Course Evaluation Form

This questionnaire is intended to gather data and relevant feedback for the
improvement of this online course. Your responses to the following items will help
the trainer/developers of the National Institute for Technical Education and Skills
Development in enhancing all components of this program.

Instruction: Please rate each item carefully by putting a checkmark (ü) on

appropriate boxes. Please use the following rating:

1 – fair
2 – satisfactory
3 – very satisfactory
4 - outstanding
NA – component is missing/not found

Part I: The Learning Management Sytem

Criteria 1 2 3 4 NA
The LMS provides a facility which allows trainees to
note portion of contents
The LMS provides instructions for the trainee on how
to go through every learning step.
The LMS provides resources for further reading.
The LMS allows instructors to create and cuztomize
contents
The the LMS allows posting of online and offline
assignments.
The LMS provides search engine that allows user to
search the entire website or internet.
The LMS allows posting of related literature (online or
offline).
The LMS allows instructor to create and cuztomize
assessment and quizzes.
The LMS have tracking system which allows
instructors to monitor trainees’ progress in groups or
individual.
The LMS allows the instructor to record off-line
achievements.
The LMS allows mentor to set pre-requisite activities.
The LMS allows mentors to create schedules of off-
line and on-line meetings.
The LMS have bulletin board and poll system.
The LMS provides a chat facility.
The LMS provides an e-mail facility.

Course Technology 1 2 3 4 NA
The tools and media support the course learning
objectives.
Course tools and media support trainee engagement
and guide the trainee to become an active learner.
Navigation throughout the online component of the
course is logical, consistent and efficient.
Trainees can readily access the technologies
required in the course
The course technologies are current.
Learner Support 1 2 3 4 NA
The course instructions articulate or link to a clear
description of technical support offered and how to
access it.
Course instructions articulate or link to the
institution’s accessibility policies and services.
Course instructions articulate or link to an explanation
of how the institution’s academic support services
and resources can help trainees succeed in the
course and how trainees can access the services.
Course instructions articulate or link to an explanation
of how the institution’s trainees support services can
help traineed succeed and how trainees can access
the services.
Accessibility 1 2 3 4 NA
The course employs accessible technologies and
provides guidance on how to obtain accomodation.
The course contains equivalent alternatives to
auditory and visual content.
The course design facilitates readability and minimize
distractions.
 The course design accomodates the use of assistive
technologies.

