What Pedagrade checks

• ALN-1Each question measures its objective at the right levelEach assessment item maps to a stated objective and asks for the same level of thinking the objective names.
• ALN-2Assessments ask learners to do the objective, not recall something near itEach assessment asks learners to perform what the objective states, not to recall a fact that sits next to it.
• ALN-3Every objective is assessed, and every question has an objectiveEach stated objective is checked by at least one question or task, and each question or task checks a stated objective.
• ALN-4Practice matches the assessment, and both match the objectiveLearners practice the same kind of task they’ll be assessed on, at the same level, before the assessment.

• BLM-1Objectives use verbs you can observeEach objective names something a learner does that you could see or check, with a verb like identify, compare, or draft, not understand or know.
• BLM-2The objective’s verb names the level you actually intendThe verb in each objective names the level of thinking intended, from remembering to creating, and the assessment asks for that same level.
• BLM-3Objectives describe what the learner will doObjectives describe the learner’s performance (“Learners will...”), not the course’s coverage (“This module covers...”).
• BLM-4Each objective fits the lesson it belongs toEach objective is scoped to what one lesson can realistically teach, practice, and check.

• WCG-1Images have text alternatives that do their jobEvery meaningful image has alt text that says what a learner needs from it, and decorative images are marked so screen readers skip them.
• WCG-2Audio and video have captions, transcripts, and descriptionEvery video has accurate captions, audio has a transcript, and anything shown only on screen is also said or described in text.
• WCG-3Color isn’t the only way meaning is shownAnything shown with color, like right and wrong answers, required fields, or status, is also shown with text, a symbol, or a pattern.
• WCG-4Link and button text says where it goesEvery link and button names its destination or action, such as “Download the expense form (Word)”, not “click here” or “read more”.
• WCG-6Headings and reading order make senseContent uses real headings in a logical order, lists are real lists, and the reading order matches the order it should be understood in.
• WCG-7Charts and diagrams have a full descriptionCharts, diagrams, and infographics have a full description or the data in text, not just a short label.
• WCG-8Instructions don’t rely on shape, color, or position aloneInstructions name the thing to use, not just how it looks or where it sits: “Select Next” rather than “Click the arrow on the right.”
• WCG-9Language fits the audienceJargon and acronyms are defined the first time they appear, and the reading level suits the learners.
• WCG-10Time limits can be adjusted, and nothing flashesTimed quizzes, auto-advancing slides, and other time limits can be turned off, adjusted, or extended, and nothing flashes more than three times a second.
• WCG-11Interactions work without a mouseEvery interaction, including drag-and-drop, hotspots, and custom buttons, can be done with a keyboard, and its name and state are described.
• WCG-12Quiz and form inputs have clear labels and helpful errorsEvery input has a visible label and instructions up front, and error messages say what went wrong and how to fix it.

These checks appear in reports as suggestions and don’t count toward the score until their accuracy tests are published.

• Merrill’s First PrinciplesIn testing
  Whether learning is built around real tasks, activates what learners already know, shows the skill, lets them apply it, and helps them use it at work.
• Gagné’s Nine EventsIn testing
  Whether a lesson gains attention, states objectives, presents and guides, gives practice with feedback, and supports transfer. Read the guide
• Mayer’s multimedia principlesIn testing
  Whether content is chunked, visuals support the words, extra detail is cut, and related words and pictures sit together. Read the guide
• UsabilityBeta
  Whether learners can find their way, know what to do next, and spend effort on the content instead of the interface.