Abstract
Various evaluation forms and reviews used to evaluate instructional software are compared with regard to the criteria employed in their assessments, and the usefulness and appropriateness of these criteria for making instructional decisions are discussed. Among the evaluation forms considered are those developed by the National Council of Teachers of Mathematics, the National Science Teachers Association, and the Software Evaluation Project at the State University of New York at Buffalo. Software awards such as those sponsored by Classroom Computer Learning and reviews by monthly publications such as Teaching and Computers and Classroom Computer Learning are also considered. Although certain criteria are represented on nearly all of the evaluation forms and reviews, other criteria appear on a more limited basis. Differences between evaluation forms and reviews are discussed, and limitations in current approaches to software evaluation are identified — e.g., concern for valid principles of learning and teaching.
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