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Evaluator: Melissa Smith

Project Evaluated: Storyline Effective Leadership

Date: April 25, 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 User interf ce !it" e#$%icit co&rse str&ct&re 1 +o course structure is shown on user interface. 2 ,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. LEVELS OF QUALITY 3 ,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.

4 .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.

5 .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. Includes details on instructional unit

T&tori % to e#$% in n 'i( tion ) o$er tion

+o tutorial is provided.

/utorial explains onl a few of the navigation and operation features.

/utorial explains some of the navigation and operation features.

/utorial explains most of the navigation and operation features.

/utorial explains all of the navigation and operation features.

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* 'i( tion n+ o$er tion % ,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.

1ost of the navigation and operation controls are clearl and consistentl labeled.

All of the navigation and operation controls are clearl and consistentl labeled. All navigating buttons work properl

* 'i( tion n+ o$er tion contro%s %oc tion

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.

1ost controls are located in the same place throughout the course.

All controls are located in the same place throughout the course. 2es

O$er tion of contro%s

+one of the controls operate consistentl .

&ew of the controls operate consistentl .

-ome of the controls operate consistentl .

1ost of the controls operate consistentl .

All of the controls operate consistentl . 2es

Le rner.s %oc tion /s0ste1 fee+, c23

3er difficult to determine location in course.

.ifficult to determine location in course.

-omewhat difficult to determine location in course.

#as to determine location in course.

3er eas to determine location in course. /he navigation bar contains an organi4ed numbered s stem for determining location.

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Arri'in( t

%oc tion

3er 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.

3er eas to determine how one arrived at a location in the course. 2es

Esti1 te+ ti1e

/ime estimates are never provided.

/ime estimates seldom provided.

/ime estimates are sometimes provided.

/ime estimates are usuall provided.

/ime estimates are alwa s provided. A timer is used for practice and feedback as well as posttest A timing bar at the bottom of the screen shows the length of narration.

Screen Desi(n

+one of the screens are aestheticall pleasing.

&ew of the screens are aestheticall pleasing.

-ome of the screens are aestheticall pleasing.

1ost of the screens are aestheticall pleasing.

All of the screens are aestheticall pleasing. 2es

$ther %otes:

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Adapted from 5a es, 6./., -tout, 6. 7., 8 6 an-7ones, ..9. (:;;%, 7une). Quality Evaluation Tool for Computer- and Web-delivered Instruction (/echnical 6eport +umber :;;%-;;:). <rlando, &9= +aval Air "arfare >enter /raining - stems .ivision.

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