigned
objectives. Thesis statement/argument is faintly stated and/or expected and not
confident, and the writing is inconsistent in terms of balance in developing body
points, and exhibits weaknesses and lapses in correctness. Writing also has many
errors and ambiguities, and may read confusingly and incoherently.

1 (50-59%) Research paper demonstrates limited understanding and execution of the assigned
objectives. Thesis statement/argument is simplistic, unoriginal, and/or not present at
all, and the writing is unbalanced in developing body points, weak, and incomplete.
Writing also has numerous errors and ambiguities, and reads confusingly and
incoherently.
 Standards
Criteria Adequate (50-59%) Competent (60-69%) Good (70-79%)
Excellent (80-100%)
Knowledge of forms, Demonstrates limited Demonstrates some Demonstrates
Demonstrates
conventions, knowledge of forms, knowledge of forms, considerable
thorough and
terminology, and conventions, conventions, knowledge of forms,
insightful knowledge
strategies relative to terminology, and terminology, and conventions,
of forms, conventions,
the importance of strategies relative to strategies relative to terminology, and
terminology, and
sources to subject importance of importance of strategies relative to
strategies relative to
• Analytic sources to subject sources to subject importance of
importance of
sources to subject
sources to subject

Rubric Critical and creative

thinking skills
Uses critical and Uses critical and Uses critical and
Uses critical and
creative thinking skills creative thinking skills creative thinking skills
creative thinking skills
with limited with moderate with considerable
with a high degree of
effectiveness effectiveness effectiveness
effectiveness
Communication of Communicates Communicates Communicates
Communicates
information and idea information and idea information and ideas information and ideas
information and ideas
with limited clarity with some clarity with considerable
with a high degree of
clarity clarity and with
confidence
Quality of argument Argument is simple Argument takes on a Argument bridges on Argument is complex
and writing and unoriginal, and fair and expected the complex and and original, and the
the writing is weak position, and the original, and the writing is strong, fluid,
and inconsistent writing is moderately writing is clear and and creatively
clear and coherent coherent coherent
Spelling and grammar Several errors in A few errors in Some errors in No errors in spelling
spelling and grammar spelling and grammar spelling and grammar and grammar
Asynchronous Activity
Create an analytic rubrics for 3-minute step test and
Stork-balanced test, guided by the sample below.