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Look at the material that you want to analyse with the checklist; did you have objectives which you can specifically test to see if they have been met? Can you do the same with previously unstated objectives?
2. Identifying you population sample
As closed questions are easy to answer you can ask many questions at once without risking overloading the user.
Keep the wording clear, trying not to introduce terminology. Rather, try to directly relate the question to specific parts of the materials, such as objectives. Hint
Try to group questions logically. Use subheadings and clear instructions to lead the users through the questions.
Pilot the checklist with someone who knows the material. As well as comments on clarity etc., they may be able to comment on the balance of the questions.
Low response-rate is a considerable problem with checklists as with other form-filling evaluations. You might want to consider how you can make completion of the checklist more relevant to the students - by making them feel that they will get something out of the exercise. For instance, you may make the questions relevant to revision by reiterating the objectives and asking the students to indicate whether or not they felt they had been met. You could also include ideas for further study/reading for each objective. Hint
Time your evaluation carefully - should your checklist be delivered directly after the implementation, whilst the class mind is focused (and the whole class is captive) or after a period of time (when concepts have been strengthened but individual details lost)?
A checklist can often be used very effectively as one component in an evaluation - possibly to identify specific issues that can be investigated further in a focus group or structured interview.
Try to feedback your results to your students and to follow-up any recommendations.
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Last modified: 25 March 1999.