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| A | B | C | D | E | F | |
|---|---|---|---|---|---|---|
1 | Evaluation Rubric for iPod/iPad Apps | |||||
2 | Domain | 4 | 3 | 2 | 1 | |
3 | Curriculum Connection | Skill(s) reinforced are strongly connected to the targeted skill or concept | Skill(s) reinforced are related to the targeted skill or concept | Skill(s) reinforced are prerequisite or foundation skills for the targeted skill or concept | Skill(s) reinforced in the app are not clearly connected to the targeted skill or concept | |
4 | Authenticity | Targeted skills are practiced in an authentic format/problem-based learning environment | Some aspects of the app are presented in an authentic learning environment | Skills are practiced in a contrived game/simulation format | Skills are practiced in a rote or isolated fashion (e.g. flashcards) | |
5 | Feedback | Feedback is specific and results in improved student performance | Feedback is specific and results in improved student performance (may include tutorial aids) | Feedback is limited to the correctness of student responses and may allow students to try again | Feedback is limited to the correctness of student responses | |
6 | Differentiation | App offers coimplete flexibility to alter settings to meet student needs | App offers more than one degree of flexibility to adjust settings to meet student needs | App offers limited flexibility to adjust settings to meet student needs (e.g. few levels such as easy, medium, hard) | App offers no flexibility to adjust settings to meet student needs (settings cannot be altered) | |
7 | User Friendliness | Students can loaunch and navigate within the app independently | Students need to have the teacher review how to use the app | Students need to have the teacher review how to use the app on more than one occasion | Students need constant teacher supervision in order to use the app | |
8 | Student Motivation | Students are highly motivated to use the app and select it as their first choice from a selection of related choices of apps | Student uses the app as directed by the teacher | Students view the app as "more schoolwork" and may be off-task when directed by the teacher to use the app | Students avoid the use of the app or complain when sue of the app is assigned | |
9 | Reporting | Data is available electronically to the student and teacher as a part of the app | Data is available electronically to student on a summary page and may be screenshot to share with teacher | Data is available electronically to the student, but is not presented on a single summary page | The app does not contain a summary page | |
10 | Created by Harry Walker - John Hopkins University (10/10) | |||||
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