Evaluating

Educational Technology
PED 411. Lesson 7
Outline

 Evaluating before Instruction

 Evaluating during Instruction
 Evaluating after Instruction
 Evaluating Software Programs
 Educational Technology Integration: Evaluating its
Effectiveness
 Checklists, Rating Scales, and Rubrics
01
Evaluating before Instruction
Evaluating during Instruction
Evaluating after Instruction
Evaluating before
Instruction
Before acquisition or before using any
educational technology tool and software, the
teacher should be asking himself/herself the
following 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 learning capacity of my students?
6. Will it help me convey the message of the lesson?
7. Will it help me demonstrate the processes?
Evaluating during
Instruction
The teacher should be asking himself/herself the
following 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. Des it help students to stay in focus?
9. Does it improve learners’ behavior when it comes to learning?
10. Are students more participative and more engaged in learning?
11. Are there problems encountered during the use of educational technology?
Evaluating after
Instruction
This is the stage where teachers will finally decide whether
the educational technology used in instruction is of help in
the teaching and learning process. The teacher may ask
the following questions:

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?
02 Evaluating Software Programs
Evaluating software programs
Evaluating the software particularly the instructional software to be used in class
is likewise important as evaluating technologies. The following are the areas that
need to be evaluated.
o Content - the teacher has to determine if the content relates to the
curriculum, school standards, and instructional objectives. The teacher
has to determine also the validity of the content, whether it is up-to-date
or not.
o Documentation 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.
Evaluating software programs
Evaluating the software particularly the instructional software to be used in class
is likewise important as evaluating technologies. The following are the areas that
need to be evaluated.
o Ability levels and Assessment - the teacher has to evaluate if the
software matches the ability level – student’s current competency/skill
level – in achieving a particular learning outcome.
o 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. When it comes to ease of use, the
software should be user-friendly for both the teachers and
students yet sustains students’ interest and attitude of being
challenged.
Evaluating software programs
03
Educational Technology Integration:
Evaluating its Effectiveness
Educational Technology Integration:
Evaluating its Effectiveness

Evaluating educational technology’s effectiveness

is no easy task for this is linked with the students’ learning.
Thus, evaluating the effectiveness of educational
technology is connected with their assessment given to
students.
Educational Technology Integration:
Evaluating its Effectiveness
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
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
students.
Educational Technology Integration:
Evaluating its Effectiveness
The following are the different assessments that
may be given to students:
1. Traditional assessment – includes multiple choice,
essay, short answer, true or false, fill-in-the-blank, and
matching type.
2. Alternative Assessment – is a nontraditional method of
measuring students’ mastery and skill level. Authentic
assessment, project-based assessment, and portfolio
assessment are under alternative assessment.
Educational Technology Integration:
Evaluating its Effectiveness
The following are the different assessments that
may be given to students:

Authentic Assessment – this is based on authentic

learning method which allows students to do hands-on
experiments or activities, do research papers, and create or
produce an output that is based on the intended learning
outcomes/objectives. Authentic assessment helps
students to develop real-world skills that make them life-
ready which can be applied outside the school.
Educational Technology Integration:
Evaluating its Effectiveness
The following are the different assessments that
may be given to students:

Wiggins (1998) lists six characteristics of an authentic

assessment:
1. The assessment is realistic, it reflects the way the information or skills
would be used in the “real-world”.
2. The assessment requires judgment and innovation; it is based on
solving unstructured problems that could easily have more than one
answer and, as such, requires the learner to make informed choices.
3. The assessment asks the student to “do” the subject, that is, to go
through the procedures that are typical to the discipline under study.
Educational Technology Integration:
Evaluating its Effectiveness
The following are the different assessments that
may be given to students:

Wiggins (1998) lists six characteristics of an authentic

assessment:
4. The assessment is done in situations as similar as possible to the
context in which the related skills are performed.
5. The assessment requires the student to demonstrate a wide range of
skills that are related to the complex problem, including some that involve
judgment.
6. The assessment allows for practice, feedback, and second chances to
solve the problem being addressed.
Educational Technology Integration:
Evaluating its Effectiveness
The following are the different assessments that
may be given to students:

Project-based Assessment – this 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.
Educational Technology Integration:
Evaluating its Effectiveness
The following are the different assessments that
may be given to students:

Portfolio Assessment – also known as embedded

assessment. This is considered as a long-term
assignment in which students can see and discover
their own strengths and weaknesses which they can
improve as they go along the process of learning.
Educational technology plays an imporant role
in the assessments mentioned above. Thus,
completion of assessments is aided with
educational technology that helps students
achieve the learning goals.
04
Checklists, Rating Scales, and Rubrics
Checklists, Rating Scales,
and Rubrics
After the students submit their
requirements, projects, and other assessments,
the teachers evaluate al 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.
Checklists, Rating Scales,
and Rubrics

Tips for developing Checklists, Rating scales,

and Rubrics:
1. Use checklist, rating scales and rubrics in relation to outcomes
and standards.
2. Use simple formats that can be understood by students.
3. Ensure that the various skills that students need to
demonstrate are clear, specific, and observable.
4. Ensure that checklists, rating scale, and rubrics are properly
dated to track student’s progress history.
5. Leave appropriate space remarks and comments.
Checklists, Rating Scales,
and Rubrics
Checklist – an evaluation tool that indicates specific
criteria that allow students to keep track of the things
they need to complete and perform. This is also being
used by teachers to judge or evaluate the knowledge
and kills performed by the students which are related
to pre-determined learning outcomes. This is usually
in a Yes/No format that used to record the
performance of students, individually, by group, or
whole class.
Checklists, Rating Scales,
and Rubrics
Checklists, Rating Scales,
and Rubrics
Rating scale – an evaluation tool that allows teachers
to indicate the degree point/observation, equivalent
to the behavior or skills displayed by the learner.
Rating scale indicates the criteria which are graded
through numerical value (e.g. 1,2,3,) or descriptive
words (exemplary, superior, satisfactory).
Checklists, Rating Scales, and Rubrics
Checklists, Rating Scales,
and Rubrics
Rubrics – scoring guides, which consist of specific pre-
determined performance criteria and used in evaluating
student work and performance. Rubrics allow 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
allows teachers to save time in grading the work
performance of their students; it also help teachers to
refine their teaching skills. Rubrics may be holistic, or
analytic.
Checklists, Rating Scales, and Rubrics
Checklists, Rating Scales, and Rubrics
“New technology
is common,
new thinking
is rare.”
– Sir Peter Blake
THANK YOU.

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