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GUIDE TO WRITING AN ANNOTATION FOR COURSEWARE
Criteria for Evaluation The content, strengths, weaknesses, and uses of instructional materials are assessed by the presence or absence of the characteristics in the criteria for evaluating instructional courseware handouts. Reviewers should expect materials to meet these standards. Although the criteria may not be all-inclusive, they should serve as a guide. If any of the characteristics are noteworthy, they should be listed as strengths. The lack of such features, content errors, or technical problems should be highlighted as weaknesses. Whenever possible, give examples to support your comments. Content This section is intended to provide an accurate, objective description of the program. Comments are based on the findings of the reviewer and should not be copied from the program's documentation or guide. Please follow the format below for writing the "Content." Remember, this is factual information only---value judgments are included in "Weaknesses," "Strengths," and "Uses." Required Information Placement
The following are brief examples taken from complete annotations that have appeared in InfoTech: The Advisory Lists. Example of title, subject, and presentation mode in the introductory sentence: Classroom Newspaper Workshop introduces students to journalism through interactive computer-based lessons, paper-and-pencil exercises in a "Reporter's Notebook," and extension activities. Example of title, subject, mode, and objectives in the introductory sentence: Strategy Games of the World helps develop problem-solving skills through three history-oriented math games which require and reinforce strategic thought. Example of topics from the body of an annotation: The main menu provides access to the four sections of the program (i.e. "What are Myths," "The Greek Myths: Character and Content," "The Greek Myths: Sources and Styles," and "Roman Gods and Goddesses") as well as a glossary index containing 125 words, a sidebar index with 70 items, and a help menu. Example of activities performed by users from the body of an annotation: There are five avenues for retrieving "encyclopedia" information: scrolling through an alphabetic list of topics, choosing a date from a timeline which leads to a topic related to that time period, picking a location on a globe which leads to an article connected to that place, selecting from a list of categories and subtopics, and taking a "kid's tour."
Documentation This section describes the contents of the program's guide and ancillary materials. Review the criteria for items to be considered when describing documentation. Example: A set of forty Cuisenaire Attrilinks manipulatives and an activity guide are included in the school edition. A three-ring binder has a user's section with illustrated descriptions of all activities, and a teacher's section with twenty-one lessons and camera-ready worksheets. Weaknesses Just as "Strengths" focus on the presence of desirable characteristics, "Weaknesses" focus on their absence. Please be specific in describing weaknesses and support your conclusions with examples. Always identify and describe technical or factual errors. Example: Weaknesses include little variation in the difficulty of the coloring book pages and slow speech startup. Occasional pop-up surprises are so incongruous that they approach gratuitous graphic stimulation status. Example: Young children may have some difficulty determining what page to select from the arrangement in the option section. Thumbnail-size illustrations are arrayed clockwise without their corresponding page numbers, and are more indistinct than in the actual program. Directions for a quick return to the main menu using the Escape key appear only in the jewel case guide. Strengths This section focuses on the exceptional characteristics of educational courseware. Consider instructional content, technical aspects, ease of use, recordkeeping, and documentation. Please offer examples to support your conclusions. Example: Lessons and activities are presented in small segments that are easy for students to manage and comprehend. Answer-checking features encourage students to rethink their responses. Optional narration available throughout the program supports students who are challenged by reading difficulties or English as a second language. Uses Describe how the program could be used and for whom it is appropriate. "Uses" may include significant prior learning or experiences needed to use the program successfully. Make specific recommendations concerning grade level, classroom, and individual applications of the program. Example: Alien Tales can be used to practice reading comprehension and spelling, and to encourage or supplement the reading of the selected titles. Note-taking is subtly reinforced as a useful strategy for playing the games. The games and activities can be played easily by groups of students. Example: Discovering Shakespeare is an easily accessible introduction to the life of Shakespeare as well as the Elizabethan period of history, and would be especially appropriate for at-risk students or reluctant readers. Providing a concise overview to all of Shakespeare's plays, the Works section is useful as a study aid.
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