Resource 8: Evaluation Methods
Evaluation Methods
Evaluation ensures ICT improves learning, not just usage.
- Classroom Observation: Monitoring how ICT is used during teaching and learning. Monitor whether ICT use promotes active engagement, collaboration, and purposeful learning.
- Student Feedback: Collecting learners’ opinions through surveys, interviews, or focus groups. Collect learner feedback using short surveys, exit tickets, or voice notes to identify what worked and what needs improvement.
- Learning Analytics: Using data (e.g., time spent on Moodle, quiz scores, or participation rates) to track engagement. Use platform data (quiz scores, activity logs) to identify patterns and support learners early. ICT success means improved learning (thinking, creating, collaborating), not just using devices. Track video views, quiz scores, and forum activity to identify learners needing support.
- Formative and Summative Assessments: Using quizzes, assignments, presentations, and projects to measure understanding and skills development.
- Engagement: Are learners actively involved and motivated?
- Collaboration: Are students working together using ICT tools?
- Creativity: Are learners producing original work using ICT (e.g., videos, digital posters)?
- Continuous Improvement
- Regularly reviewing feedback to adjust ICT tools and strategies.
- Adapting to changing contexts (e.g., new apps, improved connectivity).
- Reflecting on personal teaching practice and sharing lessons learned with peers.
Evaluating ICT-Supported Teaching (Tanzania Context)
Using ICT in class is not success by itself. What matters is whether ICT is improving learning — helping students think, create, collaborate and apply knowledge, not just click or watch. Evaluation is a continuous improvement activity to help you refine each lesson.
Four Practical Ways to Evaluate
1) Classroom Observation (peer or self)
- Look for talking, thinking, doing — not only watching.
- Check purposeful use of the tool (learning vs. display).
- Notice who participates (many learners or only a few?).
Example: During a Padlet brainstorming, note how many groups post ideas, how they respond to peers, and whether the activity sparks discussion.
2) Student Feedback
- Use a quick Google Form, WhatsApp voice note, or paper exit ticket.
- Ask: “Did this tool help you learn? What was difficult? What should we change?”
Why: Learners experience the lesson directly — their voice guides improvement.
3) Learning Analytics (from platforms)
- Check who watched the video, quiz scores, forum activity, re-opens.
- Use patterns to target support early (messages to groups/individuals).
Tip: In Moodle/Google Classroom, compare activity logs with quiz performance to see which resources helped most.
4) Assessment Evidence (formative + summative)
- Use H5P checks, Padlet solutions, Canva posters/videos, or short reflections.
- Judge not only the product but also the process (collaboration, reasoning, use of evidence).
Key Principles When Evaluating ICT Use
| Principle | What it means in practice |
|---|---|
| Use multiple sources | Combine observation, student feedback, analytics and assessment products. |
| Check the goal | If the goal was collaboration, measure collaboration — not only marks. |
| Student-centred lens | Ask what helped or blocked learning from the learner’s view. |
| Context & equity | Plan for low data / one device per group; paper options if needed. |
| Privacy | Handle learner data responsibly when using online tools. |
| Continuous improvement | Use findings to adjust the next lesson; share what worked in your PLC. |
Takeaway: Evaluation checks whether ICT is improving learning — not just being used. It gives you evidence to refine, adapt and strengthen student-centred teaching over time.