CDC’s E-learning 

Essentials 

A guide for creating quality 

electronic learning 
CDC’s E-learning Essentials 

A guide for creating quality electronic learning

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Table of Contents

4 About This Guide

4 E-learning Defined

5 E-learning Development 

7 Key Instructional Components 

and Best Practices

8 Analysis

8 Instructional Analysis 

9 Learning Objectives 

10 Interactivity 

11 Levels of Interactivity

11 Selecting Interactivities

13 Interface and Navigation 

14 Design Practices

15 Content 

15 Text

16 Graphics

16 Multimedia

18 Product Evaluation 

18 Formative Evaluation

19 Summative Evaluation

20 Learning Assessment 

20 Assessment Types

20 Question Development

21 Formats

23 Conclusion 

24 Instructional Resources 
CDC’s E-learning Essentials 

A guide for creating quality electronic learning

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About This Guide

CDC’s E-learning Essentials Guide was 

developed for course developers and training 

decision makers who are new to e-learning. 

The guide aids in the creation of quality 

e-learning by identifying key instructional 

components and summarizing what they are, 

why they are important, and how to use them 

most effectively. The guide does not provide 

step-by-step instructions to create e-learning. 

For best use of the guide’s information, some 

experience in education, adult learning, 

or instructional design is recommended. 

Information on the instructional design process 

and a glossary of frequently used terms 

are located in the Instructional Resources

section.

Consultants for the development of this guide 

include the Scientific Education nd Professional 

Development Program Office (SEPDPO), 

Educational Design and Accreditation Branch 

(EDAB); CDC’s eLearning Workgroup (eLWG), 

and Usability.gov, among others listed in the 

Instructional Resources section. 

E-learning Defined

CDC’s eLearning Workgroup defines 

e-learning as “instruction accessed through 

computerized electronic technologies, such 

as the Internet, intranet, compact disc, 

mobile devices, or other digital media” 

(CDC eLWG 2011). Designed specifically to 

support distinct learning objectives through a 

variety of instructional strategies, e-learning 

requires active engagement and interaction 

by the learner to meet objectives and achieve 

intended outcomes (Gathany 2012). E-learning 

is just one method of instruction; it can and 

often should be combined with other methods, 

such as printed materials and instructor-led 

training to reinforce learning. 
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E-learning Development 

The design and development of effective 

e-learning is a complex process that requires 

a number of analytic activities to help ensure 

that learning takes place, and many of these 

activities must occur several times within 

the process of developing a product. Also, 

different components within the design of 

an e-learning product can address similar 

purposes that often overlap and merge. 

The “ADDIE” model (Analysis, Design, 

Development, Implementation, and Evaluation) 

represents five distinct stages in the creation of 

e-learning (Molenda 2003). Although ADDIE is 

recognized as the definitive process model for 

instructional design and training development, 

it is important to keep in mind that the 

development process is rarely linear, as ADDIE 

suggests, but spiraling and iterative. 

For more information on the ADDIE model 

and other instructional design processes, see 

the Instructional Resources section. For 

functional examples of quality e-learning 

products that follow the points highlighted 

in this guide, see E-learning Examples on 

CDC’s Learning Connection Web pages. 

Exit Notification/Disclaimer Policy

■ This guide includes links to websites 

that provide helpful information for 

developing quality e-learning products. 

This graphic notice ( ) means that 

you are leaving a Department of Health 

and Human Services (HHS) website. 

Although the link leads to a site that is 

consistent with the intended purpose 

of this federal website, HHS cannot 

attest to the accuracy of a non-federal 

site. Linking to a non-federal website 

does not constitute an endorsement 

by HHS or any of its employees of 

the sponsors or the information and 

products presented on the site. You 

will be subject to the destination 

website’s privacy policy when you 

follow the link.

■ This guide discusses components 

and best practices for e-learning 

and provides examples that do not 

constitute endorsement of any product 

by CDC or the federal government, and 

none should be inferred. 

References

CDC eLearning Workgroup. 2011 Comments collected for a working definition of e-learning.

Gathany, Nancy C. 2012. Proquest. Expert Instructional Designers’ Views of the Impact of Accessibility Requirements on E-learning 

Instructional Strategies. 

Molenda, Michael. “In Search of the Elusive ADDIE Model,” Performance Improvement accessed Jan 2011, doi: 10.1002/pfi.4930420508.
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Key Instructional Components 

and Best Practices

E-learning developers from across CDC 

have identified the following components and 

best practices as those that are essential to 

quality e-learning.

For more information, click the component 

link in the left column to go directly to that 

section within the guide.

Figure 1 

E-learning components and best practices, as identified by CDC’s e-learning developers 

Component Best Practice

Analysis E-learning products are based on results of analyses that identify learner 

audiences and inform their needs by focusing on 

■ Knowledge or skills to be learned 

■ Clear and measurable learning objectives

■ Strategies that support learning

Interactivity E-learning products facilitate learning by applying interactive strategies that 

engage learners and stimulate recall of prior knowledge. Different levels of 

interactivity may be used to suit content and audience needs. All interactions 

work within the organization’s web architecture and meet the organization’s 

accessibility requirements, such as Section 508.

