Although the evaluation of the CATL software needs time to carry out, it is vital to ensure that only the right software is used in schools to achieve the set objectives. Failure in evaluation will result in the failure in implementing the CATL course software optimumly.
(Shaifol, 2003). Evaluation has to cover a number of aspects so that its weaknesses can be
identified and and an accurate selection is carried out. The aspect that is evaluated depends on the reasons for evaluation. Evaluation is done to:
Measure Suitability
When you measure the softwareÊs suitability for teaching and learning, it
will help you to make a right selection. You have to take into consideration
whether the software can help them achieve the learning objective, whether
it is easy to use and if the software will interest the students.
As a consumer, the studentsÊ participation is important so that they can
make accurate conclusions and not based on assumptions. Evaluation is
also focussed on the advantages of the software over other ordinary
methods, extra material that needs to be prepared by students and if the
teacher can have more time to interact effectively with other students.
Giving Feedback
This entails giving feedback to the designer and creator of the software. The
software developer is more interested in technical matters such as:
SELECTING A SUITABLE SOFTWARE
Presently, the development of the course software has been made easy by a few user-friendly programming software. This allows the developer to develop a course software that is attractive due to various interactive media.
This course software is developed for a specific targert group with a specific objective. Hence, as a teacher, you have to evaluate and subsequently select the suitable software that can fulfil the needs of the students. Without careful selection, you might end up selecting the following kinds of software:
One that does not achieve the teaching and learning objectives.
One that is not in line with teh teaching and learning curriculum.
One that is insensitive to the culture and religion of students.
One that is not suitable for the studentsÊ age.
In making the selection of course software, you have to make sure it qualifies all
the important criteria. There are a number of methods that can be used to
evaluate a course software such as:
(a) The Learning Object Review Instrument (LORT)suggested by E-Learning
Research and Assessment Network, Canada.
(b) ESL Software Evaluation Formsuggested by Robb, T. (1996).
(c) Buyers Worksheetsuggested by Planning and Evaluation Service, U.S.
Department of Education (2002).
Refer to Fig 9.1. We will discuss various criteria suggested by Evalutech in this
sub topic. Evalutechis an initiative under the cooperation between North
Carolina Department of Public Instructionand Southern Regional Education
Board.
Criterias suggested are categorised into three that are:
(a) Content
(b) Technical Aspect
(c) Documentation
SOFTWARE DEVELOPMENT EVALUATION
PROCESS
Evaluation of software development is a continuous process performed during
the developmental stage. Evaluation is carried out at the end of the
developmental process to ensure it is suitable for students and it achieves the set
objectives.
The Evaluation Stage in the development of ADDIE course software model that
was learnt in Topic 8 suggests two types of evaluation that is the formative
evaluation and the summative evaluation.
Formative Evaluation
Formative Evaluation is a continuous process that has to be done during the
developmental process. The information obtained is used to increase the
efficiency of the course software.
Formative Evaluation can be donein three stages that are:
Now letÊs discuss each of the stages:
(a) Small Group
In this stage, the evaluator works closely with two or three teachers. (Golas,
1983). The Evaluator will discuss, give opinions and subsequently observe
how teachers interact with the software. Information about aspects such as
clarity, effects and accomplishment will be gathered.
(i) Clarity
Instructions and messages have to be clear and easily understood.
This includes messages sent through text, illustrations and
demonstrations. The lesson content isalso clear and follows a suitable
arrangement.
(ii) Effect
The contents of the lesson have to be delivered in an interesting and
relevant way suitable for the target group.
(iii) Accomplishment
The tools needed for the course software must be easy to understand
and use and students must be comfortable with the said software.
Cost is another factor to consider in deciding if the software can be
implemented. Hence, the developmental cost has to be reduced so
that consumers and schools can afford to buy the course software.
(b) Big Group
At this stage, a group of teachers will decide that the correction done is
based on the information gathered at the first stage. The number of teachers
at this stage is about 10 who will evaluate the course software based on the
course guidelines. This differs withthe small group stage whereby the
evaluator and teacher evaluate together.
(c) Testing
The final stage of formative evaluation isto test the software as in their real
state. Before starting this evaluation stage, all correction has to be done
based on the previous stages.
Summative Evaluation
Summative Evaluation is done at the end of the development process and it is
used to ascertain if the objective set has been achieved.
It is a data compilation process to ensureif what is sent through by the course
software is in line with the teaching and learning objectives. Summative
evaluation is also used to measure the achievement based on the objectives of the
course software as well as the studentsÊ attitudes after using the said software.
Apart from evaluating studentsÊ achievement, opinions of specialist, students
and teachers are necessary for correctivepurposes for the following versions:
(a) Specialiste's Opinionis necessary to ensure that the course software
conforms to the technical requirementssuch as video and audio quality.
(b) Studente's Evaluation on the other hand, aims at obtaining information
about software from the consumerÊs point of view.
(c) Teachere's Evaluation aims at getting information related to the course
software content. For example suitability of the media used and the quality
of the test questions.
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