1. CAI design procedure: Step 10---Evaluating and Revising
      2. How to evaluate web pages
      3. DOs and DON'Ts about WWWeb designs

      Step 10---Evaluating and Revising

         Phases

      Reference:
      1. Quality Review
       
       
    1. Use the checklist.
    2. Check the language and grammar.
    3. Check the surface features.
    4. Check questions and menus.
    5. Check all invisible functions.
    6. Check the subject-matter content.
    7. Check the off-line material.
    8. Revise the lesson.
    9. Apply the same quality review procedure to the revised lesson.
       
    1. Use the checklist.
     
    Reference: Alessi, S.M. & Trollip, S.R. (1991). Computer-Based Instruction: 
    Methods and Development, 2nd edition. Englewood Cliffs, New Jersey: Prentice-Hall.
    Go Back
     

 
    1. Check the language and grammar.
     
    Reference: Alessi, S.M. & Trollip, S.R. (1991). Computer-Based Instruction: 
    Methods and Development, 2nd edition. Englewood Cliffs, New Jersey: Prentice-Hall.
    Go Back
     
       
    1. Check the surface features.
     
    Reference: Alessi, S.M. & Trollip, S.R. (1991). Computer-Based Instruction: 
    Methods and Development, 2nd edition. Englewood Cliffs, New Jersey: Prentice-Hall.
    Go Back
     
    1. Check questions and menus.
     
    Reference: Alessi, S.M. & Trollip, S.R. (1991). Computer-Based Instruction: 
    Methods and Development, 2nd edition. Englewood Cliffs, New Jersey: Prentice-Hall.
    Go Back
     

 
    1. Check all invisible functions.
        • Records and data
          1. Are appropriate student records collected?
          2. Are records linked to the correct students?
          3. Is data for lesson evaluation collected?
          4. Is data valid for the lesson and evaluation objectives?
          5. Can the instructor control what data is collected?
        • Security and accessibility
          1. Are records accessible to the instructor?
          2. Can data be analyzed and printed?
          3. Does access meet legal requirements?
          4. Can students access their own records?
          5. Is data safe from tampering?
          6. Are lesson files and content secure?
        • Too much data
          1. What happens if too many student records are saved?
          2. What happens when too much data is saved for one student?
          3. Is newest or oldest data lost?
          4. Is instructor fiven a warning about data overflow?
          5. Is it easy for the instructor to manage data overflow?
          6. Can data be backed up?
        • Restarting
          1. Is accidental termination avoided?
          2. Can a student leave the lesson at any time and start where he or she left off?
          3. Should a student be able to do this?
          4. Does restarting interfere with first-time students?
     
    Reference: Alessi, S.M. & Trollip, S.R. (1991). Computer-Based Instruction: 
    Methods and Development, 2nd edition. Englewood Cliffs, New Jersey: Prentice-Hall.
    Go Back
     

 
    1. Check the subject-matter content.
        • Goals and objectives
          1. Are they useful?
          2. Are they stated?
          3. Are they worded in the student's vocabulary and reading level?
          4. Will students perceive them as relevant?
        • Information
          1. Is it relevant to the objectives?
          2. Is it accurate?
          3. Is it complete?
          4. Is the level of detail appropriate?
          5. Is the level of realism appropriate?
        • Content emphasis
          1. Is the emphasis on that content most related to the objectives?
          2. Is the emphasis on the more difficult topics?
        • Organization
          1. Is the sequence of presentation appropriate?
          2. Does lesson organization conform to subject-matter organization?
          3. Does organization use student's prior knowledge?
          4. Is the organization made clear to the student?
     
    Reference: Alessi, S.M. & Trollip, S.R. (1991). Computer-Based Instruction: 
    Methods and Development, 2nd edition. Englewood Cliffs, New Jersey: Prentice-Hall.
    Go Back
     

 
    1. Check the off-line material.
        • Manual: General
          1. Is there a table of contents?
          2. Is there an index?
          3. Is there a quick reference guide?
          4. Are equipment needs clear?
          5. Are warnings clear?
          6. Are there addresses and telephone numbers for help?
        • Manual: lesson operation
          1. Does it explain lesson startup?
          2. Are directions correct and clear?
          3. Do directions avoid jargon?
          4. Are there backup directions?
          5. Are there directions for the instructor's opinions?
        • Manual: lesson content
          1. Is there appropriate introductory information?
          2. Is it accurate?
          3. Is there a content summary?
          4. Are there suggestions for curriculum integration?
          5. Are there recommendations for further study?
        • Auxiliary materials
          1. Are all necessary materials provided?
          2. Are they easy to use?
          3. Are forms and score sheets provided and easy to use?
          4. Are transparency masters provided for the instrucotr?
          5. Is a test item bank provided?
        • Other resources
          1. Is there a technical manual?
          2. If the lesson references other materials, are they provided?
          3. Are all materials referenced in teh manuals available?
          4. Are all materials referenced in the manuals appropriate?
     
    Reference: Alessi, S.M. & Trollip, S.R. (1991). Computer-Based Instruction: 
    Methods and Development, 2nd edition. Englewood Cliffs, New Jersey: Prentice-Hall.
    Go Back
     

 
    1. Revise the lesson.
    2. Apply the same quality review procedure to the revised lesson.
      3. 2. Pilot Testing
    1. Enlist about three helpers.
    2. Explain pilot-testing procedures.
    3. Find out how much they know about the subject matter.
    4. Observe them go through the lesson.
    5. Interview them afterwards.
    6. Assess their learning.
    7. Revise the lesson.
    8. Pilot test the revised lesson.

      9. 3. Validation
       
       
    9. Use the lesson in the setting for which it was designed.
    10. Use the lesson with students for which it was designed.
    11. Evaluate how the students perform in the setting for which you are teaching them.
    12. Obtain as much performance data as you can from different sources.
    13. Obtain data on student achievement due to the lesson.
    14. Obtain data on student attitudes towards the lesson.
        15.