Interface and 

Navigation

E-learning interface is learner-friendly with a main menu and other navigational 

elements that help learners know where they are within the course and move 

easily through it.

Content E-learning content is accurate and reading level is appropriate for the audience. 

Information is succinct, logical, and clearly divided through the effective use 

of color, graphics, borders, and white space. All screen elements adhere to 

organizational guidelines for digital media.

Product 

Evaluation

E-learning products undergo formative and summative evaluations to ensure 

that learning strategies are effective and long lasting.

Learning 

Assessment

E-learning products include an assessment that can be completed by 

all learners. This assessment determines the product’s impact on intended 

learning outcomes.
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Analysis 

Best Practice 

E-learning products are based on results of analyses that identify learner 

audiences and inform audience needs by focusing on

•	 Knowledge or skills to be learned

•	 Clear and measurable learning objectives

•	 Strategies that support learning

An instructional analysis focuses on the 

learners, what they need to know, and the 

skills required for them to achieve specific 

learning objectives. Analyses are conducted 

to inform instructional strategies and other 

components of training. For e-learning that is 

relevant and appropriate, a thorough analysis 

must be performed before the developer 

begins product development.

Instructional Analysis 

The following are fundamental questions that 

form the basis of an instructional analysis. 

Answers to these questions drive the planning, 

identification of learning objectives, and 

design of a learning product. Analysis of the 

project is always the first step in developing 

any training.

■ Why is e-learning being developed, as opposed 

to another method?

■ Is the goal to provide information or to 

improve skills?

■ When is the product needed?

■ What do the learners already know about the 

topic? What knowledge or information must 

learners have before taking this course? Is this an 

introductory, intermediate, or an advanced skills 

course?

■ Who is the audience? What characteristics identify 

the audience? Where do they work? How many will 

take the course? What is their level of education? 

How comfortable are they with using a computer? 

■ Who will provide content? How will you ensure 

that content is accurate and complete?

■ Are subject matter and desired outcomes suited 

to instruction through e-learning?

■ What is the learners’ motivation for taking 

this training? Will continuing education (CE) be 

available upon completion? Will the course meet a 

job requirement?

■ What instructional approach is best to train this 

audience in the skills to be learned?

■ What specifically does the audience need to 

learn? Is it available from other sources?

■ What is the audience expected to do after 

completing the training? How will 

learners improve their job performance in a 

measurable way? 

Answers to these questions help determine 

learning objectives and assessment measures. 
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Learning Objectives 

Learning objectives are statements placed at the 

beginning of a course to inform learners about 

the course’s content. Learning objectives also 

help an e-learning designer create a course 

to the specifications of audience needs and 

learning outcomes. Most e-learning designers 

use a revised version of Bloom’s Taxonomy 

to help craft learning objectives. Bloom’s 

Taxonomy categorizes actions for lower 

and higher orders of thinking and provides 

specific verbs to help clearly describe a desired 

outcome of a learning activity within those 

orders (Anderson, Lorin, and Krathwohl 2001). 

Useful learning objectives have the following 

SMART (Doran 1981) characteristics: 

S — Specific: Clearly identifies a particular 

knowledge or skill that learners are expected 

to demonstrate following training 

M — Measurable: Knowledge or skill can be 

quantified through assessment

A — Action-oriented (attainable): Active verbs 

are used to represent the behavior being 

measured

R — Reasonable (relevant): Knowledge or skill 

can be attained within the time, scope, and 

other conditions of training and relevant to the 

needs of the program and the learners 

T — Time-bound: Include the time-frame 

in which learners are expected to achieve 

objectives, usually by the end of training.

Figure 2 provides examples of learning 

objectives that can be achieved and evaluated 

in an e-learning environment. 

Figure 2 

Examples of effective learning objectives

Example 1 from CDC Field Deployment training

Upon completion of this course, you will be able to 

■ Describe the domestic deployment process

■ Describe the international deployment process

■ Describe how you can plan ahead and prepare yourself 

for deployment

■ Determine the next steps to prepare for your role as a 

CDC responder

Example 2 from CDC Telework Training for Employees

After completing this course, learners will be able to 

■ Identify the different categories of telework agreements

■ List the eligibility criteria for participation in CDC’s 

Telework Program 

■ Identify reasons an employee can be denied 

participation in CDC’s Telework Program 

■ List the necessary equipment, information, and services 

for telework arrangements 

■ Determine the course of action needed to resolve 

telework issues

See the Instructional Resources section for 

Bloom’s Taxonomy and more information on 

developing effective learning objectives.

References

Anderson, Lorin W. and Krathwohl, David R., eds. 2001. A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s 

Taxonomy of Educational Objectives: Complete Edition. New York: Longman.

