Software evaluation: a situated approach

It is suggested that the use of educational software can only be evaluated by considering the use of a package in particular learning situations. This requirement poses an inherent problem for predictive evaluation where, by definition, the evaluation is conducted out of context. Current predictive evaluation tools, checklists and frameworks, fail to address this problem. A novel evaluation paradigm is proposed which does provide a situated approach to predictive evaluation. This paradigm generates context specific evaluation issues by considering the interactions between the three principal actors associated with the development and use of educational software — the teacher, the designer and the student(s). The use of the paradigm is illustrated by the predictive evaluation of a recent CD‐ROM package. In conclusion, the paradigm may offer an improved approach to interpretative evaluation, leading to the notion of its use as a comprehensive evaluation tool.