SOFTWARE-EVALUATION - A SITUATED APPROACH

It is suggested that the use of educational software can only be evalu ated by considering the use of a package in particular learning situat ions. This requirement poses an inherent problem for predictive evalua tion where, by definition, the evaluation is conducted out of context. Current predictive evaluation tools, checklists and frameworks, fail to address this problem. A novel evaluation paradigm is proposed which does provide a situated approach to predictive evaluation. This parad igm generates context specific evaluation issues by considering the in teractions between the three principal actors associated with the deve lopment and use of educational software - the teacher, the designer an d the student(s). The use of the paradigm is illustrated by the predic tive evaluation of a recent CD-ROM package. In conclusion, the paradig m may offer an improved approach to interpretative evaluation, leading to the notion of its use as a comprehensive evaluation tool.