Doran, George T. 1981. “There’s a S.M.A.R.T. Way to Write Management’s Goals and Objectives.” Management Review: 35.
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Interactivity 

Best Practice

E-learning products facilitate learning by applying interactive strategies 

that engage learners and stimulate recall of prior knowledge. Different 

levels of interactivity may be used to suit content and audience needs. All 

interactions work within the organization’s Web architecture and meet 

the organization’s accessibility requirements, such as Section 508. 

Interactivity provides opportunities throughout 

the e-learning course that allow learners to 

explore content, apply knowledge, and check 

understanding through questions (Donahue 

2005), simulations and other activities that 

require learners to use screen-based controls. 

Interactivity is the primary distinction between 

e-learning and other media, such as Web 

pages, that are more suited for informational 

purposes.

True interactivity involves a “dialogue,” 

requiring a learner’s response to course stimuli 

and the course’s feedback to that response. 

By interacting with the content and making 

decisions about the information presented, 

learners become active participants, triggering 

recall and improving understanding and 

knowledge retention.

Because interactivity enhances the learning 

experience, it is one of the most important 

elements in instructional design; however, 

highly interactive content can render a product 

inaccessible to some learners. Remember, 

as a federal employee you must comply 

with Section 508 of the Rehabilitation Act of 

1973. Federal agencies that develop, procure, 

maintain, or use electronic and information 

technology must ensure accessibility. See 

Section 508 in the Instructional Resources

section for guidance and more information on 

developing accessible products.

Figure 3 

Examples of interactivities from 

CDC Telework Training 

Hyperlinks 

Navigation 

Graphics and Animation 

Audio and video controls 

Exercises and assessments 

A A

B

B

B

C

C

D

D

E

E
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Levels of Interactivity

The four levels of interactivity for e-learning, 

as described by Lange 2006, Gathany 2012, 

and the U.S. Department of Defense 1999 are 

provided below. 

Level 1 — Passive 

Characterized by passive learner engagement 

and a linear structure, Level 1 interactions 

are used primarily to introduce an idea or 

a concept . The learner has no control over 

the sequence or the timing of activities within 

the course. Level 1 e-learning might consist 

of static content, such as a Web page, and 

an assessment activity. These interactions are 

appropriate when there is a need to share 

information quickly, or when the information 

does not involve a procedure that affects how 

the learner will perform a job-related task. 

Level 2 — Limited Interactions 

Level 2 offers the learner more control over 

the sequence and presentation of content 

than the linear structure of Level 1. With 

limited interactions, the learner makes simple 

responses to instructional cues, such as 

multiple choice questions and hyperlinks. 

Feedback to responses is an important part of 

limited interactions that reinforce learning. 

Level 3 — Complex Interactions 

Level 3 interactions are complex, allowing the 

learner even more control of how information 

is presented using audio, video, graphics, 

animations, screen alternation, simulations 

and scenarios, or combinations. Interface 

and navigation often include two or three 

branches to support alternation between 

screens, and progression through the course 

can be determined by the learner. 

Level 4 — Real-time Interaction 

Level 4 interactions are typically used for 

content that is very complex and can involve 

the learner in simulations that are based in 

real-time with real-time assessments. This 

level involves a detailed presentation, allowing 

the learner almost full control over content. 

Level 4 e-learning might apply several 

branches that use multiple menus, animation 

and video. Training at this level is often held 

in a collaborative environment with other 

learners and a facilitator. Meeting accessibility 

requirements is a challenge with Level 4 

interactivities, and creating a Level 4 product 

requires highly interactive courseware and 

Internet technology. 

Interactivity Levels 1 through 3 can produce 

extremely engaging e-learning without being 

complicated. For more information on 

interactivity and a variety of examples, see the

Instructional Resources section. 

Selecting Interactivities

Interactivities should never be selected 

or placed arbitrarily within a course. The 

following are some important considerations 

for decisions about the use of interactivity: 

■ What interactions would engage 

the audience?

■ Can a Section 508-compliant interaction be 

developed to mimic actual, desired, posttraining performance? 

■ How often does the learner need to interact 

to check understanding of the content?

■ Are there opportunities to provide 

collaborative interactions by using Web 2.0 

features, such as a wiki or a blog?

■ Is the content linear, or are there multiple 

paths? Will branching be needed? If so, what 

media can best influence learner behavior?
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The following table lists reasons for choosing interactive elements and strategies for making the 

interaction relevant to the content. 

Figure 4 

Use of interactive strategies (Donahue 2005) 

Reasons for Interaction Strategy

Explain and support 

concepts

■ Use to emphasize key concepts or highlight key points

■ Use to provide structure to detailed or complex content

■ Use to allow learner control over content/sequencing

■ Use to challenge learners prior to introducing new concepts 

Practice and 

apply learning

■ Make practice opportunities meaningful and interesting 

■ Use after presenting key concepts

■ Use when knowledge/skills need to be internalized

■ Use to help learners differentiate between good and poor 

performance 

Check learner 

understanding to 

determine if course 

objectives are being met 

■ Directly relate questions to at least one module objective 

■ Provide positive reinforcement that the user is making progress

■ Provide positive intrinsic feedback that demonstrates the 

ineffectiveness or risks of poor responses and the value of 

good responses 

Reprinted by permission of Monique Donahue. (2005) “The Design Document: Your Blueprint for e-Learning Standards 

and Consistency” 

References

Donahue, Monique. (2005) “The Design Document: Your Blueprint for e-Learning Standards and Consistency.” Learning Solutions 

EMagazine. eLearning Guild. 

