A Rubric for Evaluating E-Learning Tools in Higher Education

The Rubric for E-Learning Tool Evaluation offers educators a framework, with criteria and levels of achievement, to assess the suitability of an e-learning tool for their learners' needs and for their own learning outcomes and classroom context. As educational developers supporting the incorporation of technology into teaching, we are often asked by instructors for a tailored recommendation of an e-learning tool to use in a particular course. When they use the phrase e-learning tool, instructors are typically asking for some kind of digital technology, mediated through the use of an internet-connected device, that is designed to support student learning. Such requests tend to be accompanied by statements of frustration over the selection process they've undertaken. These frustrations often result from two factors. First, instructors are typically experts in their course's subject matter, yet they are not necessarily fluent in the best criteria for evaluating e-learning tools. Scale.

https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education

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Classroom Assessment Techniques (CATs) Print Version What Are CATs? Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening. Classroom Assessment Techniques (CATs) The following guide is designed to explain and give examples of how in-class assessment can enhance university teaching and learning. These techniques are based on the work of Angelo and Cross (1993). If you have questions about this material or would like to meet with the University Teaching and Learning Center, please e-mail utlc@gwu.edu.