Robustness as a Digital Resource
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Bugs and Technical Difficulties |
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(5)
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4.
I/we experienced no technical difficulties.
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3.
I/we encountered a minor bug or technical difficulty, but I don't think it interfered with learning.
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2.
I/we encountered many bugs or substantial technical difficulties that interfered with learning.
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1.
The resource didn't work at all in my learning environment.
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N/A
Not applicable or no opportunity to observe.
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Scientific Accuracy
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Factual Errors |
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(4)
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(1)
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4.
I noticed no errors of fact in the resource.
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3.
I found one or two minor errors of fact, but I don't think they inhibited learning.
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2.
I found several errors of fact, enough to seriously mislead learners.
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1.
The resource is riddled with factual errors.
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N/A
Not applicable or not enough expertise to judge.
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Documentation & Supporting Information
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Technical: How to use the digital resource |
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(3)
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(1)
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(1)
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4.
Technical documentation was clear and complete.
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3.
Technical documentation was sufficient to use the resource.
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2.
Technical documentation was misleading or confusing or otherwise not helpful.
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1.
No technical documentation was provided and I/we needed it badly.
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N/A
Not applicable: technical documentation was not needed.
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Practical: Materials list, where to obtain supplies, time estimates, safety tips, etc. |
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(2)
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(1)
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(2)
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4.
Practical documentation was clear and complete.
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3.
Practical documentation was sufficient to use the resource.
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2.
Practical documentation was misleading or confusing or otherwise not helpful.
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1.
No practical documentation was provided and I needed it badly.
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N/A
Not applicable: practical documentation was not needed.
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Pedagogical: Information about misconceptions, common errors, etc. |
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(2)
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(3)
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4.
Pedagogical documentation was clear and complete.
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3.
Pedagogical documentation was sufficient to use the resource.
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2.
Pedagogical documentation was misleading or confusing or otherwise not helpful.
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1.
No pedagogical documentation was provided and I needed it badly.
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N/A
Not applicable: pedagogical documentation was not needed.
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Scientific: Reference list, links to related Web sites, etc |
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(2)
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(1)
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(2)
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4.
Scientific documentation was clear and complete.
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3.
Scientific documentation was sufficient to use the resource.
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2.
Scientific documentation was misleading or confusing or otherwise not helpful.
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1.
No scientific documentation was provided and I needed it badly.
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N/A
Not applicable: scientific documentation was not needed.
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Ease of Use for Teachers and Students
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Preparation by Teacher |
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(1)
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(2)
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(1)
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(1)
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4.
Preparation time and effort were easily accomplished under normal circumstances.
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3.
Preparation time and effort were feasible under normal circumstances.
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2.
Prep time and effort were difficult to achieve under normal circumstances.
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1.
Preparation time and effort were excessive. Heroic effort required.
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N/A
Not applicable.
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Adaptability |
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(1)
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(1)
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(2)
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(1)
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4.
Easily adaptable to students' and teachers' individual differences, interests, abilities, and needs.
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3.
Can be adapted to students' and teachers' individual differences, interests, abilities, and needs.
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2.
Difficult to adapt to students' and teachers' individual differences, interests, abilities, and needs.
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1.
Nearly impossible to adapt to students' and teachers' individual differences, interests, abilities, and needs.
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N/A
Not applicable.
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Site Organization and Layout |
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(2)
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(2)
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(1)
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4.
I found the site's organization and layout to be exemplary; an excellent model for other sites.
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3.
The site's organization and layout did not inhibit my learning.
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2.
The site's organization and layout caused me to struggle and occasionally frustrated me.
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1.
The site's organization and layout prevented me from learning the material.
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N/A
Not applicable; not intended for use on computer.
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Motivational/Inspirational for Learners
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Generation of Interest and Attention |
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(2)
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(1)
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(1)
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(1)
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4.
TEACHERS:
Interest was widespread and sustained throughout use of this resource.
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3.
Most learners remained interested and on task.