Lange, M. 2006. eLearning: From Level I to Level IV of Interactivity: Why choosing the appropriate interactivity level is important. 

Entelysis Technologies.

Gathany, Nancy C. 2012. Expert Instructional Designers’ Views of the Impact of Accessibility Requirements on E-learning Instructional 

Strategies. ProQuest. 

United States Department of Defense. 1999. Development of Interactive Multimedia Instruction Handbook, Part 3 of 4 Parts, 43-52.
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Interface and Navigation 

Best Practice

E-learning interface is learner-friendly with a main menu and other 

navigational elements that help learners know where they are within the 

course and move easily through it. 

The interface, or the appearance and layout 

and of an e-learning course, is the point 

at which the course communicates with 

the learner, determining how a learner will 

engage. Navigational elements contribute 

to the interface and how a learner moves 

through the course environment. As part of 

the overall look, functionality, and design of 

a course, interface and navigation have an 

enormous impact on the learning experience, 

and a poorly designed interface detracts from 

learning. This section focuses on interface 

design for e-learning; the Content section 

highlights written, graphic and multimedia 

aspects of e-learning. 

Figure 5 

Example of a well-designed interface from CDC Yellow Fever training 
CDC’s E-learning Essentials 

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Design Practices

Consider the following standard practices 

when designing the interface and navigation 

elements of an e-learning course:

■ Navigation is clear to learners who have 

limited Web and computer experience. 

■ Next and Back buttons are located at lower 

right of the screen.

■ Learners can exit the course and resume 

work at the place where they stopped.

■ Feedback is provided on the learner’s 

location within the course.

■ The content is indexed so that learners can 

find the information they seek easily.

■ Navigational options, such as menus and a 

table of contents are provided.

■ Text and graphics are balanced with a 

use of adequate white space for an 

uncluttered screen. 

■ A template has been used to help ensure 

consistency of branding and identity, fonts, 

colors, layout and other design elements 

throughout the course. 

■ Related information is chunked for ease 

of scanning.

■ Lists and processes are serialized by using 

bullets or numbers. 

■ Tab labels are short and descriptive.

A checklist is helpful to ensure that all 

elements necessary for the interface and ease 

of navigation have been used throughout 

the course, as appropriate. Those elements 

include, but are not limited to the following:

■ Numbered pages 

■ Table of contents or menu

■ Home and Exit buttons

■ Course information tabs

■ Links to scenarios and case studies

■ System requirements

■ Tab links to additional information, such as 

Resources, References and Glossary

■ Steps

■ Questions and answers

■ Tips and hints

■ Definitions

■ Pop-up windows

■ Print and Close windows, icons, buttons 

or links 
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Content 

Best Practice

E-learning content is accurate and reading level is appropriate for the 

audience. Information is succinct, logical, and clearly divided through 

the effective use of color, graphics, borders, and white space. All screen 

elements adhere to organizational guidelines for digital media. 

Screen content, or the interface of an 

e-learning course, typically contains text, 

graphics and interactive tools that work 

together to help explain concepts and provide 

instruction. All of these elements, as they are 

written, formatted and positioned, convey 

meaning, whether or not the desired message 

is conveyed. The right combination of text, 

graphics and audio-visual interactions can 

mean the difference between e-learning 

success and failure. In other words, although 

information on a screen might be complete 

and correct, the way it is presented might 

confuse or distract a learner, making intended 

outcomes difficult to achieve. 

Much of the content for an e-learning course 

is provided by subject matter experts (SME). 

Instructional designers repurpose that content 

according to learning objectives and audience 

needs. This section provides basic information 

on effective writing and use of graphics and 

multimedia for the purpose of e-learning. 

See Interface and Navigation, for more 

information on designing these elements 

for the e-learning environment. The federal 

website, HowTo.gov at http://www.howto.

gov/web-content provides extensive guidance 

to help federal agencies provide quality 

content through digital media.

Text

Writing for a screen is different from writing 

for a printed page (Garrison 2003), and 

writing for the purpose of e-learning is even 

more different than writing for other digital 

media (Calhoun 2006). Although e-learning 

should follow the basic writing principles with 

accuracy, clarity and conciseness, effective 

writing for e-learning should also employ 

a more conversational, informal style than 

traditional prose. For guidance on improving 

the organization and clarity of materials 

produced by the federal government, visit 

the Federal Plain Language Guidelines 

Tips and Tools Web pages at http://www.

plainlanguage.gov/howto.

Use of second person, short paragraphs and 

two-word sentences that are not considered 

appropriate practices for conventional writing 

are often recommended for e-learning. 

