educational software evaluation for mathletics

5/25/2018 Educational Software Evaluation for MATHLETICS

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Educational Software Evaluation for Mathematics

Preliminary Information

About the Evaluator

Name: Amy Barrieau

Current Title: Teacher

Credentials Applicable to Math Learning: Math Teacher

Name of School and District: Harkins Middle School, ASDN

Contact Information: [email protected]

Date of Evaluation: May 16t, 2014

About the Software

Title: Mathletics

Publication Date: 2005

System Requirements:http://www.3plearning.com/tech/mathletics/

Cost: $99 annual subscription per student/ potential for bulk subscription savings

Step 1: Exploring the Software Need and Premise

Is using computer software the appropriate medium for the intended math learning outcome(s)?

Is this software recommended by a notable source or society?

Does this software claim to coincide with one or more general goals of math education (i.e.: regional curriculum outcomes, grade based

learning)?Notes: Seven case studies conducted with positive correlation between software-use and test scores/student engagement; Atlantic andAlberta based curriculum available

Step 2: Exploring General Features of the Software

Is there a free demo available to test before purchase?What is the intended grade level? K-12

Does this software take into account previous math education?

Does this software have bilingual capabilities for aiding second language students in their native language?*

Does this software highlight written errors and give students explanations and other improvement options?

Are there oral correction and/or interaction capabilities between the student and this software?

Does this software track student progress?

Notes: Teacher-users can set grade level and choose content. Corrections are offered and student data is tracked by concept. Somelimited French resources offered; primarily English interface.

Step 3: Exploring and Developing Instructional ObjectivesBased on the math lessons offered, do the specific objectives put forth in this software coincide with the intended classroom outcome(s)?

Evaluators may also consider whether the following basic math objectives are addressed in the software:

- Examples and demonstrations.- Real world problems and tie-in. with limits- Alternative methods for calculations.- Opportunity for directed remediation.

21stCentury Learning Check:

- Are varied instructional techniques employed?with limits- Are critical thinking skills encouraged?- Are there opportunities for constructivist learning?with limits- Are learning styles and/or multiple intelligences taken into consideration?

Notes: Although available in the student lessons offered, testing section does not offer constructivist 21stCentury Learning.

Step 4: Self-evaluation and Self-monitoring of Progress

In considering test items

Are there test items included?

If yes, do they coincide with the prescribed outcomes of the math class?

Is there logical progression in the test questions?

Are test questions 100% free from error?

Are test questions bias free?

Do test questions require some higher-order thinking?

Can test records be retained?

Can students compare future test scores for improvements in learning?
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Can instructor access test records and progress records?

Can instructor access responses given by students?

Do test items need to be changed?

Can test items be changed?

Who has authority/access to change them? Mathletics platform programmers

Notes: Teacher does not have access to change specific test questions.

Step 5: Attitude Check

Is student attitude assessed for teacher review purposes?

Notes: No- teacher will need to assess student attitudes.

Step 6: Initial Field Test Observations, Pre-testing and Selection of Candidates for One-on-One Evaluation of Software

Observations: Can student navigate a new piece of software with some comfort?

Conduct pre-test and choose 3-4 students by ability. Consider the following:

Do the selected students represent a range of math ability in the classroom?

Allow students to preview the questions in Step 7 to ensure selected students are comfortable with the language of the questions.

Notes: As per observations and conversations with students, I found they were impressed by the presentation, ease of use, images andavatars. They found it both challenging and engaging.

Step 7: Conduct One-on-one Evaluation and Student Evaluations

Instructor is present for this single interactive one-on-one evaluation session and gathers information by observation notes and

questioning during the one-on-one evaluation. Students also should rate the software during the session. Following a scale of 1 to 5, 1

being the lowest score and 5 being the highest or strongest score they can give, students should rate the following:

During instruction/learning:

Are the screens/visual presentation of the screens stimulating?Are the screens and the presentation of material confusing?Are the images and interface age-appropriate?Does the work progress logically?How easy is it to navigate this program?Does this program offer an appropriate challenge to you?Was there enough variety of activities?

After instruction/learning:

When indicated, students take a teacher or software created assessment that is based on the intended learning objective(s). Eachstudent also responds to an attitude questionnaire, describing their satisfaction with the experience. Questions evaluators may

use include:Rate your overall experience on a Likert scale of 1 to 10, 10 being the top rating.Describe your satisfaction with this software.Discuss the pros and cons of using this product.

Notes:Overall, students responded with resounding positivity to the 10 question likert scale and questionnaire regarding Mathletics. See resultsattached.

Step 8: Conduct Small Group Evaluation

Return to findings in Step 6 and now select 8 to 20 students whose capabilities, as measured by the pretest, represent a range of math

abilities. Students should study using the software for a prescribed amount of time, as would be allotted in a typical class or lab setting

at their school. Then, students are given summative post-test to see how much they have learned. They also respond to a questionnaire

that assesses attitude.

Notes: N/A Not completed

Step 9: Evaluation Report using Findings and Outside Sources

Are there post-user feedback available and/or research to support your findings?Review the information collected throughout this evaluation process and prepare a report, including a summary and recommendations

regarding the use of this particular software in a second language setting.

Notes: N/A Not completed


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Mathletics: Student-User Questionnaire

Name (optional): ______[11 students responded to this Questionnaire/Survey]___________________________

Circle your response and elaborate by adding comments, if necessary.

Yes-----No

1) Are the images and presentation of the screens interesting to you? 5-4-3-2-1Comments:_______________________________________________________________________ Average: 4.36

2) Is it easy to navigate and understand what to do in this program? 5-4-3-2-1Comments:_______________________________________________________________________ Average: 4.73

3) Do you like the overall design of Mathletics? 5-4-3-2-1Comments:_______________________________________________________________________ Average: 4.18

4) Do the test questions progress from easier to harder? 5-4-3-2-1Comments:______________________________________________________________________ Average: 4.32

5) Do you feel engaged and focused when you do Mathletics? 5-4-3-2-1Comments:______________________________________________________________________ Average: 4.32

6) Does this program challenge your ability in Math? 5-4-3-2-1Comments:______________________________________________________________________ Average: 4.55

7) Was there enough variety of activities? 5-4-3-2-1Comments:______________________________________________________________________ Average: 4.64

8) Would you recommend that Harkins purchase Mathletics next year? 5-4-3-2-1Comments:______________________________________________________________________ Average: 4.73

9) Rate your overall experience with Mathletics on a scale of 1 to 5, 5 being the top rating : _____/5Comments:_____________________________________________________________________ Average: 4.49

10)List the pros and cons of using Mathletics in Math class this year (continue on the back, if necessary):Pros (Good Points) Cons (Bad Points)

Identified pros included comments like: more

challenging variety of options Dont have to write as

much Online playing with others earn certificates

you can do it anywhere design your page we can do

our own thing at our own pace questions for different

skill levels options to choose activities user-friendly

Identified cons included comments like: youre not

learning the stuff the class is doing at that time you miss

stuff and its sometimes hard to catch up glitches; logins

go down doesnt completely explain the concept

Membership is expensive slow loading things

Thank you for completing this questionnaire

educational software evaluation for mathletics

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