List of Formative Evaluation Questions

Design/Content:
1. What is the need for the instruction?
2. Is course designed to meet its intended instructional goal?
3. Who are the learners or target audience?
4. What are the learning objectives?
5. Is the learning objective(s) clearly stated?
6. Is the lesson content related to the stated objective?
7. Will assessment gauge learning objectives?
8. Are objectives in proper sequencing to aid learner’s completion?
9. Does the course, as designed, require additional objectives?
10. What, if any, objectives have no relevancy and should be removed?
11. What is the need for the instruction?
12. Are objectives in proper sequencing to aid learner’s completion?
13. Does the course, as designed, require additional objectives?
14. What, if any, objectives have no relevancy and should be removed?
15. How are the tasks, skills, and content organized?
16. Is the course content current?
17. Do some tasks take longer than expected?
18. What are those tasks and are they relevant to the course?
19. Can the tasks that take a long time to complete, and adds no value, be removed from the unit of instruction?
20. Do learners find some tasks especially difficult?
21. Is there sufficient online help for students?
22. What changes would learners like to see?
23. What changes would faculty like to see?
24. What concerns/issues do learners have?
25. What concerns/issues does faculty have?
26. Is there ample transition between learning objects, topics, etc.?
27. Is the instructional material too difficult for students’ to comprehend?
28. What is the completion rate of the unit of instruction?
29. Is there adequate variety or interaction in the material to make it interesting to the student?
30. Did the instructional strategies support the content?

Technology:
1. Will learners need a wizard (intelligent agent) to guide them through the unit of instruction?
2. Do all students have access to technology to aid them in completing the self-paced training module?

Assessment/Feedback:
1. What type(s) of assessment will be used to examine learning objectives?
3. Does the unit provide students an opportunity to test their subject mastery skills?
4. Does the unit provide ample checks on learning opportunities?
5. Is feedback provided to students for the practice/checks on learning?
6. What tool(s) is used to measure attrition rates?
7. What tool(s) is used to measure student stress levels before and after the completing the unit of instruction?
8. What tool(s) is used to examine how well students are managing their stress levels after completing the unit of instruction on stress?
9. Is there ample check on learning (interactivity) built into the training module?
10. How will students measure the effectiveness of the training module?
11. How will learner happiness in regards to balance of work, family, community, personal health, and educational pursuits be measured?
12. How was the learning gap analyzed?