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Software Evaluation Rubric 
Software Evaluation Rubric
Rubric Code: N2829X
By kmanokey
Draft
Public Rubric
Subject: Computers  
Type: Presentation  
Grade Levels: (none)

Powered by iRubric Software Evaluation Rubric
 

Minimal Case for Recommendation

1 pts


Good Case for Recommendation

2 pts


Excellent Case for Recommendation

3 pts

Curriculum Alignment
5 pts

1 ( x 5 pts)

The program rarely covers the curriculum content in state and local curriculum frameworks
2 ( x 5 pts)

The program generally covers the curriculum content in state and local curriculum frameworks.
3 ( x 5 pts)

The software matches curriculum content in state and local curriculum frameworks
Approach to teaching and learning
5 pts

1 ( x 5 pts)

The program uses a traditional instructional design that includes few creative teaching and learning approaches.
2 ( x 5 pts)

The program includes many of the teaching and learning approaches listed in the first column.
3 ( x 5 pts)

The program includes a variety of sound teaching and learning approaches that supplement/enhance classroom instruction such as:
Constructive experiences
Cooperative learning groups
Strategies to engage multiple intelligences and a variety of learning styles, e.g., visual, auditor, of kinesthetic
Independent investigations
Open-ended questioning
More than one correct solution method possible
Strategies to stimulate student creativity
Critical thinking
5 pts

1 ( x 5 pts)

The program is limited in the ways it can help students learn to think critically.
2 ( x 5 pts)

The program includes many of the critical thinking and decision making activities listed in the first column.
3 ( x 5 pts)

The program develops higher order thinking skills by as it:
• Directs learners to generalize and draw conclusions or inferences
• Encourages learners to apply these to new learning experiences
• Engages multiple intelligences for a variety of approaches to meeting program objectives
• Encourages learners to analyze problems and generate multiple solutions
Accommodations for varying abilitie
5 pts

1 ( x 5 pts)

The program is limited in the ways it can accommodate a broad spectrum of abilities
2 ( x 5 pts)

The program includes some sound or other devices help the learner to derive meaning from the program and another feature from the first column.
3 ( x 5 pts)

The program utilizes methods for accommodating a wide range of student abilities:
?? Varying the speed of required response
?? Varying degrees of difficulty
?? Sound, read-aloud text, color images, or other devices help the learner to derive maximum meaning from the program
?? Positive cross-culture interactions are encouraged
?? Amount of information displayed at one time is appropriate to age and skill level of target learn
Accommodations for ELL students
5 pts

1 ( x 5 pts)

The program is limited to one language or it’s approach to language barriers.
2 ( x 5 pts)

The program may switch to one other language or includes some sound or other devices help the learner to derive meaning from the program. The program may be purchased in other languages.
3 ( x 5 pts)

The program utilizes methods for accommodating
a range of languages or barriers to student abilities in language:
All materials are presented in one or more languages other than English and the learner can move easily from one language to another
Other accommodations have been made for limited use of language.
Effectiveness
5 pts

1 ( x 5 pts)

The program uses limited technology to present ideas, concepts, and theories in ways similar to those used by more traditional instructional materials:
?? Program content is readily available in print resources
?? There is limited or no support for inter-disciplinary learning
?? Any combining of two or more technologies appears to be confusing
2 ( x 5 pts)

The program makes effective use of technology to present ideas, concepts, and theories in a manner that builds understanding beyond that possible through the use of more traditional instructional materials:
?? There is some depth and breadth in the program that can extend the content
?? Content supports some inter-disciplinary learning
?? Any combining of two or more technologies generally adds to the learning experience
3 ( x 5 pts)

The program effectively presents ideas and concepts that produce results that could not be attained with traditional methods.
Balance of software types to allow for development, practice and mastery of skills
The program extends the content in a variety of ways.
Software has a logical progression of topics and activities, with options for increasing complexity
Information has sufficient scope to cover the topic adequately for the intended audience.
Interactive Strategies
5 pts

1 ( x 5 pts)

Interactive strategies are limited:
Learners may encounter user difficulty.
No provision for a review of content or
correcting responses.
Limited assistance / explanation is provided in response to learner error
Incorrect responses are not reviewed.
Little or no assistance is provided to help learners to understand key terms
No searching or way to save is available.
2 ( x 5 pts)

Interactive strategies allow learners to focus on the concepts rather than program operation:
Learners can navigate easily through the program.
Some provisions for review of content and correcting of responses available
Essential assistance and additional information is provided in response to learner error
Items answered incorrectly are repeated later in the program, but few or no
practice problems offered.
Assistance provided for key terms.
Searc
3 ( x 5 pts)