Part II: Instructional and Assessment Design

Criteria 1 2 3 4 NA
Instructional Design
The overview of the course is explained
Learning objectives/learning outcomes are
established before presenting a lesson.
Learning objectives are related to the requirements
of the training.
Instructions make clear how to get started and where
to find various components.
Students are introduced to the purpose and structure
of the course.
Etiquette expectations(sometimes called
“netiquette”) for online discussions, e-mail, and other
forms of communication are stated clearly.
Course and/or institutional policies with which the
trainee is expected to comply are clearly stated, or a
link to current policies is provided.
Prerequisite knowledge in the discipline and/or any
required competencies are clearly stated
Minimum technical skills expected of the student are
clearly stated.
The self-introduction by the instructor is appropriate
and available online.
Trainees are asked to introduce themselves to the
class.
Learning Objectives 1 2 3 4 NA
The course learning objectives describes outcomes
that are measurable.
The learning outcome objective are measureable
and consistent with the objectives of TM2
All learning objectives are stated clearly and written
from the trainees perspective.
Instructions to trainees on how to meet the
objectives are adequate and stated clearly.
The learning objectives are appropriate designed for
the level of the course
Learning Contents 1 2 3 4 NA
The information presented directly is directly related
to the learning objectives.
The content provide information and instruction
needed to achieve the learning outcomes/objectives.
The contents sufficiently cover the topics and
instruction that will lead to the attainment of the
learning outcomes/objectives.
The contents are error-free Information.
The contents are current information(within 5 years
of publication)
Grammar, spelling and sentence structure are
correct.
Content incorporate the occupational health and
safety policies when presenting a demonstration of
skills.
Contents include guidelines for submitted
assignments and/or performing off-line activities.
Content is realistic and applicable to the settings.
Content is non-prejudice in nature (gender sensitive,
non-racist, and/or product biased).
The instructional materials contribute to the
achievement of the stated course and learning
objectives.
The purpose of instructional materials and how the
materials are to be used for learning activities are
clearly explained.
All resources and materials used in the course are
appropriately cited.
The learning materials are current.
The learning materials present a variety of
perspectives on the course content.
The distinction between required and optional
materials is clearly explained.
Delivery Method/Strategy
Coursewares provide information that guides the
trainee how to go through with the module.
Courswares allow trainees to read, listen and/or view
the information being presented or instruction being
oriented.
Coursewares allows learners to perform and practice
what they have learned (i.e. quizzes, simulation
and/or activity.
Did the coursewares include instructions that guide
trainees in performaing off-line activities.
Learning activities organized in pedagogic manner(
i.e. simple to complex approach to lesson,
interrelatedness of lessons, prerequites, etc.)
Intstructor’s Guide 1 2 3 4 NA
The overview of the course is explained in the
instructor’s guide.
Course design/training outlie included in the
instructor’s guide.
Content of the instructor’s guide is relevant to the
parts of the courseware.
The objectives of each lesson in the courseware
indicated in the instructor’s guide.
The summary and key-points of each lesson
indicated in the instructor’s guide.
The required resources, suggested activities and
preparation for each lesson indicated in the
instructor’s guide.
Are the answers to the activities/checkpoints
indicated in the instructor’s guide?
There is a list of related resources relevant to the
lesson included in the instructor’s guide.
The required resources, suggested assessment
method and preparation activities to facilitate
assessment are included in the instructor’s guide
Assessment Design 1 2 3 4 NA
The methods of assessment selected measure the
stated learning objectives and are consistent with
course activities and resources.
The course evaluation policy is stated clearly.
Specific and descriptive criteria are provided for
evaluation of trainee’s performance.
Trainee’s have multiple opportunities to measure
their own learning progress.
The instrument indicate the required evidence to be
collected as basis for assessment.
 The instrument directly relevant to the learning
outcome/objective and learning contents.
The assessment activities are realistic and time
bound.
The e-learning materials offers various ways of
gathering evidences (i.e written tests, demonstration
of skills, third party reports, etc.)
Questions are direct and easy to understand.
The test provides different types of written test such
as multiple-choice, true or false, essay, etc.)
The instrument is validated and tested.
The computer-based assessment provides key to
correction, suggested answers to every question, or
performance criteria to every demonstration of skill.
The questions, performance criteria or assessment
criteria are equitably distributed per lesson.
Learner Interaction and Engagement 1 2 3 4 NA
The learning activities promote the achievement of
the stated learning objectives.
Learning activities provide opportunities for
interaction that support active learning.
The mentor’s plan for response time and feedback
on assignments is clearly stated.
The requirements for the trainee interaction are
clearly articulated

Part III. Look and Feel of the Courseware

Criteria 1 2 3 4 NA
The information presented as moving image (movie-
like not slide show.
The video quality is good (i.e. non pixilated, jitter-free,
etc.)
The sound is audible and has a consistent volume
level.
The video focuses on the performance being
presented not on the person presenting the lesson.
Provide clear and easy to read captions or sub-titles
for key information being presented.
It include clear and suitable resolution images in
presenting the lesson.
The musical enhancement/background reinforce
learning experience rather than distract the audience
or user.
The narration is clear and vocabulary is simple and
easy to understand.
Courseware provide control for the movie( i.e. play,
pause, stop, forward, rewind, etc.)
Interactive Elements 1 2 3 4 NA
It includes suitable resolution illustrations or pictures
in present in the lessons.
It provides clear and easy-to read captions or text
display for the information being presented.
The animation contributed to providing life and
excitement to the delivery of the lesson rather than
distracting the audience
The narration/voice over clear and the vocabulary
simple and easy to understand
The narration/voice over is consistent with text
information.
The musical enhancement/backgrouund contribute to
the learning process by providinglife to the
presentation rather than distracting the audience.
The sound is audible and has a consistent volume
level.
The presentation use consistent design and layout all
throughout.
The texts are readable in terms of font size and
styles.
The interactive element use colors that are
contrasting and soothing to the eyes.
The interface and controls are user friendly (i.e.
controls with tool tip, labels, universal symbols)
The interactive elements allow simulation of activities.
The interactive material provide links to related
resources.
The interactive elements allow simulation of activities.
The program is easy to explore and navigate.