1. Arnold G. Serrano
BSEd-4A
Chapter 7: Evaluating Educational
Technology
EXPLORE
Evaluating Educational Technology
This activity aims to determine the significance of evaluating educational
technology.
After learning the need of evaluating educational technology, answer briefly the
question below.
1. Why is it important for teachers to evaluate educational technology and software
prior to its use in class instruction?
The word Evaluate defines: to determine or fix the value of; to determine the significance,
worth, or condition of usually by careful appraisal and study. Therefore, for evaluatingit is
evaluated based on actual performance, then why are today’s students continually evaluated
with tests? A good balance of assessments, that is, high-quality standardized testing for
accountability purposes and classroom assessments for improved teaching and learning in
the classroom offers students a more effective way to master the content and skills central to
be successful in the 21st century. Chapter 7 introduces evaluationrubrics: tools for evaluating
technology infused student projects, software, and Web resources. Teachers evaluate student
work and learning every day both formally and informally.
As a future educator sooner, we must accept and learn it because we are called as a 21st
century learner. Evaluatingis important in a way of focusing on our objectives where in what
objectives we draw we must be able to meet the said standard for us to move forward.
2. Through assessing our work done it helps us to improve our primary goals for our future to
become better.
2. When is the appropriate period to use checklist, rating scale and rubrics?
Rubrics are powerful tools that can be used for both formal and informal assessment and
evaluation. The articulation of learning outcomes (objectives) and the design of learning
assessments are often guided by Bloom's Taxonomy and related constructs.
Checklist – is a tool for identifying the presence or absence of conceptual knowledge, skills,
or behaviors.
Rating Scales- is a tool used for assessing the performance of tasks, skill levels, procedures,
process, qualities, or end products.
Rubric- is a tool that has a list of criteria and description in which inform the students what
different levels of accomplishment look like.
Checklist:
The itemized criteria for assessing a student’s achievement must be based on the expected
learning outcomes. State the level of success required for the checklist to be considered
completed. Decide on the response such as “Yes or No”, or simply have a box to be checked
once the item has been completed. From a procedure, process, or task description list, pick
those items that are required for a good performance or product. Group similar items or
order them sequentially- keep as short as possible. Highlight critical steps, checkpoints, or
indication of success. Write a clear instruction for the observer. Review the task descriptions
for details and clarity Format the checklist. Ask for feedback from other instructors before
using it with students.
Rating Scales:
Review the learning outcome and associated criteria for success. Determine the scale to use
(words or words with numbers) to represent the levels of success. Write a description of the
meaning of each point on the scale, as needed. List the categories of performance to be
assessed, as needed. Clearly describe each skill. Arrange the skills in a logical order, if you
can. Highlight the critical steps, checkpoints, or indicators of success. Write clear instructions
for the observer. Review the rating scale for details and clarity. Format the scale. Ask for
feedback from other instructors before using it with students.
Rubric:
Review the learning outcome and associated criteria for success. Develop a list of the
qualities/criteria-address a variety of intellectual, knowledge or practical competencies.
Decide the levels of performance/proficiency-achievement are described according to terms
3. such as excellent, good, needs improvement and not yet achieved. Develop commentaries to
describe each level of proficiency for each criterion-provides a detailed description of the
defining features that should be found in the work at a particular level of mastery. Arrange
the skills in a logical order, if you can. Write clear instructions for the observer. Review the
rating scale for details and clarity. Format the scale. Ask for feedback from other instructors
before using it with students.
Furthermore, there’s no appropriate period to use the 3 tools. Besides, it depends on your
choices on what scale you must prefer. The 3 tools means it define as your total judgment on
your done work.
