Software Evaluation Rubric
Researched and Developed by Kristin Miller and Jacqueline Bach, SAS inSchool Interns, Summer, 2001 (May be reproduced for classroom use as long as no fee is charged
and SAS inSchool http://www.SASinSchool.com is cited as the source.) |
| | Unsatisfactory - 1 | Needs Improvement - 2 | Good - 3 | Exemplary - 4 |
| Instructional Content | · Information is inaccurate, incomplete or outdated · Facts do not come from reliable sources or sources are not identified · Little or no overall context for information · Purpose is unclear · Content focuses entirely on fundamental concepts, rote memory, or recitation of facts; no provision for moving students to higher levels of thinking by applying what is learned | · Information is not always accurate, complete or current · Facts come from questionable sources · Content is not related to larger context · Content lacks sense of purpose or central theme · Content focuses on fundamental concepts and rarely engages students in higher levels of thinking; students are rarely asked to apply what they learn | · Information is accurate and most is complete and current · Facts usually come from reliable sources which are clearly identified · Content is usually related to larger context · General purpose is identified · Content provides some activities which encourage higher levels of thinking; students are frequently asked to apply what they have learned | · Information is accurate, complete, and current · Facts come from reliable sources which are clearly identified · Content and context are consistent with the theme · All information relates to the stated purpose and learning goals · Content moves learners beyond the basics and encourages higher levels of thinking; students are engaged in applying what they learn |
| Curriculum Connections | · National and/or state standards are not accessible within the product and there are no apparent links to the learning activities · No prerequisite knowledge requirements are given · No real world examples are given | · National and/or state standards are not located within the product but some relation to standards is apparent · Lists some prerequisite knowledge necessary for success · Uses some real world examples to make the instruction relevant for the learner · Complies with some subject based guidelines | · National and/or state standards are sometimes available and may be linked to lessons · Outlines prerequisite knowledge necessary for success · Uses many real world examples to make the instruction relevant for the learner · Complies with most subject based guidelines | · National and state standards are accessible within the product and may be easily linked to lessons · Lists all prerequisite skills · Uses all real world examples to make the instruction relevant for the learner · Complies with all subject based guidelines |
| Graphics and Multimedia | · Graphics are absent, poorly placed, or fail to assist learning · Background and text are not compatible and text is difficult to read · Graphics are inconsistent, inappropriate, and do not enhance learning · Poor use of color · Gratuitous animation with no relation to learning goals · Multimedia is superfluous and often gets in the way of purpose and learning goals | · Graphics minimally support learning · Background and text are frequently incompatible and text is often difficult to read · Graphics are not always consistent or appropriate · Colors are used somewhat ineffectively · Animation rarely complements learning · Multimedia seems unrelated to purpose and learning goals | · Graphics are intended to assist learning · Background and text are usually pleasing, compatible and legible · Most graphics are consistent and appropriate in design · Colors are used in a somewhat effective way · Animation often complements learning · Multimedia is sometimes unrelated to purpose and learning goals | · Graphics are well designed and rendered to enhance learning · Background and text are pleasing, compatible and easy to read · Graphics are consistent, appropriate and designed to optimize learning · Colors are used in an effective way · Animation always complements learning · Multimedia appears to be directly related to stated purpose and learning goals |
| Lay-out | · Layout is confusing · Learners cannot navigate through the information to find what they need · Layout is illogical and unpredictable · Layout is inconsistent | · Layout is not intuitive · Layout is difficult to navigate · Layout is frequently illogical · Layout is frequently inconsistent | · Layout is clear but learners sometimes need help to find necessary features · learners can usually navigate through the information to find what they need · Layout is logical in most cases, but sometimes confusing · Layout is frequently consistent, but occasionally confusing | · Layout is clear and intuitive; learners can always find what they need · It is easy to navigate through the information to find necessary features · Layout is logical · Layout is consistent on all pages |
| Technical Aspects | · Links do not work properly · Specific browser needed to view pages, but no directions are available for users to download appropriate browser · Multimedia resources do not work · Web site is often down or unreliable; software installation often results in aborted efforts or conflicts | · Not all links work properly · Pages work in only one browser , but directions and links are provided so users can download appropriate browser · Multimedia resources work some of the time · Web site is unreliable or software is hard to install properly | · Most links work properly · Most pages work in most browsers · Multimedia resources work most of the time · Users are able to access web site or install software with minimal effort | · All links work properly · Pages work in most common browsers: Netscape and Internet Explorer · All multimedia resources work at all times · Users are able to access web site or install software with ease · Clear and complete directions are available for access or installation |
