Beruflich Dokumente
Kultur Dokumente
Evaluating Learning
Resources
LRMDS
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Enabling Objectives
Explain why having specifications and standards are
essential to doing an evaluation of learning/teaching
resources
Give a brief description of the contents of the following
areas for which specifications have been developed:
IPR management
Educational Soundness
Educational Quality
Social content
Technical
Terminal Performance
Objective
To evaluate at least one resource and
prepare a Request Brief for the action to be
taken on the said resource.
Apply the appropriate evaluative criteria and
instruments in the evaluation of specific
resources.
Enabling Objectives
Explain the purpose of the Request Brief and
identify its key contents
Define the key terms/concepts in the LRMDS
A & E system Guidelines
Content
The importance of standards and
specifications for evaluation
The LRMDS Assessment & Evaluation
System at the regions, divisions and lead
school levels
Processes, workflow, personnel
Evaluation specs, guidelines and
instruments
LRMDS Assessment and Evaluation: Evaluation of Resources
Content
Preparation of the Request
Brief
Preparation of the Evaluation
Plan
Evaluation of resources using
appropriate criteria and
instruments
LRMDS Assessment and Evaluation: Evaluation of Resources
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Activity 1
Instructions:
1.Divide the participants into three groups.
2.Give each team a bag of goodies, e.g.,
(banana cake, hopia and other snack
food, at least 3-4 kinds, plastic spoons
and forks, small paper plates)
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Activity 1
The team should evaluate the food items and agree on a
recommendation for each item.
Which of the items should be recommended for inclusion in
the school cafeteria menu?
Are there snack items which may need reformulation
before being considered for cafeteria distribution?
Each team must have a consensus on their
recommendations. The recommendations of all the
groups will be consolidated.
Each team should have a convener and a documentation
officer.
LRMDS Assessment and Evaluation: Evaluation of Resources
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Activity 1
Document your process and write your recommendations.
The assigned presenter will present the report of the group
to the plenary.
The report must contain the following information:
(1)A description of the processes that the team used in
evaluating the food items and in agreeing on its
recommendations;
(2)The problems, issues which the group encountered in
the process of evaluation;
(3)The group recommendations based on the evaluation.
LRMDS Assessment and Evaluation: Evaluation of Resources
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Processing
Discuss the processes that the groups employed.
How did each group conduct the evaluation?
Intrinsic to evaluation are standards and the use of criteria
to measure standards.
What were the criteria and standards used by the
groups?
Did the group try to evaluate without agreeing on the
standards and criteria first?
Why was it important to agree on the standards and
criteria first?
LRMDS Assessment and Evaluation: Evaluation of Resources
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Processing
Would your work have been easier if the
processes and persons responsible for the
processes were defined, if the areas for
which standards or specifications were
defined?
How did you resolve your differences?
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Standards
Sometimes the standards are formulated by
private groups through formal consensus.
In many instances, especially when public welfare
is concerned, government through its
instrumentalities formulate the standards for the
evaluation of a product or service and the
standardization process is by edict, that is it is
established by law or an executive issuance.
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Specifications
A specification is an explicit set of
requirements to be satisfied by a material,
product, or service.
A specification is a type of a standard. It
provides the necessary details about the
specific standards required.
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Activity 2
(Refer to Activity Sheet #2)
Activity Instructions:
The activity is to level understanding of basic
terms, concepts, processes and purposes
for evaluation by the group before the
evaluation of actual resources is
undertaken.
Modified Jeopardy game where the
answer is not really the answer and the
question is really the answer.
LRMDS Assessment and Evaluation: Evaluation of Resources
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Jeopardy
Read the Guidelines and the Handouts to
get the definitions of terms and or
concepts that you will encounter in
evaluation of resources.
Work in pairs. Each pair should write on one
side of the meta strip the definition of the
term; on the other side, write the question
to which the definition is the answer.
LRMDS Assessment and Evaluation: Evaluation of Resources
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Jeopardy
For example:
Is an opening, or rupture, in a planet's surface
or crust, which allows for the release of hot ash,
and gases.
The answer is A VOLCANO
Curriculum, subject matter, skills and
processes, age and stage of schooling, cultural
inclusivity and language of instruction.
The answer is Educational Specs
LRMDS Assessment and Evaluation: Evaluation of Resources
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Define/explain
Accessibility Specifications
Intellectual Property Rights Specifications
Storage and Distribution
Publication and Use
Technical Specifications
Assessment and Evaluation
QA Framework
LRMDS Assessment and Evaluation: Evaluation of Resources
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40 minutes
LRMDS Assessment and Evaluation: Evaluation of Resources
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Terms
Accessibility
Specification
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6
Description
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Ensuring Quality
LRMDS Quality Assurance Framework describes the
parameters to ensure that all learning, teaching and
professional development resources that are catalogued
and accessed or located via the LTMDS web portal are
of high educational and technical quality.
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Ensuring Quality
QA is a coordinated process for deliberately bringing about
the attainment of the desired quality. It is a systematic
process of monitoring all management, organizational,
productivity and services of the LRMD systems against
standards of quality in order to raise performance.
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Ensuring Quality
LRMDS Quality Assurance Framework describes the processes that ensure
that learning, teaching and profession development resources are:
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Purpose
The LRMDS Quality Assurance Framework has been
developed to assist:
LRMDS Managers to manage, maintain and
continuously improve access to quality resources,
LRMDS development and production teams to comply
with agreed standards and specifications for educational
resources.
