Motivation Evaluation Form

The following evaluation form has been created based on Keller (2010), pages 194 and
287-291. The first part of the form consists of an overall analysis of the course and
audience. Then, the form goes on to assess whether the course contains specific
aspects of the ARCS Model (Attention, Relevance, Confidence, and Satisfaction).
OVERALL ANALYSIS OF COURSE & AUDIENCE
Are the goals or objectives of the course clearly stated?
Are there clear due dates/deadlines for assignments?
Is there an assessment of learners previous knowledge?
Is the delivery system accessible to all learners?
Are learners accustomed to the teaching strategies being used?
Does the course contain relevant material to the learners?
Does the course provide challenging material to the learners?
Is there an assessment of learners progress?
Does the course observe tenets of constructivist theory?
MOTIVATIONAL EVALUATION CHECKLIST
ATTENTION
Capturing Learners Interest
Are general principles and ideas illustrated with concrete examples or
visualizations?
Are complex concepts or relationships among concepts made more
concrete by use of metaphors or analogies?
Are step-by-step procedures or relationships among concepts made
more concrete by use of flow charts, diagrams, cartoons, or other visual
aids?
Stimulating an Attitude of Inquiry
Is a sense of inquiry stimulated by presenting a problem which the new
knowledge or skill will help solve?
Is a sense of mystery evoked by describing unresolved problems which
may or may not have a solution?
Are visuals used to stimulate curiosity or create an attitude of inquiry?
Maintaining Learners Attention
Are there variations in layout?
Are there variations in types of material presented?
Is there variation between content presentations and active response
events (e.g., questions, problems, exercises, puzzles)?
RELEVANCE
Relating Instruction to Learners Goals
Is the immediate benefit of the instruction either stated or self-evident?
Are some of the examples and exercises clearly related to the
knowledge and skills that learners will need in the future?

Y
Y
Y
Y
Y
Y
Y
Y
Y

/
/
/
/
/
/
/
/
/

N
N
N
N
N
N
N
N
N

Y / N
Y / N
Y / N

Y / N
Y / N
Y / N
Y / N
Y / N
Y / N

Y / N
Y / N

Linking Instruction to Learners Personal Interests

Are exercises included that allow for personal goal setting, record
keeping, and feedback?
Are puzzles, games, or simulations included that stimulate problem
solving, achievement-striving behavior?
Are there examples, testimonials, etc., from persons who attained
further goals after successfully completing the course of instruction?
Tying Instruction to Learners Experiences
Are there analogies or metaphors used to connect the present material
to concepts already familiar to the learners?
CONFIDENCE
Building a Positive Expectation for Success
Are there clear statements, in terms of observable behaviors, or what is
expected of learners as evidence of successful learning?
Supporting Learners Beliefs in their Competence
Are the tasks sequenced from simple to difficult within each segment of
the materials?
Are the exercises consistent with the objectives, content, and
examples?
Is confirmational feedback provided for acceptable responses, and
corrective feedback provided for responses that do not meet criteria?
SATISFACTION
Encouraging Intrinsic Enjoyment of Learning Experience
Are learners given opportunities to use a newly acquired skill in a
realistic setting as soon as possible?
Do the materials include positive, enthusiastic comments which reflect
positive feelings about goal accomplishment?
Are learners informed about new areas of application?
Providing Rewarding Consequences to Learners Successes
Are scoring systems included to provide an extrinsic reward for
performing routine tasks?
Are reinforcements used when learners are trying to master a new skill?
Are certificates or symbolic rewards used to reward success at the
end of the course?
Building Learner Perceptions of Fair Treatment
Are the content and types of problems in the final exercises consistent
with the knowledge, skills, and practice exercises in the materials?

Y / N
Y / N
Y / N

Y / N

Y / N

Y / N
Y / N
Y / N

Y / N
Y / N
Y / N
Y / N
Y / N
Y / N

Y / N

Reference
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS
model approach. New York: Springer Science & Business Media.