Because most e-learners scan screens to obtain 

information quickly, nonessential information, 

complex sentences, and strings of words 

with multiple syllables have no place in an 

e-learning course. 
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A content developer’s checklist is 

provided as an example in the Instructional 

Resources section. Other, more specific 

guidance should be established by your 

organization. Following are general principles 

for writers of e-learning: 

■ Identify objectives of the course, and use 

them to drive all content and eliminate 

unnecessary information. 

■ Organize concepts logically, and check for 

gaps in information.

■ Place the most essential, key messages 

at the beginning of e-learning courses, 

sections, paragraphs, and sentences. 

■ Keep language simple, concise 

and consistent.

■ Use a conversational style with active 

voice, present tense, and second person, 

as appropriate. 

■ Write to a reading level that is appropriate for 

the audience, and use a readability index 

or formula to check the reading level.

■ Allow learners to “click for more 

information” in areas that are text-heavy by 

providing a downloadable job aid, a link to 

another site, or a wiki.

■ Avoid jargon, slang and idiomatic 

expressions that are not universally 

understood. 

■ Use bold and italic fonts only occasionally 

to highlight particular phrases or words. 

■ Avoid using all capitalized letters 

and underlines.

■ Have a technical editor review content and 

ensure that meaning, grammar, and spelling 

are correct.

Graphics

A course using text only is inadequate for 

learners with diverse learning needs and does 

not constitute true e-learning. Graphics, such 

as charts and other images, are used to explain 

or enhance written information, not replace it 

or detract from it. All graphic elements should 

increase understanding and accessibility of 

content for learners.

The following are general principles for the 

use of graphics in digital media: 

■ Ensure that graphics are accurately 

described with the appropriate 

alternative text.

■ Tabular data is displayed within a simple 

table that is clear and accessible. 

■ When there is no other way to make an 

image accessible, such as a table or flow 

chart, provide a separate text version to 

meet accessibility requirements.

■ Check to ensure screen resolution is 

functional and appropriate for the audience.

■ Ensure that images enhance the content.

■ Allow learners to “click for more 

information” in cases where images might 

need more explanation, and provide a 

downloadable job aid, or link to another 

site or a wiki.

Multimedia

Narration, video, animation and other 

multimedia, in combination with text 

and graphics, can increase understanding 

and enhance the learning experience. The 

engagement and repetition offered by using 

multimedia can help the learner to retain 

information. With a balanced mix of content 

through a variety of media formats, the 

learner’s motivation and attention 

also increase. 
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Use multimedia for the following purposes: 

■ Highlight important content

■ Present a story or scenario 

■ Provide examples

Remember that multimedia is a point of 

interactivity and should be selected on the 

basis of the same considerations listed in 

the Interactivity section. Multimedia should 

never be selected or placed arbitrarily within 

a course. Following are some important 

considerations for decisions about the use of 

multimedia interactions. See Interactivity for 

more information. 

■ What type of multimedia will engage 

the audience?

■ Can Section 508-compliant multimedia be 

developed to mimic actual desired posttraining performance? 

■ How often does the learner need to interact 

to check understanding of the content?

■ Are there opportunities to collaborate 

through multimedia by using Web 2.0 

features, such as a blog or a wiki?

■ Is the content linear? Will branching 

be needed? If so, what media can best 

influence learner behavior? 

Figure 6 

Example of video used with closed captioning, CDC Incident Management training. 

http://www.cdc.gov/training/products/essentials

References

Calhoun, Harry. 2006.”Why is writing for e-learning different?” Training, VNU Business Media. 

Garrison D.R., Anderson T. 2003. E-learning in the 21st century: A Framework for Research and Practice. New York: RoutledgeFalmer. 
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Product Evaluation 

Best Practice

E-learning products undergo formative and summative evaluations to 

ensure that learning strategies are effective and long lasting. 

Although instructional designers might have 

the skill and experience to develop e-learning 

for a variety of audiences, they might never 

know if any of those products are effective 

until there is evidence. An evaluation provides 

evidence by collecting learner feedback about 

a product. This information can also improve 

a product. As such, evaluation is an integral 

part of the e-learning development process 

that never should be overlooked (National 

Research Council 1998).

Formative Evaluation

In the context of e-learning, a formative 

evaluation is but one quality assurance check 

before a product is released to learners. 

Formative evaluation ensures that problems 

that can hinder learning are detected 

and corrected. Although some formative 

evaluations can be simple and informal, they 

can be quite effective (Clark 2004).

A formative evaluation is conducted during the 

design and development of a product. Because 

a formative evaluation is intended to improve 

a product before it is delivered, a mock-up 

or prototype can be used to represent ideas 

before they are incorporated into a finished 

product. If a paper prototype is first used, 

as the product comes closer to completion, 

the developer might conduct more than 

one formative evaluation to gain input. Peer 

reviews, pilot tests, and usability tests are all 

formative evaluation methods that require only 

about five persons to complete. Those persons 

might include co-workers who review specific 

aspects of a course, such as instructional 

strategies, usability, functionality, and the 

overall learning experience. 
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Summative Evaluation

Summative evaluation is focused on learning 

outcomes and is, therefore, conducted after 

a product has been developed and 

implemented. Although conducting an 

evaluation after a course is delivered will 

not improve that particular course, it can 

provide valuable information to improve 

future courses. Because summative evaluation 

examines results from larger groups to 

determine if learners learned what was 

intended, it is often considered more valid and 

reliable than formative evaluation (Reeves and 

Harmon 1994, Scalise and Gifford 2006). 

