1. 2nd Annual Faculty e-Learning Symposium 26th May 2016 Mrs E D Joubert
The use of rubrics to evaluate the effectiveness of technology-mediated courses
2nd Annual Faculty e-Learning Symposium
26th May 2016
Mrs E D Joubert

2. What’s in a name?
Use of terminology – e-learning, technology-mediated, blended learning, digital learning, online, etc.

3. The need for evaluation
“Evaluation is the collection of, analysis and interpretation of information about any aspect of a programme of education or training as part of a recognised process of judging its effectiveness, its efficiency and any other outcomes it may have”
Why do we need this????

4. Evaluation continued …
(Arguably) Two main reasons for evaluations viz.,
Accountability to stakeholders
Improvement of teaching effectiveness

5. Pedagogical alignment
Use of technology must be justified
How does the technology support achievement of the learning outcomes?
Would the student performance in the module be less if the technology was not used?
Is it appropriate for every module in every discipline?
John Biggs – constructive alignment

6. Appropriate Use of Appropriate Technology
The evaluation of technology-mediated learning courses is necessary to ascertain if they are indeed relevant to and effective in achieving the purpose of student success (Khan, 2004)

7. TPACK
Technological Pedagogical Content Knowledge (TPACK) is a framework to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology-enhanced learning environment.

8. Badrul Khan's eight-dimensional e-learning framework
A detailed self-assessment instrument for institutions to organize their evaluation of educational technology (e-learning)
The framework consists of eight dimensions, sometimes referred to as factors. Each dimension represents a category of issues that need to be considered in order to create successful experiences. The framework offers a practical and detailed checklist to serve as a self-assessment instrument for institutions to evaluate their educational technology readiness or their opportunities for growth

10. Rubrics
Rubrics usually contain evaluative criteria, quality definitions for those criteria at particular levels of achievement, and a scoring strategy.
They are often presented in table format and can be used by teachers when marking, and by students when planning their work.

11. A scoring rubric is an attempt to communicate expectations of quality around a task.
In many cases, scoring rubrics are used to delineate consistent criteria for grading.
Because the criteria are public, a scoring rubric allows teachers and students alike to evaluate criteria, which can be complex and subjective.
A scoring rubric can also provide a basis for self-evaluation, reflection, and peer review.

12. Examples of Rubrics
Please refer to hardcopy
Please share

19. Thank you for your attention Questions????