My Evaluation Rubric
The following dimensions are in no particular order of importance. I find each dimension equally important, unless importance was specifically identified, for evaluating apps and web-based educational games for students I teach in 7th grade Science.
Teacher Interface
An app that provides teachers with the ability to monitor student progress is considered most important to me. I teach over 100 students a day and have less than 60 minutes per day to provide them with enough information to help them understand the standard they are required to know. It can be rather difficult to also find time within those 60 minutes or less to check every student for understanding. Therefore, interface tools for teachers are critical and “must supply teachers with data about their students’ performance” (Lee and Cherner, 28).
Game Resources
This is referred to as Platform Integration by Lee and Cherner and explained as being a new feature not addressed in previous rubrics. I consider Game Resources an important bonus for teachers. It allows me to make connections deeper between the app and the standard I’m addressing. It also allows facilitators(teachers) and learners to understand how “learning artifacts were created and knowledge was gained” (Lee and Cherner, 30).
Differentiation of Instruction
Differentiating the level of instruction within an app is critical for student engagement.
There is a wide range of learners in my classes, from highly advanced to extremely low. “Easy tasks presented to advanced or experienced learners leads to boredom and loss of interest; whereas, difficult learning materials given to beginning learners result in frustration and anxiety” (Lee and Cherner, 28). Therefore, apps must define their target group of learners and provide equally appropriate content.
Rigor
The science department within the Horry County School District has placed a lot of time and thought into making the content and assessments more rigorous for the students. Requiring them to have deeper understanding and meaning of the material they are learning allows them to apply their knowledge into their everyday lives. When apps follow the same analysis of rigor (DoK) as used for assessments we use, I am able to justify their use within my classroom. “With this measure, evaluators are assessing the thinking skills learners engage when completing a learning task required by an app” (Lee and Cherner, 26).
Interface Tools
This is a dimension that I believe has been repeated within the evaluation rubric, as well as, the research conducted by Lee and Cherner. The Interface Tools is address within the second domain, Design, as well as Gameplay and Navigation on the evaluation rubric. Nonetheless, it is a critical dimension to analyze considering, it is the main requirement for student engagement. “Plus, with so many other alternative apps available, putting forth energy to understand how to use an app can be a frustrating experience. Therefore, it is essential that apps are intuitive and can be easily engaged by learners the first time they are being used” (Lee and Cherner, 31).
Navigation
“An app with a clear navigational
system in place supports learners as they move through an app’s content, which helps them maintain their orientation in the program” (Lee and Cherner, 31). Navigation must be appropriate for the target group in order to achieve engagement and effectiveness. If this area is not met then the overall outcome/objective is not met for the learners.
An app that provides teachers with the ability to monitor student progress is considered most important to me. I teach over 100 students a day and have less than 60 minutes per day to provide them with enough information to help them understand the standard they are required to know. It can be rather difficult to also find time within those 60 minutes or less to check every student for understanding. Therefore, interface tools for teachers are critical and “must supply teachers with data about their students’ performance” (Lee and Cherner, 28).
Game Resources
This is referred to as Platform Integration by Lee and Cherner and explained as being a new feature not addressed in previous rubrics. I consider Game Resources an important bonus for teachers. It allows me to make connections deeper between the app and the standard I’m addressing. It also allows facilitators(teachers) and learners to understand how “learning artifacts were created and knowledge was gained” (Lee and Cherner, 30).
Differentiation of Instruction
Differentiating the level of instruction within an app is critical for student engagement.
There is a wide range of learners in my classes, from highly advanced to extremely low. “Easy tasks presented to advanced or experienced learners leads to boredom and loss of interest; whereas, difficult learning materials given to beginning learners result in frustration and anxiety” (Lee and Cherner, 28). Therefore, apps must define their target group of learners and provide equally appropriate content.
Rigor
The science department within the Horry County School District has placed a lot of time and thought into making the content and assessments more rigorous for the students. Requiring them to have deeper understanding and meaning of the material they are learning allows them to apply their knowledge into their everyday lives. When apps follow the same analysis of rigor (DoK) as used for assessments we use, I am able to justify their use within my classroom. “With this measure, evaluators are assessing the thinking skills learners engage when completing a learning task required by an app” (Lee and Cherner, 26).
Interface Tools
This is a dimension that I believe has been repeated within the evaluation rubric, as well as, the research conducted by Lee and Cherner. The Interface Tools is address within the second domain, Design, as well as Gameplay and Navigation on the evaluation rubric. Nonetheless, it is a critical dimension to analyze considering, it is the main requirement for student engagement. “Plus, with so many other alternative apps available, putting forth energy to understand how to use an app can be a frustrating experience. Therefore, it is essential that apps are intuitive and can be easily engaged by learners the first time they are being used” (Lee and Cherner, 31).
Navigation
“An app with a clear navigational
system in place supports learners as they move through an app’s content, which helps them maintain their orientation in the program” (Lee and Cherner, 31). Navigation must be appropriate for the target group in order to achieve engagement and effectiveness. If this area is not met then the overall outcome/objective is not met for the learners.