This paper considers the design of assessment for students of design according to behaviourist versus experiential pedagogical approaches, relating these to output-oriented as opposed to process-oriented assessment methods. It is part case study and part recognition of the importance of process in design education and how this might be applied in…

It seems appropriate, if not necessary, to use empirically supported criteria to evaluate reading software applications. This study's purpose was to develop a research-based evaluation framework and review selected beginning reading software that might be used with struggling beginning readers. Thirty-one products were reviewed according to…

In this article, we set out to assess QuADEM (Quality Assessment of Digital Educational Material), one of the latest methods for evaluating online language learning courseware. What is special about QuADEM is that the evaluation is based on observing the actual usage of the online courseware and that, from a checklist of 12 different components,…

Self-, peer-, and collaborative-assessment aim at integrating learning and assessment and promoting the active engagement of learners in the assessment process. This article presents a web-based environment, referred to as PECASSE, which supports these assessment methods. In addition to the basic functions of uploading learners'…

The relative worth of any evaluation instrument depends on user needs and the material being evaluated. Potential users of a good computer assisted instruction (CAI) instrument include purchasers, authors, reviewers, and publishers of CAI materials. Although each user has unique needs, a good instrument will serve both to educate and discriminate,…

The study evaluated the role of instructional design in the field test and revision process for a computer-assisted instructional program with 26 secondary resource room students. Scores significantly favored students receiving the revised program. (Author/DB)

Compares the strengths and weaknesses of four authoring systems that can be used for courseware development: (1) Quest; (2) PCD3; (3) IconAuthor; and (4) Course of Action. Evaluation procedures used to assess their power, ease of use, and productivity aids are explained; menu and icon structures are described; and interactive design implications…

This document, the second of two volumes, completes the report of a Lilly Endowment, Inc. funded project whose major objective was to establish a process for both teachers and students to be involved in the field testing or evaluation of microcomputer software. Workshops were held in nine Indiana school corporations where more than 2,300 students…

A recent survey of 60 commercial computer assisted instruction (CAI) programs found that most of the programmed lessons used few or no graphics to communicate the main points. An Instructional Graphics Checklist was developed to reflect the research findings about the use of pictures in instruction and to serve as an informal evaluation instrument…

Explains hyper-systems and discusses their role in active learning, presents results from an expert evaluation of current hyper-systems that use HyperCard, and suggests implications for designers of educational hypermedia. System criteria discussed include purpose, domain or content, structure, navigation methods, control mechanisms, and style of…

Discusses the portability of a Canadian-made educational simulation software package, "The Electronics Workbench," to China that was part of a larger study conducted at the University of Twente (The Netherlands). Evaluation results of the software use in China are presented, including functionality for electronics education, ease of use,…

This report summarizes the activities of the first year of a 2-year Lilly Endowment, Inc. sponsored project, which funded nine Indiana school corporations to select and field test current microcomputer software, and presents 53 critical software evaluations based on information gathered from teachers and students. Information provided by the…

Evaluates six "open" (empty of content and customized by users) software programs using the literature-based characteristics of documentation, learner control, branching capabilities, portability, ease of use, and cost-effectiveness. Interviewed computer-knowledgeable individuals to confirm the legitimacy of the evaluative characteristics. (LRW)

Reviews current educational software evaluation methods, highlights problems, and describes the York Educational Software Evaluation Scales (YESES), an alternative criterion based model. Panel evaluation used by YESES is explained and YESES results are compared with evaluations from the Educational Products Information Exchange (EPIE) to indicate…

Identifies critical questions with respect to the evaluation process in the design, development and use of courseware. Argues that certain fundamental difficulties in quantifying and judging effectiveness and learning outcomes might lead one to abandon formal evaluation; awareness of those difficulties is important for developers and teachers…