A summative evaluation seeks to answer the 

following questions:

■ Is the product effective in achieving 

intended results?

■ Are changes in learner performance directly 

related to the product and its learning 

strategies? 

These questions are answered primarily 

through self-report from learners, observer 

judgments, job performance indicators, and 

learner testing at selected intervals following 

product delivery.

For more information on e-learning 

product evaluation, see the Instructional 

Resources section. 

References

Clark, Donald R. 2004. Types of Evaluations in Instructional Design. Accessed January 2010. 

National Research Council.1998 “Design and Evaluation: A Review of the State of the Art.” D-Lib Magazine. 

Reeves, Thomas C., and Harmon, Stephen W. 1994. “Systematic Evaluation Procedures for Interactive Multimedia for Education 

and Training.” In Multimedia Computing: Preparing for the 21st Century. Edited by Sorel Reisman, 472-505. Harrisburg, PA: Idea 

Group Publishing. 

Scalise, Kathleen, and Gifford, Bernard. 2006. “Computer-Based Assessment in E-Learning: A Framework for Constructing 

“Intermediate Constraint” Questions and Tasks for Technology Platforms.” Journal of Technology, Learning, and Assessment, 4(6). 
CDC’s E-learning Essentials 

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Learning Assessment 

Best Practice

E-learning products include an assessment that can be completed by all 

learners. This assessment determines the product’s impact on intended 

learning outcomes. 

Within the context of e-learning, an assessment 

is any interaction from which data is collected 

with the intent of making an inference about 

the learner (Scalise 2006). Assessment provides 

practical, objective, and measurable evidence 

that learning goals are achieved, and ensures a 

degree of product integrity. Because e-learning 

assessment methods provide results quickly, 

training decisions also can be made quickly. 

Moreover, assessment improves learning 

through interaction and feedback, identifies 

learner knowledge strengths and weaknesses, 

and helps to evaluate the effectiveness of the 

instruction (Bloxham and Boyd 2007). 

Assessment Types

■ Diagnostic: Conducted before instruction 

to determine learner skill level; pretest. 

Requires posttest.

■ Formative: Conducted at intervals during 

instruction to determine learner’s level of 

understanding of specific topics.

■ Summative: Conducted at the end of 

instruction to determine knowledge gained 

from course’s overall content; posttest. 

The following questions should be answered 

to help determine an appropriate assessment 

type for a course: 

■ Is there a need to know learner skills before 

training begins?

■ Does content require knowledge checks 

after the introduction of each concept 

or topic? 

■ Will learner knowledge or performance be 

reevaluated in the months after the course 

is completed?

■ Is there a learning community feature, such 

as a wiki or discussion board, that would 

allow for long-term learner feedback and 

continuous improvement?

Question Development

The most effective assessment techniques 

include the development of realistic scenarios 

and questions to match the learning objectives 

(Thalheimer 2002). For information on 

scenarios and question development, see the 

Instructional Resources section.

Overall, questions should do the following: 

■ Provide clear instructions

■ Match learning objectives

■ Place correct answers in random positions 

and not in a detectable pattern 

■ Include meaningful feedback that reinforces 

learning 

■ Not be unreasonably difficult, requiring 

learners to spend more time analyzing what 

is asked rather than selecting answers

■ Use clear, concise, and precise language 
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■ Test one idea per item

■ Contain only material relevant to the answer

■ Be reviewed by a subject matter expert and 

by someone not familiar with the subject

■ Be edited for clarity and grammar

Questions should not...

■ Reveal answers

■ Have the ability to be interpreted in more 

than one way, or have answer choices 

whose differences are too subtly different

Distracters

Distracters are the incorrect answers to each 

question. Distracters can directly affect the 

difficulty of a question by being obviously 

incorrect, or too closely related to the 

correct answer. 

Well-constructed questions apply the following 

rules for distracters (Intelligent Assessment 

Technologies 2011): 

■ Distracters seem completely reasonable to 

the unprepared learner. 

■ Distracters are based on content within 

the course. 

■ Distracters are similar to the correct answer 

in construction and length.

Formats

Popular question formats used by e-learning 

developers are described below:

■ Drag and drop: Learners respond to a task, 

such as sequencing or arranging, by clicking 

on an object and dragging it to a different 

location or onto another object.

■ Fill-in-the-blank; short-answer: Variations 

of multiple-choice; learners complete a 

sentence by selecting the answer from a list 

of possibilities.

■ Hot Spots: Learners select the answer to a 

question by clicking on the correct area of 

an object.

