What should a designer try to include and what should an educator look for in educational software? Here is a checklist I compiled from two sources[(]SGGM'89, p.64-79)[(]Doll,'87, p.59-67), please refer to them for more details. Generally, the more items one can check off as true the better the software. Other items are issues that need to be considered. All requirements for a section should be met before the next section is attempted.
Enough memory (also called RAM) is available for the program.
The program's OS is compatible with the computer's OS.
The program and computer speak the same computer language.
The computer system includes I/O devices required by the program:
disk drive or tape drive of the right type and size
printer of the right type (color, laser, dot matrix, etc.)
modem
terminal (for minicomputers)
light pen or touch pen
mouse
joystick or paddle
monitor of the right type (color, size, resolution, special drivers, etc,)
touch sensitive screen
Virtual Reality (VR) controls
The program uses upper and lower case keys.
The keyboard includes any special keys required by the program.
The program can handle multiple users.
The hardware system can handle multiple users.
There are enough terminals for all the users in a given group.
The program can be set up without special expertise.
The program can be tun by students.
Determine the entering range of skill levels of the students making up the target population.
Criterion-referenced tests
Standardized tests
Identify prerequisite skills
State the student's most likely purpose for taking the course.
State the most likely use of skills/information learned in the course.
Calculate the average age of the students.
Identify any special considerations of the intended audience.
A statement of instructional objective has been developed.
This statement is in written form.
The objective are listed in terms of desired performance.
The objectives are listed in the order in which they should be taught.
The statement has been approved by the appropriate people.
A lit of objectives was provided in the CAI program.
A list was not provided but was developed as part of the assessment.
Instructional objectives were not used in developing the program.
The CAI program contains a clearly defined purpose.
The program meets an important educational need.
Instruction is closely related to the objectives.
The objectives of the program match the objectives of the course.
The major emphasis of my educational needs is on:
Skills instruction
Knowledge instruction
The range of skills taught matches the ranges specified in my instructional objectives.
The skills can be taught in the allotted time.
Skills required for the performance of other skills are taught first.
Skills are cumulative.
Instruction is presented in steps that are appropriate for the target audience.
There is an appropriate balance between "need-to-know" and "nice-to-know" information.
Information required to perform the skill under specified conditions is provided.
A detailed description of how to perform the skill is provided.
The lessons contain useful examples.
Students are encouraged to practice skills taught in formal exercises.
Exercises clearly relate to the performance of the skill.
Exercises require the use of skills taught in previous lessons (are cumulative).
Integrative exercises are provided (the skill is practiced "in context").
Enough exercises are provided for adequate practice.
Feedback gives clear description of required response.
Where appropriate, feedback is explained in detail.
If a response is incorrect, additional exercises and feedback are provided.
Feedback "anticipates" students' concerns, problems, and questions and addresses them.
The instructional format of the program is appropriate.
Content is appropriate for the age of the target population.
Mechanics of the program (instructions, response mode, feedback, grapics) are appropriate for the target population.
Instructional style is appropriate for the purpose of the program.
Content is closely related to instructional objectives.
Content is accurate.
Content is complete.
Lessons "build in" for successful learning.
The program uses a variety of motivational techniques.
Content is presented in an interesting style.
The program is free from bias and stereotypes.
The program contains positive role models for the target population.
Program is multilingual.
Program can be put in modes for people with certain disabilities.
Program can be adjusted, or adjust itself, to the needs of advanced students.
The program does not contain spelling, typographical or grammatical errors.
The style is clear, concise, interesting.
The program is compatible with the desired method of delivery of instruction.
Teacher directed ____ Independent _____
On-screen instructions for using the program are clear and easy to understand.
Instructions are appropriate for student level.
Instructions can be bypassed by experiences users.
Instructions can be reviewed from any point within the program.
Help messages are easy to access.
Help messages are easy to understand and helpful.
Help messages are accurate.
Traps are used to catch errors and avoid program crashes.
The program does not abruptly end if the wrong key is pressed.
The program does not crash when incorrect responses are made.
The text is legible and attractive.
Scrolling and paging are smooth and properly paced.
The user can control page advancement or scrolling.
Adequate spacing is provided so that text is easily read.
Choices are made from menus.
The user can leave the program from the menu.
The user can start at any point in the program from the menu.
Choices are made by entering commands or pressing keys.
The user is informed which words or keys will be required for a command.
The documentation provides a list of commands and function keys.
Student is involved in an active way.
Special response of function keys are explained to the user.
The response mode is appropriate for the student age and ability.
There is a variety of response modes.
Problems (of the same skill level) are presented in random order.
A wide range of responses can be accepted.
There are varying difficulty levels depending on the student's response.
A user can begin at a point appropriate to past use or experience.
