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iRubric: Educational Software Analysis Model (ESAM) rubric

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Educational Software Analysis Model (ESAM) Educational Software Analysis Model (ESAM) Evaluating Instructional Design, Technological Usability, and Critical Thinking in an educational software Rubric Code: NX35A6X By noellym Ready to use Public Rubric Subject: Education Type: (Other) Grade Levels: K-5, 6-8, 9-12, Undergraduate, Graduate, Post Graduate

Educational Software Analysis Model
	Excellent 5 pts	Good 4 pts	Fair 3 pts	Minimal 2 pts	Poor 1 pts
Gain Attention	Excellent Motivates student by presenting an excellent problem and a new situation by asking questions and using an effective mode of multi-media.	Good Motivates student by presenting a good problem and a new situation by asking questions and using an effective mode of multi-media.	Fair Motivates student by presenting a fair problem and a new situation by asking questions and using an effective mode of multi-media.	Minimal Motivates student by presenting a minimal problem and a new situation by asking questions and using an effective mode of multi-media.	Poor Motivates student by presenting a poor problem and a new situation by asking questions and using an effective mode of multi-media.
Describe the Goal	Excellent States what the student will be able to accomplish and how they will be able to use the knowledge through an excellent presentation.	Good States what the student will be able to accomplish and how they will be able to use the knowledge through a good presentation.	Fair States what the student will be able to accomplish and how they will be able to use the knowledge through a fair presentation.	Minimal States what the student will be able to accomplish and how they will be able to use the knowledge through a minimal presentation.	Poor States what the student will be able to accomplish and how they will be able to use the knowledge through a poor presentation.
Recall Prior Knowledge	Excellent Stimulates prior knowledge relevant to the current lesson and shows how the knowledge is connected while providing the student with an excellent framework that helps the student to remember.	Good Stimulates prior knowledge relevant to the current lesson and shows how the knowledge is connected while providing the student with a good framework that helps the student to remember.	Fair Stimulates prior knowledge relevant to the current lesson and shows how the knowledge is connected while providing the student with a fair framework that helps the student to remember.	Minimal Stimulates prior knowledge relevant to the current lesson and shows how the knowledge is connected while providing the student with a minimal framework that helps the student to remember.	Poor Stimulates prior knowledge relevant to the current lesson and shows how the knowledge is connected while providing the student with a poor framework that helps the student to remember.
Present the Material	Excellent Avoids memory overload by chunking important information with excellent graphics, simulations, figures, pictures, and sound.	Good Avoids memory overload by chunking important information with good graphics, simulations, figures, pictures, and sound.	Fair Avoids memory overload by chunking important information with fair graphics, simulations, figures, pictures, and sound.	Minimal Avoids memory overload by chunking important information with minimal graphics, simulations, figures, pictures, and sound.	Poor Avoids memory overload by chunking important information with poor graphics, simulations, figures, pictures, and sound.
Provide Guidance	Excellent Excellent presentation of content different from instructions on how to learn.	Good Good presentation of content different from instructions on how to learn.	Fair Fair presentation of content different from instructions on how to learn.	Minimal Minimal presentation of content different from instructions on how to learn.	Poor Poor presentation of content different from instructions on how to learn.
Elicit Practice	Excellent Excellent opportunity(ies) that lets the learner do something with the newly acquired behavior, practice skills, and/or apply knowledge.	Good Good opportunity(ies) that lets the learner do something with the newly acquired behavior, practice skills, and/or apply knowledge.	Fair Fair opportunity(ies) that lets the learner do something with the newly acquired behavior, practice skills, and/or apply knowledge.	Minimal Minimal opportunity(ies) that lets the learner do something with the newly acquired behavior, practice skills, and/or apply knowledge.	Poor Poor opportunity(ies) that lets the learner do something with the newly acquired behavior, practice skills, and/or apply knowledge.
Informative Feedback	Excellent Excellent feedback that shows correctness of the student's response, analyzes the learner's behavior, presents an appropriate step-by-step solution of the problem.	Good Good feedback that shows correctness of the student's response, analyzes the learner's behavior, presents an appropriate step-by-step solution of the problem.	Fair Fair feedback that shows correctness of the student's response, analyzes the learner's behavior, presents an appropriate step-by-step solution of the problem.	Minimal Minimal feedback that shows correctness of the student's response, analyzes the learner's behavior, presents an appropriate step-by-step solution of the problem.	Poor Poor feedback that shows correctness of the student's response, analyzes the learner's behavior, presents an appropriate step-by-step solution of the problem.