■ Matching: Learners match relationships 

between items on a paired list.

■ Multiple-choice: A question is presented, and 

the learner selects one correct answer from 

a short list of possibilities.

■ Select-all: A variation of multiple-choice; 

learners can select a number of answers 

from a list of possibilities that apply to a 

question.

■ True-false: A statement is presented and 

learners select whether the statement is true 

or false.

Many developers generally find multiple-choice, 

fill-in-the-blank, true-false, and select-all formats 

easy to design, simple for learners to execute, 

and compliant with accessibility guidelines. 

Matching, drag and drop, and hot spots can 

require more advanced e-learning development 

skills and enhanced computer capabilities. 

When determining the most appropriate 

question format for e-learning assessment, the 

following should be considered:

■ Level of thinking actions to assess (from 

Bloom’s Taxonomy) 

■ Hardware and software capabilities 

■ Information to be collected, stored, 

processed, and secured 

■ Interface and accessibility
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The following sample questions are adapted 

from “Simulation-like questions: How and why 

to write them” (Thalheimer 2002). 

Multiple-choice 

Select the best answer. 

Your assessment questions are scenariobased, but you can’t decide which format 

to use. Which of the following formats best 

promotes learner recall for job performance 

following training?

 A. True-false questions

 B. Multiple-choice questions

 C. Fill-in-the-blank questions

 D. All of the above 

 E. None of the above

Feedback C is correct. In general, fill-inthe-blank and short-answer questions 

produce better assessment results than 

multiple-choice questions, and multiplechoice questions are better than true-false 

questions. 

True-false 

Determine if the following statement is 

true or false. 

True-false questions should be used often 

because they provide the most valid and 

reliable assessment data. 

 True

 False 

Feedback False. True-false questions 

should be used sparingly because they 

are typically simplistic, and they have 

only two possible answers. This results 

in high scores from merely guessing 

correctly, producing invalid results. 

Fill-in-the-blank/Short answers/Select-all 

Select all that apply to complete the 

sentence below. 

Distracters can directly affect the ___________ 

of a question by being obviously incorrect or 

too closely related to the correct answer.

 A. Difficulty

 B. Reliability

 C. Length

 D. Negativity 

Feedback A and B are correct. Inserting 

an obviously incorrect choice increases 

the learner’s chances of guessing 

correctly. Distracters that are too closely 

related to the correct answer can cause 

a learner who knows the answer to 

become confused and spend too much 

time trying to understand meaning. 

These kinds of distracters compromise 

the reliability of the assessment data. 

For more information on question 

development and formats, visit Learning 

Assessment and Question Development in the 

Instructional Resources section. 

References

Bloxham, Sue and Boyd, Pete. 2007. Developing Effective Assessment in Higher Education: a Practical Guide. New York, NY: Open 

University Press, McGraw-Hill. 

Intelligent Assessment Technologies. 2011 “Writing Good MCQs” Copyright © Intelligent Assessment Technologies Limited. 

Scalise, K. and Gifford, B. 2006. “Computer-Based Assessment in E-Learning: A Framework for Constructing ‘Intermediate Constraint’ 

Questions and Tasks for Technology Platforms.” Journal of Technology, Learning, and Assessment, 4(6). 

Thalheimer, Will. 2002. Simulation-like questions: How and why to write them. Work-Learning Research. 
CDC’s E-learning Essentials 

A guide for creating quality electronic learning

23

Conclusion 

For functional examples of quality e-learning that follow the main 

points of this guide, see E-learning Examples on CDC’s Learning 

Connection Web pages. 

Send your comments and suggests about this guide to learning@CDC.gov. 
CDC’s E-learning Essentials 

A guide for creating quality electronic learning

24

Instructional Resources 

In addition to CDC subject matter experts and previously listed 

references, the following resources were consulted to create this guide. 

E-learning developers will find these resources useful. 

Topics Resources

E-learning at CDC CDC eLearning Workgroup ( eLWG) 

http://intranet.cdc.gov/cdcweb/mgmt_gov/workgroups/E-Learning.htm

(Accessible only on CDC Network) 

CDC Learning Connection 

http://www.cdc.gov/learning

Scientific Education and Professional Development Program Office, 

Instructional Design Services 

http://intranet.cdc.gov/osels/sepdpo/DLP/edab/instructional_design.html

(Accessible only on CDC Network) 

Glossary CommLab India. Copyright © 2000 - 2012 CommLab India. All rights 

reserved. 

http://www.commlabindia.com/elearning-resources/elearning-glossary.

php

Analysis and 

Instructional Design 

Allen, W. C. 2006. “Overview and Evolution of the ADDIE Training System,” 

Advances in Developing Human Resources, 8(4): 430-441. Available online 

at http://adh.sagepub.com/content/8/4/430.full.pdf+html

ASTD’s Instructional Design Process and Theory Module 1 Sample at 

http://www.astd.org/Publications/Books/ASTD-Learning-System/~/media/5

C64A3AA39324394A318F42FC67F16F9.ashx

Penn State Learning Design Community Hub at 

http://ets.tlt.psu.edu/learningdesign/

Donahue, Monique. 2005. “The Design Document: Your Blueprint for 

e-Learning Standards and Consistency,” Learning Solutions EMagazine. 