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2.
Some learners were interested and engaged; others seemed bored.
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1.
Learners were generally bored, inattentive, or restless while using this resource.
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N/A
Not applicable or no opportunity to observe.
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LEARNERS:
I was fascinated by this resource.
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I was interested by this resource.
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It was OK.
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I was bored by this resource.
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No opinion.
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Generation of Curiosity |
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(2)
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(1)
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(2)
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4.
TEACHERS:
Learners asked many substantive questions, and actively sought out additional information about the content.
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3.
Learners asked some questions, and thoroughly explored the information embedded within the resource.
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2.
Learners asked few questions, and only looked superficially through the information embedded in the resource.
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1.
Learners asked no substantive questions, and barely looked at the information provided with the resource.
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N/A
Not applicable or no opportunity to observe.
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LEARNERS:
Using this resource very much increased my curiosity to learn more about this and related topics.
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Using this resource increased my curiosity to learn more about this topic.
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Using this resource did not increase my curiosity to learn more about this topic.
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After using this resource, I was even less curious about the topic than before.
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No opinion.
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Generation of Motivation to Perform at a High Level |
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(2)
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(3)
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4.
Resource inspired all of my students to do their best work.
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3.
Resource inspired most of my students to do their best work.
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2.
Resource inspired some of my students to do their best work.
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1.
Resource spoke only to a small subset of my students.
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N/A
Not applicable or no opportunity to observe.
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Pedagogical Effectiveness
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Recommended Instructional Strategies |
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(1)
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(4)
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4.
The recommended instructional strategies worked very well for me in teaching the central concept, process, or skill of the resource.
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3.
The recommended instructional strategies worked pretty well for me in teaching the central concept, process, or skill of the resource.
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2.
The recommended instructional strategies worked OK, but I would make some changes before doing this again.
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1.
The recommended instructional strategies just didn't work for me or my learners. I would never do it this way again.
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N/A
No instructional strategies were given.
or
I didn't use the recommended strategies.
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Ability to Assess |
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(5)
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4.
The assessment strategies included with the resource gave me valuable insights into what had and had not been learned.
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3.
The assessment strategies provided with the resource gave me some insight into what had and had not been learned.
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2.
The assessment strategies included with the resource gave me little insight into what had and had not been learned.
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1.
The assessment strategies included with the resource gave me no insight into what had and had not been learned.
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N/A
No assessment strategies were included.
or
I didn't use the provided assessment strategies.
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Level of Difficulty |
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(1)
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(1)
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(1)
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(2)
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4.
Level of difficulty was well-matched to the majority of my learners.
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3.
Level of difficulty was adequately matched to the majority of my students.
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2.
Too hard for many of my learners.
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Too easy for many of my learners.
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1.
Too hard for most of my learners.
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Too easy for most of my learners.
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N/A
Not applicable, or not able to judge.
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I didn't use the provided assessment strategies.
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Evidence of Student Learning |
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| (1)
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(2)
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(2)
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(1)
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4.
TEACHERS:
I have evidence that deep and lasting learning occurred as a result of using this resource.
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3.
In my professional judgement, significant learning occurred as a result of using this resource.
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2.
In my professional judgement, some learning occurred as a result of using this resource.
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1.
I have no reason to think that any learning pertinent to the central concept, process, or skill of this resource occurred.
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N/A
Not applicable or not able to judge.
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LEARNERS:
I learned a lot from this resource.
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I learned a fair amount from this resource.
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I learned a little from this resource.
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I learned nothing from this resource.
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No opinion.
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Effective Use of Instructional Time |
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(2)
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(2)
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(1)
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4.
The ratio between instructional time required and amount learned was much better than the resources I usually use.
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3.
The ratio between instructional time required and amount learned was typical of the resources I like to use.
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2.
The ratio between instructional time required and amount learned was towards the low end of resources I would consider using.
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1.
This resource used much too much instructional time for the amount learned.
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N/A
Not applicable or not able to judge.
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