User can correct mistakes while entering information.
Program accepts minor misspelling, where appropriate.
The student can exit the program at any point.
Feedback is relevant to student responses.
Feedback states why the response was correct or incorrect.
Feedback is used to correct the response.
Feedback is frequent and given immediately after the student response.
Feedback is informational rather than judgmental.
There are multiple levels of instruction.
The same exercise or subject is presented with new graphics or materials each time it is seen.
Diagnostic routines are combined with feedback.
The program automatically goes to remedial tracks if responses indicate lack of mastery of material.
There are varying difficulty levels provided in each track, depending on the student's response.
Errors lead to remedial branches.
Cues are used to direct attention.
Cues and prompts are used to help students respond.
The learner can control the time allowed for responding.
The learner can control the rate of presentation.
The learner can control the pace of the program, and where appropriate, its direction.
The learner can elect a starting point appropriate to past experiences.
The program is enhanced by the use of graphics and sound.
Graphic illustrations are appropriate.
Graphics and color are used to give visual explanations of concepts.
Graphics are used to describe abstract ideas.
Graphics and sound do not distract from main content.
Color enhances the lesson.
Frame display is appropriate, clear, and easy to read.
Special characters (underlining, blinking words, enlarged text, and color) complement learning.
Graphics are neither slow nor repetitive.
Graphics and text provide motivation.
Sound is used to reinforce and to prompt students.
Sound is used as a reward or feedback.
Sound is not used to indicate error.
Sound can be turned off when necessary.
The simulations are realistic.
The program contributes to understanding of instructional concepts.
The program provides several possible solutions.
The number of variables is appropriate for the level of the students.
There is entry level testing.
There is diagnostic and prescriptive testing.
Multiple tracks are available for individualization.
Tracking branches into a review or more advanced work depending on the student's responses.
New records can be added to existing records.
Data in a record can be changed.
Records can be sorted alphabetically
Records can be sorted numerically.
Record can be sort both alphabetically and numerically.
Access to individual records is easy.
Statistics can be computed automatically.
Clear reports are generated.
Student records can be sorted.
Program records responses of individual users.
Program can store scores of more than one user.
Program differentiates between right answers on first, second, third try, etc.
Program identifies type(s) of problems that gives a student difficulty.
Program gives initial diagnosis of student strengths and weaknesses.
Instructional management section is easy to use.
Possible for teacher or librarian to tailor program to users.
Possible to print our information in instructional management section.
Instructional management section has procedures to protect its information.
All records can be archived in an easy and compact way.
Backups of the program itself can be done in an easy and compact way.
Expanding backups or archives and retrieving the records or program is easy.
Instructions for recordkeeping are clear and easy to follow.
Illustrated examples are included in the documentation.
Error messages are explained in the documentation.
The user can get help from within the program.
Prompting messages facilitate use.
Commands are easy to understand and logical.
Documentation includes an instructor's manual and a student manual.
The authors' names and credentials and the copyright date.
Computer requirements-hardware, OS, memory, language, peripherals.
Step-by-step instructions for installing and using the program.
An introductory chapter to describe the program and the way the documentation is arranged.
Entry level requirements.
Age or grade level expectations.
Chapters broken down into reasonable units of learning.
An introduction to each unit stating the goals and objectives as well as the material to be covered.
Examples of program activities with sample input and output.
A review or summary for each unit to tie together all the concepts and reemphasize the main points.
Practice tryouts requiring active response from the user presented at intervals.
An index.
A glossary.
Directions for a program modification.
Suggestions for supplementary activities.
A bibliography of resource and complementary materials.
A field test report, if a filed test was conducted.
Introductory and background material to place the program in context and prepare the student to use it.
Prerequisite knowledge and objectives of interest to the student.
Detailed, step-by-step instructions for using the computer.
Detailed, step-by-step instructions for using the program, logging on, logging off, exiting, choosing form menus, entering commands.
Examples of screen formats with sample input and output.
Instructions on making corrections.
Instructions for getting help.
Instructions for reentering program after exiting.
Descriptions of operations, sample screens, and instructions are accurate.
Information is complete; all important operations are described.
The language is at the user's level.
Instructions do not use "jargon" or assume that the user has more than a basic knowledge of computers.
Reminders of important points are included in the text.
Graphics clarify and add to the meaning of the text.
Page layout is open, easy to read.
Direct instructions are visually separated from explanations.
[(SGGM'89] Sloane, H. N., Gordon, H. M., Gunn, C., Mickelsen, V. G. (1989). Evaluating Educational Software: A Guide for Teachers. New Jersey: Prentice Hall.
[(Doll,'87] Doll, Carol A. (1987) Evaluating Educational Software. Chicago and London: American Library Association