Evaluator: Whendy Merryman Project Evaluated: A. LaMountainDreamweaver project Date: Sept 29 2!

"#
Interface Rating Form
User interface is concerned with how the instructional content is presented to the learner, how the learner moves through the content, and how the
learner experiences the instructional activities. In general, the user interface should be designed to make things easier for the learner (i.e., it
should be learner-centric). Also, this form onl addresses the interface and its relationship to the learner and content. It does not specificall
address the !ualit of the content, relevance of the interactions or assessments, or the meaningfulness of the media. "hile these criteria below
are appropriate for most interfaces, a simple interface ma not include all of these criteria or ma include onl simplified versions. As an
instructional designer, it is at our discretion to determine the value of each criterion to the learner.
Directions: #valuate the user interface based on each criterion, where $ is lowest or unavailable and % is highest or optimal. Add our comments
in each box ou select. &or instance, if the pro'ect scores a ( on )user interface*, add a comment inside the )(* box. Use the color green so our
comments are easil identified.
CRITERIA LEVELS OF QUALITY
1 2 3 4 5
User interfce !it"
e#$%icit co&rse
str&ct&re
+o course structure is
shown on user
interface.
,asic course structure
is shown on user
interface (e.g., course
outline), but does not
help learner understand
how course segments
fit together and support
one another.
,asic course structure
is shown on user
interface (e.g., course
outline). -ummaries or
other methods are used
to help the learner
understand onl how
the ma'or course
segments fit together
and support one
another.
.etailed course outline
(expandable as
needed) is shown on
the interface.
-ummaries or other
methods are used to
help the learner
understand onl how all
course segments fit
together and support
one another. /ourse
outline is ver clear..
&inal assessment
(google form) does not
seem to work
completel
.etailed course outline
(expandable as
needed) is shown on
the interface.
-ummaries or other
methods are used to
help the learner
understand onl how all
course segments fit
together and support
one another. "hen
instructionall useful,
the interface allows
learner to easil move
to different segments of
the course.
T&tori% to e#$%in
n'i(tion ) o$ertion
+o tutorial is provided. 0utorial explains onl a
few of the navigation
and operation features.
0utorial explains some
of the navigation and
operation features.
0utorial explains most
of the navigation and
operation features.
0utorial explains all of
the navigation and
operation features.1er
/lear. 2ou have a
)create assessment*
practice listed on nav
bar w3o the assessment
4age 2
*'i(tion n+ o$ertion
%,e%s-icons
+one of the navigation
and operation controls
are clearl and
consistentl labeled.
&ew of the navigation
and operation controls
are clearl and
consistentl labeled.
-ome of the navigation
and operation controls
are clearl and
consistentl labeled.
5ost of the navigation
and operation controls
are clearl and
consistentl labeled.
All of the navigation and
operation controls are
clearl and consistentl
labeled.All navigation is
working and labled
*'i(tion n+ o$ertion
contro%s %oction
Almost no controls are
located in the same
place throughout the
course.
&ew controls are
located in the same
place throughout the
course.
-ome controls are
located in the same
place throughout the
course.
5ost controls are
located in the same
place throughout the
course.
All controls are located
in the same place
throughout the course.
All controls at same
plav6ce
O$ertion of contro%s +one of the controls
operate consistentl.
&ew of the controls
operate consistentl.
-ome of the controls
operate consistentl.
5ost of the controls
operate consistentl.
All of the controls
operate consistentl.
2es, all operate well
Lerner.s %oction
/s0ste1 fee+,c23
1er difficult to
determine location in
course.
.ifficult to determine
location in course.
-omewhat difficult to
determine location in
#as to determine
location in course.
1er eas to determine
location in course.
+ice page number
navigation
Arri'in( t %oction 1er difficult to
determine how one
arrived at a location in
the course.
.ifficult to determine
how one arrived at a
location in the course.
-omewhat difficult to
determine how one
arrived at a location in
the course.
#as to determine how
one arrived at a location
in the course.
1er eas to determine
how one arrived at a
location in the course.
All good
Esti1te+ ti1e
0ime estimates are
never provided.
+o time estimate
0ime estimates seldom
provided.
0ime estimates are
sometimes provided.
0ime estimates are
usuall provided.
0ime estimates are
alwas provided.
Screen Desi(n +one of the screens are
aestheticall pleasing.
&ew of the screens are
aestheticall pleasing.
-ome of the screens
are aestheticall
pleasing.
5ost of the screens are
aestheticall pleasing.
All of the screens are
aestheticall pleasing.
4age $
1er pleasing screen
graphics. 7ove the
home page tpograph
%ther &ote':
Adapted from 8aes, 9.0., -tout, 9. :., ; 9an-:ones, ..7. (<==%, :une). Quality Evaluation Tool for Computer- and Web-delivered Instruction (0echnical 9eport +umber <==%-==<). >rlando, &7? +aval Air
"arfare /enter 0raining -stems .ivision.