The learner reads about the kinds of questions that are most effective to use on student questionnaires evaluating instruction. Generic evaluations are less helpful than evaluations focused on the specific types of instruction and learning expected in a content area. Sample questions are provided.

Users of this learning object evaluate the early online experiences of four hypothetical students and record the lessons that can be learned about what to do and what not to do to create effective online learning environments.

In this interactive object, instructors use an extensive inventory to assess their beliefs and uses of assessment. The inventory is based on the work of educators supported by the American Association of Higher Education Assessment Forum in 1996.

The student sees a list of 30 of the most often misspelled words used in business. In one exercise, the student listens to each word and then keys in the spelling of that word. In the next exercise, the student matches synonyms.

This learning object gives instructors an opportunity to review the definitions of formative and summative assessment and list examples of the evaluations they use. In a drag and drop exercise, they classify a variety of assessment tools as either formative or summative.

The student reads definitions of four basic assimilation patterns in American society and creates a model for each by clicking and dragging building blocks. The student also writes a brief explanation of each new model.

Students read about the importance of the Apgar score in assessing the newborn after delivery. Each sign of the Apgar score is identified with illustrations to help the student recognize the proper rating.

The target audience of this learning object is trigonometry students who have already learned what a radian is and have already derived the key values of the coordinates associated with common radian units, but now need to practice finding those values on the unit circle. The student does not need to know the definition of the six trig functions to do this activity.

Students read an explanation of plagiarism. They then read examples of student papers and decide if an original work was plagiarized.

In this interaction the student is asked 19 questions related to sawing machines.

The student takes a 14-question quiz of shop safety.

In this interaction the student is presented with 10 questions on indirect measuring devices and their uses.

This learning object teaches the student German vocabulary for common items found in a virtual classroom.

In this screencast, the student will learn that regardless of the surface onto which a blood droplet is falling, the angle or velocity at which it does so, or the volume of the droplet, there are four distinct phases involved in the reaction of a moving droplet with impact against a surface.

The student takes a quiz on lathe tool holding.

The student reads about encoding, storage, and retrieval and test his or her memory in an interactive exercise.

The student reviews definitions of their/there/they're and completes a practice exercise. The print and email function at the end has been disabled.

This primer introduces the student to the proper use of the "EE" function to perform calculations on very large or very small numbers.

This primer introduces the student to the correct method of using the arctangent function on a TI-86 calculator.

Students read how to calculate feed rates for drills in inches per minute (IPM). The IPM formula is given and students work two practice problems.