Key LRMDS personnel within Regions and Divisions to
implement QA processes to ensure the continued
provision of quality services and products
Schools and teachers to be able to identify quality
resources in relation to educational need
LRMDS Assessment and Evaluation: Evaluation of Resources
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Quality Framework
Area of Quality:
Principles:
Characteristics
Criteria &
indicators
Specifications
and/or
Requirements
Guidelines
Procedures
Instruments
(tools/templates)
Review
Application
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Principles
The main principles underlying the LRMDS quality assurance processes
are:
User centred
Responsive
Standards based
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Activity 3
(Refer to activity sheets #3)
Evaluating Resources
Purpose of the Evaluation: To select resources to be:
A. Catalogued in the LRMDS portal
B. Uploaded to the portal and catalogued
Types of Resources:
Print
Digital print
Online websites
Video based
Interactive resources
LRMDS Assessment and Evaluation: Evaluation of Resources
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Evaluation Streams
Explain to the participants that in LRMDS, the
instruments will be used in various streams of
evaluation, namely,
Evaluation of existing resources in existing
format for reproduction and cataloguing: digital
and non digital
Evaluation of existing resources for
redevelopment: digital and nondigital
Evaluation of teacher-developed resources
Evaluation of On-line resources and sites
LRMDS Assessment and Evaluation: Evaluation of Resources
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Activity 3
Determine which of the Evaluation instruments
should be used.
Refer to Section 6 Guidelines and Processes for
LRMDS Assessment and Evaluation.
Use the available copies of the instruments for
the actual conduct of the Evaluation
Each group evaluates at least 1 resource using
the instruments.
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Activity 3
All resource evaluations should commence with the IPR
review. When many resources belonging to a series are
to be evaluated then the IPR can be completed once for
all.
Any DepED owned and copyright resources for which
content errors, accuracy issues, editorial issues or layout
issues are identified can be fixed and revised and then
uploaded. If the IPR allows. The requirement to revise
and correct the issues would form part of the Evaluation
recommendation.
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Activity 3
Be prepared to make a specific
recommendation at the end of your
evaluation.
As you apply the instruments to specific
resources, note all criteria and instructions
which were problematic.
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Specifications
Educational
Accessibility
Technical
IP & rights
management
Achieving quality
No LR, TR, PDM resource is likely to encompass
all quality principles in its own right as many of
these are realised in the relationships between
teacher, learner, resource and learning
environment.
Usually, the principles and associated criteria will
consist of quantitative and qualitative elements.
Thus a concept of 'reasonableness' on balance is
used in the application of the criteria and applied
throughout the quality assurance process.
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Criteria
Criteria are focused requirements for
quality that are close to the operational
level though they do not necessarily
contain a specific scale.
Testable statements formulated on the
basis of accepted statements
They can express minimum requirements
(statutory conditions) and best practice
(requirements that must be fulfilled)
LRMDS Assessment and Evaluation: Evaluation of Resources
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Indicators
Indicators are:
Concrete and measurable
Qualitative or quantitative
Express central characteristics (e.g. of
resource to evaluated by the criteria)
Indicators should altogether provide a
picture of whether the resource is in
compliance with the criteria.
LRMDS Assessment and Evaluation: Evaluation of Resources
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Indicators
4. 90-100% is appropriate
3. 80-89%
2. 70-79%
1. Less than 70%
5353
Indicators
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Inputs
Processes
Outcomes &
Products
Application of LRMDS
specifications &
criteria/checklists to:
Annual Implementation
Plan and School
Implementation Plan
Trained evaluators
LRMDS Trainers
Existing resources
identify learning,
teaching and
professional
development
resource needs
evaluate teacher developed
materials for local use and
shared distribution via
LRMDS
Reproduction
Redevelopment
Access to quality resources
via LRMDS online catalogue
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Core Quality
objective
Measuring the
success of the
quality
objective.
Assessment &
evaluation system
effectively &
efficiently
assesses the
needs of target
users
There are LR
plans at the
region, division
& school levels
that respond to
the needs of
target users
School LR
Teams
LR Assistance
Plans of
Reg/Div reflect
consolidated
needs of
School LR
plans
Division
LRMDS Team
& Trainers
Convergence
table to
compare LR
needs identified
with Reg/Div
LR Assistance
Plans
Division
LRMDS
Manager
LRMDS Assessment and Evaluation: Evaluation of Resources
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Evaluation planning
What is the purpose of the evaluation?
Need for science resources to support teaching and
learning in grade/year.
Science resources exemplifying constructivist learning
principles.
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Evaluation planning
Answers to these questions should determine how
the criteria and outcomes are weighted.
E.G.
A very sound resource that is highly instructivist and
didactic will not fulfill the need for a resource based on
constructivist principles but it can still be a good
resource.
Or a good resource with typographical errors may be able
to be fixed.
Or a good resource in an older version of flash may be able
to be redeveloped.
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Possible scenarios
Print
Non-print (digital offline or online)
Online site
Evaluation Areas
Intellectual Property Rights
Educational quality
* If commercial resource contains errors or inaccuracies then report errors but do not
proceed with further reviews.
Activity 4
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Request Brief
A Request Brief is a written explanation given to the development and production
team by a requesting party or client to
describe the specific service required and
the general design requirements of the
resource to be developed or produced.
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Request Brief
The purpose of this document is to describe
in detail the service required and the
design requirements of a client/user for an
existing resource that is to be reproduced,
digitized, or redeveloped and for the
design of new resources.
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Processing
Ask the participants to probe the following:
Is the purpose for which a Request Brief is
prepared understood?
What areas/parts of the Request Brief did the
participants have difficulty with?
Determine whether the difficulty can be
addressed by presenting the materials for the
second time
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Whatever the
cost of our
libraries, the price
is cheap
compared to that
of an ignorant
nation.
Walter Cronkite
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