Assess Performance Test	Excellent Excellent opportunity(ies) to show mastery of the material learned.	Good Good opportunity(ies) to show mastery of the material learned.	Fair Fair opportunity(ies) to show mastery of the material learned.	Minimal Minimal opportunity(ies) to show mastery of the material learned.	Poor Poor opportunity(ies) to show mastery of the material learned.
Enhance Retention & Transfer	Excellent Excellent opportunity(ies) to determine whether or not the skills were learned and ability to apply the skills that were learned.	Good Good opportunity(ies) to determine whether or not the skills were learned and ability to apply the skills that were learned.	Fair Fair opportunity(ies) to determine whether or not the skills were learned and ability to apply the skills that were learned.	Minimal Minimal opportunity(ies) to determine whether or not the skills were learned and ability to apply the skills that were learned.	Poor Poor opportunity(ies) to determine whether or not the skills were learned and ability to apply the skills that were learned.
Ease of Use	Excellent The technology is easily accessible for the student (performance) and teacher (assess) while providing a strong organizational support in an excellent manner.	Good The technology is easily accessible for the student (performance) and teacher (assess) while providing a strong organizational support in a good manner.	Fair The technology is easily accessible for the student (performance) and teacher (assess) while providing a strong organizational support in a fair manner.	Minimal The technology is easily accessible for the student (performance) and teacher (assess) while providing a strong organizational support in an minimal manner.	Poor The technology is easily accessible for the student (performance) and teacher (assess) while providing a strong organizational support in an poor manner.
Adaptability	Excellent The technology adapts, or is capable of being adapted, to support the different learning styles and special needs of all students in an excellent manner.	Good The technology adapts, or is capable of being adapted, to support the different learning styles and special needs of all students in a good manner.	Fair The technology adapts, or is capable of being adapted, to support the different learning styles and special needs of all students in a fair manner.	Minimal The technology adapts, or is capable of being adapted, to support the different learning styles and special needs of all students in a minimal manner.	Poor The technology adapts, or is capable of being adapted, to support the different learning styles and special needs of all students in a poor manner.
Academic Support	Excellent The technology is aligned to state and local school standards while supporting critical thinking skills and promoting a direct student outcome in an excellent manner.	Good The technology is aligned to state and local school standards while supporting critical thinking skills and promoting a direct student outcome in a good manner.	Fair The technology is aligned to state and local school standards while supporting critical thinking skills and promoting a direct student outcome in a fair manner.	Minimal The technology is aligned to state and local school standards while supporting critical thinking skills and promoting a direct student outcome in a minimal manner.	Poor The technology is aligned to state and local school standards while supporting critical thinking skills and promoting a direct student outcome in a poor manner.
Scope	Excellent The technology is applicable to a wide range of students with a varied range of abilities and academic skills in an excellent manner.	Good The technology is applicable to a wide range of students with a varied range of abilities and academic skills in a good manner.	Fair The technology is applicable to a wide range of students with a varied range of abilities and academic skills in a fair manner.	Minimal The technology is applicable to a wide range of students with a varied range of abilities and academic skills in a minimal manner.	Poor The technology is applicable to a wide range of students with a varied range of abilities and academic skills in a poor manner.
Social/Behavioral	Excellent The technology is motivating in an entertaining and engaging way for the student to build an ongoing interest level in an excellent manner.	Good The technology is motivating in an entertaining and engaging way for the student to build an ongoing interest level in a good manner.	Fair The technology is motivating in an entertaining and engaging way for the student to build an ongoing interest level in a fair manner.	Minimal The technology is motivating in an entertaining and engaging way for the student to build an ongoing interest level in a minimal manner.	Poor The technology is motivating in an entertaining and engaging way for the student to build an ongoing interest level in a poor manner.