| Adaptability and Accessibility | · Pictures and icons do not have ALT tags · Paragraphs and sections have unclear and inaccurate informative headings · Clear and clean fonts are not used · Content is not culturally diverse · Content does not accommodate unique learning styles and various ability levels | · Few pictures and icons have ALT tags · Some paragraphs and sections have clear and accurate informative headings · Clear and clean fonts are used consistently some of the time · Some content is culturally diverse · Some content accommodates unique learning styles and various ability levels | · Most pictures and icons have ALT tags · Most paragraphs and sections have clear and accurate informative headings · Clear and clean fonts are used consistently most of the time · Content includes some culturally diverse features · Most content accommodates unique learning styles and various ability levels | · Hyperlinks have ALT tags for rollover to assist sight-impaired learners · Paragraphs and sections have clear and accurate informative headings · Clear and clean fonts are used consistently · Content is culturally diverse · Product accommodates unique learning styles and various ability levels |
| Learner Engagement Interactivity | · Does not require learners to become actively engaged · Text and documents do not employ multimedia enhancements to make learning interactive · Does not provide feedback throughout the instruction · Does not motivate the learner | · Sometimes requires learners to become actively engaged · Text and documents sometimes employ multimedia enhancements to make learning interactive · Provides minimal feedback throughout the instruction · Rarely motivates learner to continue learning | · Usually requires learners to become actively engaged · Text and documents usually employ multimedia enhancements to make learning interactive · Provides some feedback throughout the instruction · Often motivates the learner to continue learning and master concepts | · Always requires learners to become actively engaged in order to learn · Text and documents always employ multimedia enhancements to make learning interactive · Provides appropriate feedback throughout the instruction · Keenly motivates the learner to continue learning and master concepts |
| Teacher and Learner Support Materials | · Program provides little or no help to the teacher or the student · Tech support is inadequate or unreliable · Program does not offer support materials or outside means of reinforcement · Teachers and students are not able to track progress | · Program offers limited options for help · Program offers online support only · Student support materials are limited and do not relate directly to the lesson · Teachers and students can sometimes track a student's progress through feedback or other documentation | · Program offers various forms of help for the student but may not be quickly accessible · Program often provides ways to reach tech support · Program provides student with additional websites which relate to the lesson · Teachers and students can frequently track a student's progress through feedback or other documentation | · Program offers help at any stage · Provides various ways to reach technical support · Program provides students with additional resources such as web sites, bibliographies, etc. which are suitable to lesson · Teachers and students can easily track a student's progress through feedback or other documentation |
| Assessment | · Assessment is inappropriate or unavailable and does not produce an accurate account of student learning · It is not clear how to assess the learning in this product | · Assessment is inappropriate or unrelated to learning goals and rarely engages learners · Teachers must develop their own assessments | · Assessment is usually challenging and appropriate enough to engage learners · Teachers can assess students' progress using established methods of assessment | · Assessment methods are challenging, appropriate, and suited to learning goals · Teachers can easily assess students' progress by evaluating the outcomes provided within the product |
| Age/Grade Level | · Reading level is not appropriate for target audience · Product is not suitable for the age and grade level · Directions are inadequate and incomplete | · Reading level is often too difficult or too easy for target audience · Many features are unsuitable for the age and grade level · Directions are sometimes unclear or ambiguous | · Reading level is appropriate for target audience, but some portions may be too easy or too difficult · Most features are suitable for the age and grade level · Most directions are clear, but some are ambiguous or confusing | · Reading level is appropriate for target audience · Product is suitable for the age and grade level · Directions are clear and complete enough for students to perform required tasks |
| Flexibility | · Learners are unable to save at regular intervals · Cannot be integrated into classroom activities · It is unclear how this program would be used with students; contains no guidelines or suggestions for alternative classroom settings | · Learners can save at some point but can not re-enter the instruction without difficulty · Some aspects of the software can be integrated into classroom activities · Few lessons can be used in a variety of classroom settings; Includes few suggestions for altering instruction for whole class, individual, or group experiences | · Learners can save at some point and can usually re-enter the instruction easily · Most aspects of the software can be integrated into classroom activities · The program includes suggestions for use in whole class instruction, individual, or group learning experiences | · Learners can save at regular intervals and re-enter the instruction at any point · All aspects of the software can be easily integrated into classroom activities · The program features activities for use in whole class instruction, individual, or group learning experiences |
| | Scale: 40-44= Exemplary | 35-39=Good | 30-34=Satisfactory Below 30=Unacceptable for Classroom Use | Total Points | |
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