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iRubric: Educational Software Analysis Model (ESAM) rubric

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Educational Software Analysis Model (ESAM) Educational Software Analysis Model (ESAM) Evaluating Instructional Design, Technological Usability, and Critical Thinking in an educational software - Mark Rheault Rubric Code: KXA2259 By rkotecha Ready to use Public Rubric Subject: Education Type: (Other) Grade Levels: Undergraduate, Graduate, Post Graduate

Educational Software Analysis Model
	Excellent Software exhibits a 90-100% expectation rate within the category 5 pts	Good Software exhibits an 80-89% expectation rate within the category 4 pts	Fair Software exhibits a 70-70% expectation rate within the category 3 pts	Minimal Software exhibits a 60-69% expectation rate within the category 2 pts	Poor Software exhibits below a 60% expectation rate within the category 1 pts
Instructional Design
Gain Attention Motivates student by presenting an authentic and interesting problem while using an effective mode of multi-media.	Excellent	Good	Fair	Minimal	Poor
Describe the Goal States what the student will be able to accomplish and how they will be able to use the knowledge gained.	Excellent	Good	Fair	Minimal	Poor
Recall Prior Knowledge Stimulates prior knowledge relevant to the current lesson and shows how the knowledge is connected.	Excellent	Good	Fair	Minimal	Poor
Present the Material Avoids memory and sensory overload by chunking important information through graphics, simulations, figures, pictures, and sound.	Excellent	Good	Fair	Minimal	Poor
Provide Guidance Presentation of content different from instructions on how to learn.	Excellent	Good	Fair	Minimal	Poor
Elicit Practice Opportunity(ies) that lets the learner do something with the newly acquired behavior, practice skills, and/or apply knowledge.	Excellent	Good	Fair	Minimal	Poor
Informative Feedback Feedback not only corrects the student's answers, but also presents an appropriate step-by-step solution of the problem.	Excellent	Good	Fair	Minimal	Poor
Assess Performance Test Opportunity(ies) to show mastery of the material learned.	Excellent	Good	Fair	Minimal	Poor
Enhance Retention & Transfer Opportunity(ies) to apply the skills learned.	Excellent	Good	Fair	Minimal	Poor
Technological Usability
Ease of Use The technology is easily accessible and well-organized for the student (performance) and teacher (assess).	Excellent	Good	Fair	Minimal	Poor
Adaptability The technology adapts, or is capable of being adapted, to support the different learning styles and special needs of all students.	Excellent	Good	Fair	Minimal	Poor
Academic Support The technology provides support and training.	Excellent	Good	Fair	Minimal	Poor
Scope The technology is applicable to a wide range of students with a varied range of abilities and academic skills.	Excellent	Good	Fair	Minimal	Poor
Social/Behavioral The technology is motivating in an entertaining and engaging way for the student to build an ongoing interest level.	Excellent	Good	Fair	Minimal	Poor
Technology Support Technical support throughout the interactive lesson.	Excellent	Good	Fair	Minimal	Poor
Critical Thinking
Interpretation Technology offers opportunity(ies) for the student to restate problems and/or experiences in his/her own words.	Excellent	Good	Fair	Minimal	Poor
Analysis Technology offers opportunity(ies) to complete a majority of these tasks: examine ideas, make a judgment, compare and contrast, define terms, contest a claim, and/or analyze an argument.	Excellent	Good	Fair	Minimal	Poor
Evaluation Technology offers opportunity(ies) to determine whether something is true or false and/or assess the accuracy of a problem/statement from a wide variety of experiences.	Excellent	Good	Fair	Minimal	Poor
Inference Technology offers opportunity(ies) to seek and gather information, for interactive experiences to draw conclusions from, and form judgments.	Excellent	Good	Fair	Minimal	Poor
Explanation Technology offers opportunity(ies) to state one's point of view, make an objective, and/or give reasons for an explanation.	Excellent	Good	Fair	Minimal	Poor
Self-Regulation Technology offers opportunity(ies) to reflect, self-correct, and make an objective and thoughtful meta-cognitive assessment of one's opinions and thoughts.	Excellent	Good	Fair	Minimal	Poor

Keywords:

educational software, instructional design, critical thinking, technology, technological usability, SuccessMaker

Subjects:

Education

Types:

(Other)

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