Courseware evaluation criteria
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Courseware evaluation criteria

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    Courseware evaluation criteria Courseware evaluation criteria Presentation Transcript

    • ZOLKEFLI BAHADOR
    •  Educational software designed especially for classroom use.
    •  content presentation and organization of the content  Pedagogical Parameters  Design factors technical support and update processes the evaluation of learning
    •  The content is reliable The origin of information is known The authors and the publishers are reputable Balanced presentation of information Bias-free viewpoints and images Balanced representation of cultural, ethnic and racial groups Correct use of grammar Current and error-free information Concepts and vocabulary relevant to learners’ abilities Information relevant to age group curriculum Information of sufficient scope and depth Logical progression of topics Variety of activities, with options for increasing complexity.
    •  Pedagogical Parameters  Instructional Theories – Curriculum  The design of the courseware is based on reliable learning and instructional theories and is directly related with the content of the curriculum.  The application of the courseware is possible in various topics of the curriculum  The application of the courseware is possible on issues related with the curriculum  The courseware can be used by learners alone, without the need of other instructional objects (i.e. book)
    •  Pedagogical Parameters  Instructional Theories – Curriculum  The design of the courseware is based on reliable learning and instructional theories and is directly related with the content of the curriculum.  The application of the courseware is possible in various topics of the curriculum  The application of the courseware is possible on issues related with the curriculum  The courseware can be used by learners alone, without the need of other instructional objects (i.e. book)
    •  Pedagogical Parameters  Structure  The content is structured in a clear and understandable manner  The structure allows learners to move around freely in different units  The structure of the Courseware permits learners to advance, review, see examples, repeat the unit, or escape to explore another unit
    •  Pedagogical Parameters  Learners Control  Learner’s control corresponds to learners’ age  Learner’s control corresponds to learners’ cognitive capabilities  The quantity of learner’s control corresponds with the feedback given from the Courseware.
    •  Pedagogical Parameters  Adaptivity  The COURSEWARE considers the individual differences of the learners  The COURSEWARE considers the different learning styles  The COURSEWARE considers different background knowledge of the learners  The COURSEWARE considers the different motivation of the learners  The COURSEWARE considers the different learning experience
    •  Pedagogical Parameters  Adaptivity  The COURSEWARE contains understanding assignments  The COURSEWARE contains assignments that develop the critical ability  The COURSEWARE facilitates learning by doing  The COURSEWARE permits learners to change the basic configurations  The COURSEWARE offers the ability to change the level of difficulty  The COURSEWARE allows learners to work on their own pace
    •  Pedagogical Parameters  Collaborative learning  The COURSEWARE promotes collaborative learning  The COURSEWARE contains assignments that can be executed by a group of learners  The COURSEWARE encourages discussion and collaboration among learners
    •  Design Factors  Interactivity  The interactivity of the COURSEWARE is according to the maturity of the students  The COURSEWARE provides opportunities for interaction at least every three or four screens  The content is chunked into small segments and includes build in questions, reviews, and summaries for each segment  The COURSEWARE poses frequently questions to the users that do not interrupt the learning process  The COURSEWARE ask students to apply what they have learnt rather than memorise it
    •  Design Factors  Interactivity  The COURSEWARE uses rhetorical questions during instruction to get students to think the content  The COURSEWARE allows learners to discover information through active exploration
    •  Design Factors  Navigation  Help key to get procedural information  Answer key for answering a question  Glossary key for seeing the definition of any term  Objective key for reviewing the course’s objectives  Content map key for seeing a list of options available  Summary and review key for reviewing whole or parts of the lesson  Menu key for returning to the main page  Exit key, for exiting the program
    •  Design Factors  Navigation  Comment key for recording a learners comment  Example key for seeing examples of an idea  Key for moving forward or backward in a lesson  Key for accessing the next lesson in a sequence
    •  Design Factors  Feedback  The COURSEWARE provides feedback immediately after a response  The placement of feedback is varied according to the level of objectives. (Provide feedback after each response for lower level objectives, and at the end of the session for the higher level ones)  The COURSEWARE provides feedback to verify the correctness of a response  For incorrect responses, information is given to the student about how to correct their answers, or hints to try again
    •  Design Factors  Feedback  The COURSEWARE allows students to print out their feedback  The COURSEWARE allows students to check their performance  The COURSEWARE allows students to measure the time they consume in a certain on-line assignment
    •  Design Factors  Screen Design  Screens are designed in a clear and understandable manner  The presentation of information can captivate the attention of students  The presentation of information can stimulate recall  The design does not overload student’s memory  The use of space is according to the principles of screen design  The design uses proper fonts in terms of style and size  The use of text follows the principles of readability
    •  Design Factors  Screen Design  The color of the text follows the principles of readability  The number of colors in each screen is no more than six  There is consistency in the functional use of colors  The quality of the text, images, graphics and video is good  Presented pictures are relevant to the information included in the text  The use of graphics support meaningfully the text provided  A high contrast between graphics and background is
    •  Design Factors  Screen Design  There is only one moving image (animation and/or video) each time on the same screen  Video enhance the presentation of information  Sound is of good quality and enhances the presentation of information  Sound is an alternative means of presenting information and not a necessity (except for music and language courses)  The integration of presentation means is well coordinated
    •  The content has durability over time The content can be updated and/or modified with new knowledge that will appear soon after the purchase of the courseware Technical coverage is offered from the production company The courseware can be used in different platforms Documentation exist regarding technical requirements for software and hardware needed There are instructions for the installation and use of the courseware There is a review of the courseware’s contents for use by the instructor Documentation exists regarding the use of the courseware in the classroom with teaching plans and related activities The updating, modifying and adding procedures are relatively easy for the average user The COURSEWARE provides printing capabilities The COURSEWARE allows to keep (save) every step of the activities
    •  The process of learning  The COURSEWARE is easy to learn; the user can quickly get some work done with it  The COURSEWARE is efficient to use; once the user has learnt it, a high level of productivity is possible  The COURSEWARE is easy to remember; the casual user is able to return to using it after some period without having to learn everything all over  The structure of the COURSEWARE is comprehensive and the average performance learners can easily follow it  Users do not make many errors during the use of the COURSEWARE or if they do so they can easily recover them
    •  The process of learning  Users are subjectively satisfied by using the H.C  Users find the COURSEWARE interesting