This document discusses evaluating the effectiveness of educational technology in the classroom. It provides an evaluation cycle that includes evaluating technology before, during, and after instruction. The document also discusses evaluating software programs based on content, documentation/support, ability levels, assessment, technical quality, and ease of use. Several types of student assessments are mentioned, including traditional, alternative, project-based, and portfolio assessments. Checklists, rating scales, and rubrics are presented as tools for developing evaluations.

1. Chapter 7
-Evaluating
Educational Technology

2. Intended Learning Outcome:
- At the end of this chapter, you are expected to:
o develop an evaluation tool using and evaluating
the effectiveness of educational software for
classroom use.

3. Educational technology: Evaluating its
Effectiveness in 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.

4. Educational technology: Evaluating its
Effectiveness in Classroom use
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

5. The Educational Technology Evaluation Cycle

6. Evaluating Before 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?

7. Evaluating During Instruction
 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?

8. 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?

9. Evaluating After Instruction
 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?

10. Evaluating Software Programs
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 > 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.

11. 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.

12. Sample of software Evaluation Tool
Use the ff. system to rate the software.
1= strongly agree; 2= strongly disagree; 3= agree; 4= strongly agree; NA= not
applicable
content
1. The content is accurate and factual. 1 2 3 4 NA
2. The content is educationally appropriate. 1 2 3 4 NA
3. The content is free of error. 1 2 3 4 NA
4. The content meets your learning goals and objective. 1 2 3 4 NA
5. The content is free of stereotypes and cultural bias. 1 2 3 4 NA
6. The content meets the school standards. 1 2 3 4 NA
Comments:

13. Documentation and Support
1. The teacher/instructor manual is clear and thorough 1 2 3 4 NA
2. The software has a support number. 1 2 3 4 NA
3. Online technical support is available. 1 2 3 4 NA
4. Help and tutorials are clear and easy to use. 1 2 3 4 NA
Comments:
Ability Levels
1. The ability level can be set by the teacher. 1 2 3 4 NA
2. The ability level automatically advances. 1 2 3 4 NA
3. The software covers a variety of ability/ skill levels 1 2 3 4 NA
Comments:

14. Assessment
1.Software has built-in assessment and reporting tools. 1 3 4 NA
2. Assessment method are appropriate and suited to
learning objectives.
1 2 3 4 NA
3.Software documents and records students progress. 1 2 3 4 NA
4.Teachers can assess students progress easily by
evaluating progress report.
1 2 3 4 NA
COMMENTS:
Technical Quality
1.Animation an graphics are used well. 1 2 3 4 NA
2.Audio (voice input/output) is used well. 1 2 3 4 NA
3.Feedback and prompts are appropriate. 1 2 3 4 NA
4.The applications allows branching and chunking. 1 2 3 4 NA
Comments;

15. Ease of use
1. directions are clear. 1 2 3 4 NA
2. students can exit the programs anytime. 1 2 3 4 NA
3. students can restart the program where they stopped. 1 2 3 4 NA
4. The software is reliable and free of disruption system
error.
1 2 3 4 NA
Comments:

16. Educational technology integration:
Evaluating its effectiveness
The ff. 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
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.

17. 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.

18. Project- based Assessment
o 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.
o Students are likewise given an opportunity to construct their own
knowledge, solve problems, and create realistic projects.
Portfolio Assessment
o is also known as embedded assessment.
o Portfolio assessment is considered as a long term assignment in
which students can see and discover their-

19. own strength and weaknesses which they can improve as they go along the
process of learning.
o 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.
o Portfolio can be done electronically called as e-folio, eFolio, ePortfolio, or
e-polio

20. Checklist, Rating scales, and Rubrics
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.

21. Checklist-
o an evaluation tool that indicates specific criteria that
allows students to keep track of the things they need
to complete and perform.
o and used by teachers to judge or evaluate
knowledge and skills performed by the students w/c
are related to pre- determined learning outcomes.
o This is usually in yes/no format that used to record
the performance of students, individually, by group
or whole class.

22. Checklist
The educational technology is impressive.
The educational technology is effective in conveying the
message.
The educational technology is free from formatting error.
The educational technology was used effectively during
discussion.
The texts are clear and readable.
There are no errors in grammar and spelling of words.
The graphics are engaging.
The project was submitted on time.

23. Rating scale
 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).

24. Example of Rating Scale Evaluation Tool Performance Assessment Evaluation Checklist.
criteria Exemplar
4
Superior
3
Satisfactory
2
Unsatisfactory
1
remarks
The educational technology
is impressive
The educational technology
is effective in conveying the
message.
Used effectively during
discussion
Text are clear and readable
Fee from formatting errors.
There are no errors in
grammar and spelling of
words.
The graphics are .engaging

25. 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.

26. Example of a rubric : Group Video Project Evaluation Tool
CRITERIA EXCELLENT
4
VERYGOOD
3
GOOD
2
POOR
1
SCORE REMARKS
CONTENT/
ORGANIZATIO
N
the content includes
outstanding clarity
of statement of
theme; messages are
presented in a highly
logical order
The content
includes a highly
satisfactory clarity
statement of
theme; message
are presented in a
satisfactory logical
manner
The content
includes a
somewhat clear
statement of
theme; message
are somewhat
presented in a
logical manner
The content
lacks a central
theme, clear
point of view
and logical
sequence of
information.
FUCOS/LEVEL
OF
INFORMATIO
N
QUALITY OF
SHOTS
CLARITY OF
AUDIO
RUNNING
TIME & VIDEO
EFFECTIVENES
S