Software Evaluation Rubric | ||||
| | 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| Instructional Content | · Information is inaccurate, incomplete or outdated · Facts do not come from reliable sources or sources are not identified · Little or no overall context for information · Purpose is unclear · Content focuses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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