eLearning Guild. Available online with subscription at 

https://www.learningsolutionsmag.com/subscribe

Usability Usability.gov at 

http://www.usability.gov/
CDC’s E-learning Essentials 

A guide for creating quality electronic learning

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Topics Resources

Accessibility Accessibility Guide for Lectora® 2008 

http://www.cdc.gov/training/products/Accessibility508 (Accessible only on 

CDC Network)

CDC.gov Templates 

http://knowledgeshare.cdc.gov/08._Web_Development/CDC.gov_

Internet_Templates

Guidance on Section 508 for the Web 

http://intranet.cdc.gov/cdcweb/usability/508/index.html (Accessible only 

on CDC Network)

Formatting and Content Elements on HowTo.gov at 

http://www.howto.gov/web-content

Writing for 

E-learning 

Developer Checklist Example Style and Compliance Checklist at 

http://www.cdc.gov/learning/local/pdf/Style_Compliance_Checklist.pdf

Checking Readability in MS Word 

http://office.microsoft.com/en-us/word-help/test-your-document-sreadability-HP010148506.aspx

Plain Language 

http://www.plainlanguage.gov

Bloom’s Taxonomy Anderson, Lorin W. and Krathwohl, David R., eds. 2001. A Taxonomy for 

Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of 

Educational Objectives: Complete Edition. New York: Longman.

Developing Learning 

Objectives

Penn State Learning Design Community Hub at 

http://ets.tlt.psu.edu/learningdesign/objectives

Writing Measurable and Observable Learner Outcomes: Assessment of 

Learning Outcomes at 

http://www.wisha.org/CE/Writing_Learning_Outcomes_and_ Assessment_

of.pdf

Scenario 

Development

Elearning! Magazine. Scenario-based Learning at 

http://www.2elearning.com/www/magazine/articles/single-news-article/

article/scenario-based-learning.html.
CDC’s E-learning Essentials 

A guide for creating quality electronic learning

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Topics Resources

Interactivity Donahue, Monique. (2005) “The Design Document: Your Blueprint for 

e-Learning Standards and Consistency.” Learning Solutions EMagazine.

eLearning Guild. 

https://www.learningsolutionsmag.com/subscribe

Schone, B. J. 2007. Engaging Interactions for eLearning: 25 Ways to Keep 

Learners Awake and Intrigued. Available at http://www.elearningpulse.com/

eBook/EngagingInteractionsForELearning.pdf 

Penn State Learning Design Community Hub at 

http://ets.tlt.psu.edu/learningdesign/lessons/feedback

Learning Assessment 

and Question 

Development

Scalise, Kathleen, and Gifford, Bernard. 2006. “Computer-Based Assessment 

in E-Learning: A Framework for Constructing “Intermediate Constraint” 

Questions and Tasks for Technology Platforms.” Journal of Technology, 

Learning, and Assessment, 4(6). Accessed January 14, 2011 at 

http://escholarship.bc.edu/jtla/vol4/6/. 

Penn State Learning Design Community Hub at 

http://ets.tlt.psu.edu/learningdesign/effective_questions

Thalheimer, W. 2002. Simulation-like questions: The Basics of How and Why 

to Write Them. Work-Learning Research. Available online at 

http://www.speakeasydesigns.com/SDSU/student/SAGE/compsprep/

Simulation-like_Questions_How_and_Why.pdf

Intelligent Assessment Technologies. Copyright © Intelligent Assessment 

Technologies Limited 2011. 

http://www.intelligentassessment.com/writing_good_multiple_ choice_

questions.htm

Product Evaluation e-Learning Style Guide for the Virginia Department of Health . Available online 

at http://www.docstoc.com/docs/28844147/e-Learning-Style-Guide-forthe-Virginia-Department-of-Heal.

Reeves, Thomas C., and Harmon, Stephen W. 1994. “Systematic Evaluation 

Procedures for Interactive Multimedia for Education and Training.” In 

Multimedia Computing: Preparing for the 21st Century. Edited by Sorel 

Reisman, 472-505. Harrisburg, PA: Idea Group Publishing. 

Brandon Hall and Arjun Reddy. Developed in 1998 (MM&ITNL,Brandon-Hall) 

for Evaluation of E-Learning programs. 2002. Available online at 

www.kinchew.com/Quality-EL/Brandon-Hall-Eval-Criteria.doc
CDC’s E-learning Essentials 

A guide for creating quality electronic learning

27
For more information please contact 

Centers for Disease Control and Prevention

1600 Clifton Road NE, Atlanta, GA 30333

Telephone: 1-800-CDC-INFO (232-4636)/TTY: 1-888-232-6348

E-mail: cdcinfo@cdc.gov

Web: www.atsdr.cdc.gov

Publication date: January 2013