Template Building Blocks - More Examples


The image below displays a segment of a report that summarizes the data collected by four checkboxes.

Each bar in the bar chart corresponds to a different checkbox. Each percentage expresses the ratio of the number of times

a checkbox was checked to the number of walk-throughs, e.g. 14 : 63 = 0.22 or 22%.

Attached Checklists: Various Behaviors

Checklist elements, which are simply checkboxes, are often used as such, hence the Checklist as Checkbox header in reports.

Checklists can have additional behaviors: as Number, as Counter and as Value List.

When used with these behaviors, checkboxes are replaced with numbers, counters or Value Lists, respectively.

Value Lists are typically used to rate the entities represented by checklist elements and are being displayed as radio buttons.

These behaviors qualify and quantify data.

They do so by enhancing the information about objects’ mere existence or non-existence, which is all that checkboxes per se can collect.

Answers to questions like "How many objects/instances exist?" and "Can you rate the quality/usability level of the items?"

are thus present in the collected data as opposed to simple yes, there is (at least one) or no, there is not statements.

Checklist as Number

The following stats are displayed in tabular format for each of the checklist’s elements: Minimum, Maximum, Median, Average and Total.

Totals are also displayed as a bar chart.

Checklist as Counter

The following stats are displayed in tabular format for each of the checklist’s elements: Minimum, Maximum, Median, Average and Total.

Totals are also displayed as a bar chart.

Checklist as Value List

As an example of checklist with as Value List behavior, assume a checklist named {Technology Used

includes the following checklist elements (i.e. checkboxes):

  • Digital Camera
  • Internet
  • LCD Projector
  • Internet
  • Smart Board
  • Handheld Devices

A certain Value List is made up of three ratings:

  • Good
  • Needs Repair
  • Needs Replacement

When the Technology Used checklist, which is attached to the Technology Used in the Classroom label,

assumes the behavior of the above Value List, the user can select,

using the radio buttons, the rating of every relevant Technology Used element, as shown in the figure below:

The table and pie chart displayed in the report in connection to the first checklist element, Digital Camera, are shown below:

Note that a Digital Camera has been rated six (6 = 3 + 2 + 1) times out of eight walkthroughs.

It has been rated as good three times, as needing repair twice and as needing replacement once.

Each percentages is based on the ratio of the number of times a rating has been selected to the times the checklist element has been rated.

Thus, for example, 3 : 6 = 0.5 or 50%.

Drop-Down List with Checklists

This element allows to attach a checklist to each drop-down list item.

Moreover, these checklists can be, and usually are, different from each other.

Unlike checklists attached in the context of a template, the checklists are an intrinsic part of the element.

The reports list the drop-down list and the checklists in different sectors.

The drop-down list data is displayed in a manner analogous to the data related to plain drop-down lists

i.e. as a pie chart:

A checklist named Instructional Climate – Not Conducive to Learning is attached to one of the items

of the Instructional Climate drop-down list, namely to the Not Conducive to Learning item.

Specifically, this checklist is displayed and may be used to collect data only when the Instructional Climate

drop-down list is used to select the Not Conducive to Learning item.

The resulting bar chart is similar to those displayed in the case of an externally attached checklist.

The difference, however, is that the percentages are based on ratios of each checklist element selection to the number of walk-throughs

that displayed the checklist in the first place, i.e. the number of walk-throughs during which the user chose Not Conducive to Learning.

As it can be easily seen in the above figure, this was the case four times.

The following figure shows the stats related to the Instructional Climate – Not Conducive to Learning checklist.

The disruptive behavior checklist element (checkbox) of the Instructional Climate – Not Conducive to Learning checklist

was selected three out of four times, therefore the percentage is 3 : 4 = 0.75 or 75%.

Other percentages are computed in the same way.

As many different checklists as drop-down list items can be attached to elements of this type.

NOTE: For simplicity, only one checklist is being discussed in this example.


Timer/Counter elements are complex elements made up of several counters and/or timers.

The statistics are provided in tabular format for each of the element’s building blocks, whether timer or counter.

Teacher Placement is a predefined Timer/Counter element.

Every row in the table includes the Minimum, Maximum, Median, Average and Total stats

for the various time values as well as those corresponding to the two counters.

In this example, the two counters are named Boys and Girls and represent the number of boys and girls.

Teacher’s Desk represents the total time the teacher was at his desk,

other timers are similar in that they show how long the teacher stood at different places.

The Main Timer determines the time the observer spent monitoring the teacher’s placement.

For every walk-through instance, this time is the sum of the time values measured by all the other time counters.

Time values are expressed in hours, minutes and seconds and their format is hh:mm:ss.

Tables used for reporting user-defined timer/counter elemnts are similar.