Evaluating

educational
technology
CHAPTER 7
Educational technology:
evaluating its effectiveness in
classroom use
 Evaluation is an important part of any entity or item
consumed by an individual, to know how well it works,
whether it is effective or not, and to determine whether it
benefits or brings complications to the person.
 Evaluating the use of educational technology in class is
as important as evaluating the processes done in any
project.
Implementation in education.
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
Evaluating before instruction
 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 learning capacity of my students?
6. Will it help me convey the message of the lesson?
7. Will it help me demonstrate the process?
Evaluating during instruction

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. Does 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
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?
Evaluating software programs
1. Content- the teacher has to determine if the content relates to the
curriculum, school standards, and instructional objectives.
2. 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.
3. 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.
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.
Educational technology
integration: Evaluating its
effectiveness
Evaluating educational technology’s effectiveness is no easy task
for this is linked with the students’ learning. It is therefore important that
teachers have to develop indicators that would measure not only the
cognitive skills of the students but more importantly the psychomotor
and affective domains.
The ff. are the different assessments that may be given to students:
1. Traditional Assessment
2. Alternative Assessment
3. Authentic Assessment
4. Project-based Assessment
5. Portfolio Assessment
Checklists, Rating Scales, and
Rubrics
 Tips for developing Checklists, Rating Scale and Rubrics:
1. Use checklists, rating scale, and rubrics in relation to
outcome and standards.
2. Use simple formats that can be understood by students.
3. Ensure that various skills that students need to
demonstrate are clear, specific, and observable.
4. Ensure that checklists, rating scales, and rubrics are
properly dated to track student’s progress history.
5. Leave appropriate space remarks and comments.
 Checklists- an evaluation tool that indicates specific
criteria that allow students to keep track of the things
they need to complete and perform.
 Rating Scale- An evaluation tool that allows teachers to
indicate the degree point/observation equivalent to the
behavior or skills displayed by the learner.
 Rubrics- defined as scoring guides which consist of
specific pre-determined performance criteria and used
in evaluating student work and performance.
Checklist
Rating Scale
Rubrics
Activity
Answer the following questions carefully.

1-5. Draw the Educational Technology Evaluation Cycle.

6-9. Give the areas that need to be evaluated in Software
Programs.

Encircle the letter of the correct answer.

10. The teacher has to evaluate if the software matches the
ability level-student’s current competency/skill level-in achieving
a particular learning outcome.
a. Content
b. Documentation and Technical Support
c. Technical quality and ease of use
d. Ability levels and assessment
11. Teachers have to consider the following when it comes to
technical quality: clarity of text, design, and multimedia
elements.
a. Ability levels and Assessment
b. Documentation and Technical Support
c. Technical Quality and Ease of use
d. Content
12. When thinking of acquiring or using a certain instructional
software, look if there is proper documentation and technical
support about the software.
a. Documentation and Technical Support
b. Ability levels and Assessment
c. Content
d. Technical quality and Ease of Use
13. The teacher has to determine the content relates to the
curriculum, school standards, and instructional objectives.
a. Technical quality and Ease of use
b. Content
c. Ability levels and assessment
d. Documentation and technical support
14. Includes multiple choice, essay, short answer, true or
false, fill in the blank, and matching type.
a. Traditional Assessment
b. Alternative Assessment
c. Authentic Assessment
15. Is a non traditional method of measuring students’
mastery and skill level.
a. Traditional Assessment
b. Alternative Assessment
c. Authentic Assessment
16. This based on authentic learning method which allows
students to do hands-on experiments or activities, do
research papers, and create or produce an output.
a. Traditional Assessment
b. Authentic Assessment
c. Project-based Assessment
17. Engages students in real-world project where they are
given significant task to fulfill.
a. Portfolio Assessment
b. Authentic Assessment
c. Project-based Assessment
18. This is also known as embedded assessment.
a. Project-based Assessment
b. Authentic Assessment
c. Portfolio Assessment
19. An evaluation tool that allows the teacher to indicate
the degree point/observation equivalent to the behavior
or skills displayed by the learner.
a. Rating Scale
b. Checklists
c. Rubrics
20. An evaluation tool that indicates specific criteria that
allow students to keep track of the things they need to
complete and perform.
a. Rating Scale
b. Checklists
c. Rubrics