Mark Banks (marksb@abode48.freeserve.co.uk)
Tue, 13 Apr 1999 20:43:16 +0100
From: "Mark Banks" <marksb@abode48.freeserve.co.uk> Subject: summative evaluation:comments Date: Tue, 13 Apr 1999 20:43:16 +0100
Hello,
I am currently researching the role of 'evaluation' of software/multimedia resources used in the history classroom.
Current research suggests that the traditional checklist method used for evaluating CD-Roms and other software has had its day (NCET/BECTa checklist in UK; MicroSIFT in USA; others elsewhere).
Reasons given for this are:
1.. Checklists do not take into account learning theories (i.e. Gardner's multiple intelligence's; constructivist learning theories), they tend to concentrate on technical/IT issues rather than educational issues.
2.. Checklists are used in less than rigorous conditions resulting in poor evaluation.
3.. There appears to be very little consistency in the results gained from checklist use (empirical data collected from various investigations).
4.. The classroom activity for which the software is intended is not appropriate for the software package (poor selection of activity giving a bad evaluation).
The list goes on. I would be interested in any comments, feedback, examples of checklists or alternative evaluation models used.
Thanks
Mark Banks
History Teacher, Secondary School, UK.
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