EVALUATION, TEST 2: Testing for Fitness for

PurposeAmanda Ho

Importance of Survey The point of having a survey was to test the fitness for

purpose of my website, in other words, to test whether was website was useful and easy to use and navigate through

This was done by providing a short and simple quiz on www.surveymonkey.com

The quiz was sent as a survey so it was easier to collect results and analyze them.

My survey link was: http://www.surveymonkey.com/s/N29RSHR

Conducting the survey also enabled me to learn from my mistakes and make final improvements on my website which would further enhance the effectiveness of the revision website being more useful and helpful.

My Survey To test how effective the information I put on the website was for my target users, Year 10, I created

a short survey which acted like a short test to show evidence in areas such as ease of navigation: how easily could they find the answer, and how useful and helpful the revision information was when it came to answering the questions I gave.

RESULTS!

Q1 results: The correct answer to this question was ‘ACCELERATION’ and as you can see from the image above, the majority of target users that answered this question, whilst only a small percentage answered it wrong with ‘speed’. This may have been a mistake as some users may have guessed, thinking it was the obvious answer coming from the name ‘SPEED-time graph’. However, I think from this data, I will check over my revision information and clarify points such as this concept, maybe by bolding and underlining key words. For example, if on my website, when discussing the speed-time graphs, I could display my information like this: ‘Speed-Time graphs show acceleration’

Q2 results:The correct answer to this question was ‘GRAVITY’. From the results as shown above, this concept was clearly communicated and is shown as 100% (all users) who took the test got it right. This shows my ability to communicate this concept has been successful

RESULTS! Q3 results:As you can see from the results shown above, the answers target users gave was quite spread out, but still the majority got the right answer which is ‘Change in Velocity’. This means that this concept is communicated quite clearly, but maybe it the format of how the information is given should be changed a little bit to make it easier for other people who find answering these questions difficult. I could do this by putting this sole concept in its own textbox so that it is highlighted and emphasized.

Q4 results: This question was to test the ease of navigation by seeing how many clicks it took to find an answer to a question. The results are quite scattered. Most people found the answer within 1 -2 clicks, but others found it more difficult and so they answered the number of clicks it took to range from 3-6. The odd result was that very few people had to click more than 10 times. This shows that I may need to consider editing the layout of my information to make it easier for my target users to find information. I plan to add references. For example, if one target user is in one section studying a concept, I could say that more information is shown or also explained in another section. This would hopefully make it easier for year 10s to answer questions such as this in the least possible time.

RESULTS!

Q5 results: The image above shows a sample of the results obtained as this required the answer to be written instead of the normal multiple choice answer. As you can see 6 out of the 7 target users who answered this, from the sample shown answered it right, with the exception of the second answer who did not state the formula. This shows that I have been very successful with making the formula clear. And by giving numbers to substitute it, this question has allowed me to test how well target users can apply this concept. It has been very successful, and the target users seem to be able to understand and use it.

Q6 results: Question 6 was also another question that required a written answer like Q5. The image above shows that the concept of moments was explained clearly as 100% of users who took the test answered it correctly. The question asked for two answers, so it also tested how well users read the question and if they were able to give the correct answer. For the ‘Give an example’ bit, there was more than one answer so this gave users more opportunity to answer it correctly, that is why there may be different answers shown above. Answers may include a door or see-saw.This ensures that users may know more than one example for moments so that when they revise, they can remember more than one for just in case situations (in case they forget).

RESULTS! Q7 results:The answers for this question was ‘Tired Driver’ or ‘Drunk Driver’. As you can see 100% of users answered both these answers, but since the test is given in the form of a survey, answers could not be limited to two when this survey was made, so a small number, very few people, gave three answers, showing they did not read the question correctly, but got the answers right. Therefore, there is no need to correct any of this revision information, as this concept is clearly communicated.

Q8 results:The answers for this question was: ‘Wet/Icy Road’and ‘Worn out Tires’. As you can see from the image on the left, all users who answered this question got it correct and showed complete understanding of the concept. Overall, for both question 7 and 8, they ask similar questions and generally, the users have understood the concept.

RESULTS!

Q9 & 10 results:All users answered both these questions correctly. The answer for Q9 was : ‘Thinking Distance + Braking Distance’(or vice versa) which is shown on the image above to the left. The answer for Q10 was ‘the object remains stationary or remains moving at a constant speed’. This is reflected in the image shown on the above right. There may be slight variations in the answers given, such as ‘inertia' but it is defined as ‘property of matter which remains in a state of rest or retains its velocity along a straight line’. This may not be accepted in mark schemes, but the basic concept is similar to the one I was trying to obtain by asking this question, showing the user has a good understanding, but may need to refine his revision a little on this concept. I could do this by making a small sub-section titled ‘the difference between the outcomes of balanced forces and inertia’, so the differences can be pointed out.

Conclusion

Overall, the results from this test have showed that the information presenting on the revision website is very useful and has been effectively communicated, however, some areas may need some refining and touch up.

Evaluation The data collected has helped me to point out tiny

errors that remain. Therefore, final corrections have been made to

finally enhance the effectiveness of the website before it is able to be launched as a website open to many younger years to use.

Now, I hope the information provided is sufficient enough and is clearly communicated enough so that users will cause minimum errors of their own, and that the revision website will be sustained in its use, so that future younger years to come will also find this website useful, as it is on par with the syllabus (as stated on the website).