Technology Support	Excellent Excellent support throughout the interactive technological lesson in an excellent manner.	Good Good support throughout the interactive technological lesson in an excellent manner.	Fair Fair support throughout the interactive technological lesson in an excellent manner.	Minimal Minimal support throughout the interactive technological lesson in an excellent manner.	Poor Poor support throughout the interactive technological lesson in an excellent manner.
Interpretation	Excellent Technology offers excellent opportunity(ies) for the student to restate problems and/or experiences in his/her own words.	Good Technology offers good opportunity(ies) for the student to restate problems and/or experiences in his/her own words.	Fair Technology offers fair opportunity(ies) for the student to restate problems and/or experiences in his/her own words.	Minimal Technology offers minimal opportunity(ies) for the student to restate problems and/or experiences in his/her own words.	Poor Technology offers poor opportunity(ies) for the student to restate problems and/or experiences in his/her own words.
Analysis	Excellent Technology offers excellent opportunity(ies) to complete a majority of these tasks: examine ideas, make a judgment, compare and contrast, define terms, contest a claim, and/or analyze an argument.	Good Technology offers good opportunity(ies) to complete a majority of these tasks: examine ideas, make a judgment, compare and contrast, define terms, contest a claim, and/or analyze an argument.	Fair Technology offers fair opportunity(ies) to complete a majority of these tasks: examine ideas, make a judgment, compare and contrast, define terms, contest a claim, and/or analyze an argument.	Minimal Technology offers minimal opportunity(ies) to complete a majority of these tasks: examine ideas, make a judgment, compare and contrast, define terms, contest a claim, and/or analyze an argument.	Poor Technology offers poor opportunity(ies) to complete a majority of these tasks: examine ideas, make a judgment, compare and contrast, define terms, contest a claim, and/or analyze an argument.
Evaluation	Excellent Technology offers excellent opportunity(ies) to determine whether something is true or false and/or assess the accuracy of a problem/statement from a wide variety of experiences.	Good Technology offers good opportunity(ies) to determine whether something is true or false and/or assess the accuracy of a problem/statement from a wide variety of experiences.	Fair Technology offers fair opportunity(ies) to determine whether something is true or false and/or assess the accuracy of a problem/statement from a wide variety of experiences.	Minimal Technology offers minimal opportunity(ies) to determine whether something is true or false and/or assess the accuracy of a problem/statement from a wide variety of experiences.	Poor Technology offers poor opportunity(ies) to determine whether something is true or false and/or assess the accuracy of a problem/statement from a wide variety of experiences.
Inference	Excellent Technology offers excellent opportunity(ies) to seek and gather information, for interactive experiences to draw conclusions from, and form judgments.	Good Technology offers good opportunity(ies) to seek and gather information, for interactive experiences to draw conclusions from, and form judgments.	Fair Technology offers fair opportunity(ies) to seek and gather information, for interactive experiences to draw conclusions from, and form judgments.	Minimal Technology offers minimal opportunity(ies) to seek and gather information, for interactive experiences to draw conclusions from, and form judgments.	Poor Technology offers poor opportunity(ies) to seek and gather information, for interactive experiences to draw conclusions from, and form judgments.
Explanation	Excellent Technology offers excellent opportunity(ies) to state one's point of view, make an objective, and give reasons for an explanation.	Good Technology offers good opportunity(ies) to state one's point of view, make an objective, and give reasons for an explanation.	Fair Technology offers fair opportunity(ies) to state one's point of view, make an objective, and give reasons for an explanation.	Minimal Technology offers minimal opportunity(ies) to state one's point of view, make an objective, and give reasons for an explanation.	Poor Technology offers poor opportunity(ies) to state one's point of view, make an objective, and give reasons for an explanation.
Self-Regulation	Excellent Technology offers excellent opportunity(ies) to reflect, self-correct, and make an objective and thoughtful meta-cognitive assessment of one's opinions and thoughts.	Good Technology offers good opportunity(ies) to reflect, self-correct, and make an objective and thoughtful meta-cognitive assessment of one's opinions and thoughts.	Fair Technology offers fair opportunity(ies) to reflect, self-correct, and make an objective and thoughtful meta-cognitive assessment of one's opinions and thoughts.	Minimal Technology offers minimal opportunity(ies) to reflect, self-correct, and make an objective and thoughtful meta-cognitive assessment of one's opinions and thoughts.	Poor Technology offers poor opportunity(ies) to reflect, self-correct, and make an objective and thoughtful meta-cognitive assessment of one's opinions and thoughts.

Keywords:

educational software, instructional design, critical thinking, technology, technological usability, SuccessMaker

Subjects:

Education

Types:

(Other)

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