Evaluator: Amanda LaMountain Project Evaluated: Dreamweaver project Date: Sept 29, 2014

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#$%icit co&rse
str&ct&re
+o course structure is
shown on user
interface.
,asic course structure
is shown on user
interface (e.g., course
outline), but does not
help learner understand
how course segments
fit together and support
one another.
,asic course structure
is shown on user
interface (e.g., course
outline). -ummaries or
other methods are used
to help the learner
understand onl how
the ma'or course
segments fit together
and support one
another.
.etailed course outline
(expandable as
needed) is shown on
the interface.
-ummaries or other
methods are used to
help the learner
understand onl how all
course segments fit
together and support
one another. /ourse
outline is ver clear.and
it0s eas to understand
how the segments fit
with each other
.etailed course outline
(expandable as
needed) is shown on
the interface.
-ummaries or other
methods are used to
help the learner
understand onl how all
course segments fit
together and support
one another. "hen
instructionall useful,
the interface allows
learner to easil move
to different segments of
the course.
T&tori% to e#$%in
n'i(tion ) o$ertion
+o tutorial is provided. 1utorial explains onl a
few of the navigation
and operation features.
1utorial explains some
of the navigation and
operation features.
1utorial explains most
of the navigation and
operation features.
1utorial explains all of
the navigation and
operation features.All
directions are clear
2age 2
*'i(tion n+ o$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.
3ost 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
controls are labled and
nice hover feature in the
nav bar
*'i(tion n+ o$ertion
contro%s %oction
Almost no controls are
located in the same
place throughout the
course.
&ew controls are
located in the same
place throughout the
course.
-ome controls are
located in the same
place throughout the
course. 4our back and
next buttons 'ump
around depending of
the amount of cop on
each page. 3ight be
better to put them
somewhere else.
3ost controls are
located in the same
place throughout the
course.
All controls are located
in the same place
throughout the course.
O$ertion of contro%s +one of the controls
operate consistentl.
&ew of the controls
operate consistentl.
-ome of the controls
operate consistentl.
3ost of the controls
operate consistentl.
5ne of the navigational
links is off under
software issues
All of the controls
operate consistentl.
Lerner.s %oction
/s0ste1 fee+,c23
6er difficult to
determine location in
course.
.ifficult to determine
location in course.
-omewhat difficult to
determine location in
course.location in
course works well
except it was unclear
that there was a second
practice page
#as to determine
location in course.
6er eas to determine
location in course.
Arri'in( t %oction 6er 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.
6er eas to determine
how one arrived at a
location in the course.
#as to determine but
would be nice to have a
page counter
2age
Esti1te+ ti1e
1ime estimates are
never provided.
1ime estimates seldom
provided.
1ime estimates are
sometimes provided.
1ime estimates are
usuall provided.
1ime estimates are
alwas provided.
1ime estimate was
provided on directions
page
Screen Desi(n +one of the screens are
aestheticall pleasing.
&ew of the screens are
aestheticall pleasing.
-ome of the screens
are aestheticall
pleasing.
3ost of the screens are
aestheticall pleasing.
All of the screens are
aestheticall pleasing.
6er pleasing and
simple
!t"er #ote$:
Adapted from 7aes, 8.1., -tout, 8. 9., : 8an-9ones, ..;. (<==%, 9une). Quality Evaluation Tool for Computer- and Web-delivered Instruction (1echnical 8eport +umber <==%-==<). 5rlando, &;> +aval Air
"arfare /enter 1raining -stems .ivision.