|
Conventions and
Overall Appearance
|
- errors in spelling
and/ or grammar interfere with communication. - appearance
requires further polishing.
|
Minor errors in spelling
or grammar, which do interfere with communication. -
Overall appearance is acceptable.
|
- error- free - Overall
appearance is polished.
|
-error- free; use of
conventions is masterful - Overall appearance is polished
and acceptable.
|
____
|
|
Questionnaire Components
|
The questionnaire is
constituted just by one or two of the standard components.
|
The questionnaire is
constituted just by three of the standard components.
|
The questionnaire is
constituted by most of the standard components. However,
it lacks only one of them.
|
The questionnaire is
constituted by a cover, presentation, audience identification,
target needs and learning needs.
|
____
|
|
Statement of Purpose
|
- Purpose lacks clarity
- Tone is neutral.
|
- Purpose is stated
- Tone attempts to engage reader.
|
- Purpose is clearly
stated - Tone is invitational.
|
- Purpose is clear
and concise - Tone is highly engaging.
|
____
|
|
Questions
|
- Selection of question
types lacks a clear purpose - Many questions require
revision in terms of one or more of the following aspects:
Clarity Focus Capacity to elicit information Length
Objectivity Sequencing.
|
- Selection of question
types is purposeful, but occasionally lacks appropriateness
- Some questions require revision in terms of one or
more of the following aspects: Clarity, Focus, Capacity
to elicit information, Length, Objectivity Sequencing.
|
- Appropriate question
type has been selected - Questions are effective in
terms of: Clarity, Focus, Capacity to elicit information,
Length Objectivity, Sequencing.
|
- Question type has
been selected purposefully and used effectively - Questions
are highly effective in terms of: Clarity, Focus, Capacity
to elicit information, Length, Objectivity, Sequencing.
|
____
|
|
Target and Learning
Needs Inclusion
|
The questions included
in the instrument are just related to one type of needs
(target or learning needs).
|
The questions included
in the instrument are just related to one element of
target needs and one of the learning needs.
|
The questions included
in the instrument are just related to two elements of
target needs and one of the learning needs or vice versa
|
The questions included
in the instrument are related to needs, wants and lacks
(target needs), motivation and learning strategies (learning
needs).
|
____
|