5 Evaluating OER
Learning Objectives
This chapter will support learners in being able to:
- Investigate the available reuse options for OER – adopt, adapt, combine and create
- Identify perspectives on evaluating and defining ‘quality’ as it relates to course materials
- Utilize relevant rubrics for evaluating OER
In the previous chapter, Finding OER, you focused on organizing your search and finding relevant OER. This chapter will focus on elements of evaluating OER.
Watch the last few minutes of this video, which focuses on evaluating OER.
First Things First: What Do You Want To Do With That OER?
The first part of evaluating an OER is asking yourself what you want to do with that OER. Do you want to adopt and use as is? Or, do you want to adapt and modify the content to meet your needs? If you found an OER that matched your learning outcomes perfectly, but some modification was required, does the license on that resource allow you to modify? Or, is it licensed in a way that does not allow for modifications or derivatives? If modifications are not allowed, you may want to consider another resource. So first, before diving into rubrics, consider the license for the OER and what the permissions allow.
What do I want to do with the OER I found?
The following questions can help guide you when selecting and evaluating OER. The list below is also available in PDF format from Affordable Learning Georgia
Clarity, Comprehensibility, and Readability
- Is the content, including any instructions, exercises, or supplemental material, clear and comprehensible to students?
- Is the content well-categorized in terms of logic, sequencing, and flow?
- Is the content consistent with its language and key terms?
Content Accuracy and Technical Accuracy
- Is the content accurate based on both your expert knowledge and through external sources?
- Are there any factual, grammatical, or typographical errors?
- Is the interface easy to navigate? Are there broken links or obsolete formats?
Adaptability and Modularity
- Is the resource in a file format which allows for adaptations, modifications, rearrangements, and updates?
- Is the resource easily divided into modules, or sections, which can then be used or rearranged out of their original order?
- Is the content licensed in a way which allows for adaptations and modifications?
Appropriateness
- Is the content presented at a reading level appropriate for higher education students?
- How is the content useful for instructors or students?
- Is the content itself appropriate for higher education?
Accessibility
- Is the content accessible to students with disabilities?
- If you are using Web resources, does each image have alternate text that can be read?
- Do videos have accurate closed-captioning?
- Are students able to access the materials in a quick, non-restrictive manner?
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More on evaluating accessibility can be found at these supplementary resources Open Washington – Evaluation Module – Accessibility BC Campus Accessi