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Evaluating CAI Lessons

Evaluating CAI Lessons. Dr. Ennis-Cole CECS 5020. Lesson Objectives. Have the expected outcomes been realized ? Were the desired outcomes a result of the lesson ?. Purpose of Evaluation. 1. Confirmation of Decisions 2. Lesson Improvement

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Evaluating CAI Lessons

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  1. Evaluating CAI Lessons Dr. Ennis-Cole CECS 5020

  2. Lesson Objectives Have the expected outcomes been realized ? Were the desired outcomes a result of the lesson ?

  3. Purpose of Evaluation 1. Confirmation of Decisions 2. Lesson Improvement “An ongoing process used to determine whether lesson objectives have been met, identify reasons for the observed performance, and identify areas of modification.” p. 299 Hanafin & Peck

  4. Evaluation Techniques Informal - advice from experts, ideas from users, observations, interviews (simplistic- anecdotal data) Formal - planned evaluation models, formal analysis, attitudinal questionnaires, data collection & collation (formal tabulation - empirical evidence)

  5. Levels of Evaluation Formative Summative

  6. Levels of Evaluation Formative - identification of lesson features that need modification - ongoing process lesson improvement is the goal

  7. Levels of Evaluation Summative - signature authority not used for modification, used for purchase or adoption decisions

  8. The Formative Evaluation - - - - - - - - - - Issues addressed: Design Logic Selection of Vocabulary Clarity of Graphics & Branching Issues Interrogation of Student/User Responses

  9. Stages of Formative Evaluation • 1. One-to-One: • Initial lesson design & development • Informal procedures • Identify potential problems • 1a. Assets of One-to-One Evaluations: • Insight gained before coding or implementation • Identification of problems • Expansion of lesson features or redirection

  10. Stages of Formative Evaluations • 2. Small-Group Evaluation: • Conducted at the lesson’s completion • Determines effectiveness • Collection & Interpretation of Student Performance Data • 2a. Assets of Small-Group Evaluations: • Use Informal techniques & data • Identify areas of improvement • Generalized results from small-group interaction

  11. Stages of Formative Evaluations • 3. Field Testing: • Conducted in semi or actual settings • Occurs when lessons are “final quality” • Conducted to confirm lesson effectiveness • 3a. Assets of Field Testing: • “Real Life” Simulations of Lesson Use • Rely heavily on both formal and informal techniques • Minimal Changes can be made

  12. Evaluating CAI Instructional Adequacy Cosmetic Appeal Program Adequacy Curriculum Adequacy

  13. Instructional Adequacy • Directions • Content • Navigation • Text Presentation • Logical Organization

  14. Instructional Adequacy • Does the lesson: • have good procedures and activities ? • amplify important terms & concepts ? • emphasize important sections & content ? • promote meaningful user interaction ? • match the learner with the appropriate learning task ?

  15. Instructional Adequacy • Does the lesson: • stress retention & transfer ? • pace base on the learner’s characteristics ? • motivate the learner ? • correctly track and record learner performance ? • provide learner control ?

  16. Cosmetic Adequacy • Is the lesson: • appealing in a visual sense? • using technology effectively ? • presenting a consistent and cohesive picture ? • supporting learning via “special effects ?” • free from grammatical and mechanical errors ? • effectively communicating objectives, outcomes, and procedural information ?

  17. Cosmetic Adequacy • Is the lesson: • well structured ? • presenting a psychologically safe learning environment ? • supporting the student’s learning ?

  18. Program Adequacy • Is the lesson: • free from conceptual loops ? • free from technical details ? • performing as intended ? • processing efficiently ? • secure ? • accurate ? • managing resources wisely ?

  19. Curriculum Adequacy • Does the lesson: • relate to other lessons & activities ? • use consistent procedures ? • incorporate teacher & learner preferences ? • facilitate the development of other lessons ? • become obsolete quickly ?

  20. Curriculum Adequacy • Does the lesson: • match user expectations ? • augment or supplement the curriculum ? • permit completion within the allotted time ? • require “special” hardware or additional software ? • provide flexibility ?

  21. “Complete” Software Evaluations • Courseware Evaluation Form: • Background of the User • Lesson Description • Hardware Requirements • Evaluator’s Name & Date • Criteria Above-mentioned • Summary Recommendation

  22. “Web” Activity: • Search for: • Software Reports • PC Clearinghouse Software Directory • Educational Products Information Exchange (EPIE) • Swift’s Educational Software Directory

  23. “Web” Activity: • What are the advantages of commercial software reviews ? • How can these be used ? • What did you find on the WWW ?

  24. The End • “That’s all folks.”

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