Interactive strategies very effective; user friendly. Learners focus on concepts:
User options consistent, easy to use.
Learners can use program with little direction.
Learners can view instruction, content, correct responses.
Presentation of more difficult / easier tasks determined by ongoing assessment.
Feedback provided in response to learner error.
Items answered incorrectly are repeated; practice provided.
Audio is provided to hear key terms and
Motivation
5 pts

1 ( x 5 pts)

Learners will need encouragement to use the program after an initial experience with it.
2 ( x 5 pts)

Learners enjoy using the program and return willingly to complete additional segments or to extend their initial work.
3 ( x 5 pts)

Participation in the program is satisfying to learners.
They want to refer to it often to complete or extend their work.
Learners want to share it with others.
Student interest is maintained over time and promotes confidence and satisfaction in their increasing skill level.
Customizing features
5 pts

1 ( x 5 pts)

The program does not allow for customization.
2 ( x 5 pts)

The teacher or learner can customize program content and features to a limited extent.
3 ( x 5 pts)

Program content and features can be customized easily by the teacher or learner:
?? Program modules allow the selection of concepts and/or the sequencing of the presentation
?? Multiple levels of difficulty may be selected by the learner or pre-set by the teacher
?? Instructions can be edited
?? Features set by the teacher cannot be changed by students
Skill building
5 pts

1 ( x 5 pts)

Skill-building programs provide practice in very traditional formats.
2 ( x 5 pts)

Skill-building programs involve learners in activities beyond traditional drill and practice formats:
Learners are encouraged to make connections between the skills being developed and the application of these skills to critical thinking
Practice with concepts to be mastered is varied appropriately
3 ( x 5 pts)

Learners involved in activities substantially beyond traditional drill and practice:
Learners formulate strategies, make connections between the skills being
developed, and apply these to critical thinking.
Additional practice with concepts to be mastered provided through interesting and
challenging activities (e.g. at-home activities that involve parents)
Program presents opportunities for students to construct written or oral
presentations of their learning.
Implementation
5 pts

1 ( x 5 pts)

No flexibility in licensing
Options are limited
2 ( x 5 pts)

Some features from the first column are available
3 ( x 5 pts)

Applicable features are under user control, for ex. sound and narration
Pace is controllable by students, including options for stop/pause/exit
Program is stable on our operating
systems
Audio and visuals are high quality, relevant and effectively used
Classroom management
5 pts

1 ( x 5 pts)

The program has a limited or no assessment component and/or classroom management system.
2 ( x 5 pts)

The program has an assessment component and/or classroom management system with many of the features listed in the first column.
3 ( x 5 pts)

Program has comprehensive management system addressing program content:
Pretest/entry placement
Identifying students’ strengths and weaknesses
Individualization of instruction, overriding program diagnostics as needed
Ability for learners to enter program where they left off
Clear feedback and tutorial remedies/hints/etc.
Various methods to chart student progress, (e.g.reports for student, teacher, parents)
Ability to view and print student progress reports
Secur
Assessment
5 pts

1 ( x 5 pts)

The program includes few or no assessment strategies.
2 ( x 5 pts)

Assessment strategies are similar to those in the first column but are less comprehensive and/or appear to be somewhat difficult to use.
3 ( x 5 pts)

Assessment strategies are well-designed, simple to implement, and meet a wide range of instructional reporting needs. Students have the ability to review incorrect responses. Any record-keeping assessment components, e.g., journals, portfolios, or placement tests, are easy to set up and operate, and will accept any number of students and classes
Instructional support
5 pts

1 ( x 5 pts)

Instructional support materials are minimal, lacking in effective presentation, or are not included.
2 ( x 5 pts)

Instructional support materials are appropriate and clearly written. They may be useful to teachers and learners.
3 ( x 5 pts)

Instructional support materials are appropriate to program objectives, very well-written, effectively indexed, and attractive.
They can be useful to teachers and learners, and have the potential of saving the teacher a significant amount of preparation time.
On-screen tutorial/help available as needed
Staff development
5 pts

1 ( x 5 pts)

No staff development included
2 ( x 5 pts)

No provisions for ongoing support.
3 ( x 5 pts)

Initial staff development is included with purchase; ongoing staff development a part of annual maintenance agreement.
Technical support
5 pts

1 ( x 5 pts)

Technical support materials are minimal, lacking in effective presentation, or are not included.
2 ( x 5 pts)

Technical support materials are appropriate and clearly written. They may be useful.
3 ( x 5 pts)

Technical support materials for installation and operation are very well-written, effectively indexed, and attractive. On-screen tutorial/help available as needed.




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