Rubric for eLearning Tool Evaluation
Rubric for eLearning Tool Evaluation
by Western University
All Age Groups
Anstey and Watson (2018) developed a rubric to “support multi-dimensional evaluation of functional, technical, and social aspects of eLearning resources and tools”. The rubric was developed for use in a university setting, but it is not specific to a particular age group and therefore could be utilized for any age group. The rubric assesses 27 dimensions of the educational tool and these dimensions are broken down into 8 different categories. This makes the rubric extremely robust and also very detailed. The rubric assesses a vast array of dimensions like ease of use, accessibility, type of browser supported, privacy and data ownership.
The rubric uses a 3-point scale to measure the effectiveness of the tool. I believe that using a 5-point scale would be an improvement since it would add to the number of distinctions that can be made about the technology it is assessing.
Overall, I believe this is an excellent rubric that can successfully evaluate a variety of technologies. It is well organized, simplistic yet covers a broad number of issues that should be considered when evaluating an educational technology. Most of the other rubrics I encountered did not give a full picture of how the tool would work for instructors and students in the classroom and didn’t dive into the technical aspects of selection at all. This rubric actually accomplishes this by asking users to review dimensions of the tool that they may not have even thought of. For example, privacy and data ownership is an extremely important factor in selecting technology that should not be overlooked. IT professionals would automatically know to ask about this factor, but teachers may not. My adding questions such as these, this rubric is more comprehensive than most others, which I believe is what should be strived for.
The rubric uses a 3-point scale to measure the effectiveness of the tool. I believe that using a 5-point scale would be an improvement since it would add to the number of distinctions that can be made about the technology it is assessing.
Overall, I believe this is an excellent rubric that can successfully evaluate a variety of technologies. It is well organized, simplistic yet covers a broad number of issues that should be considered when evaluating an educational technology. Most of the other rubrics I encountered did not give a full picture of how the tool would work for instructors and students in the classroom and didn’t dive into the technical aspects of selection at all. This rubric actually accomplishes this by asking users to review dimensions of the tool that they may not have even thought of. For example, privacy and data ownership is an extremely important factor in selecting technology that should not be overlooked. IT professionals would automatically know to ask about this factor, but teachers may not. My adding questions such as these, this rubric is more comprehensive than most others, which I believe is what should be strived for.
Anstey, L. (2016, October 12). Rubric for eLearning Tool Evaluation. Retrieved from http://laurenanstey.ca/portfolio/rubric-for-elearning-tool-evaluation/
Anstey, L. M., & Watson, G. P. L. (2018). PDF.
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