Which goal have you attempted?
Optional short textRetain the specific point or condition described; avoid replacing it with an unexplained rating.Learning and training / Survey guide
Learning and training · Practical survey guide
Learning goal review survey
Check progress against a learner's own task goal.
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DESIGN THE ANSWER SPACE
What evidence suggests progress?
Optional written explanationKeep context that distinguishes different experiences. Self-assessment is not an independent competency rating.What remains difficult?
Optional improvement suggestionKeep the suggested change separate from whether it has been tested. Plan a safe opportunity to apply the skill.Suggested formats to adapt, not preconfigured product fields.
A useful starting point
Questions to understand the actual experience.
Check progress against a learner's own task goal. Use the prompts relevant to your audience and allow people to skip situations they did not encounter. Keep response handling consistent with what you explain in the invitation.
If nothing was unclear or difficult, say so. Skip questions about steps you did not experience; use not applicable where appropriate.
Which goal have you attempted?
Use this answer to locate the part of the experience that needs explanation. The example issue to investigate is: learners recall content but have not attempted the task.
What evidence suggests progress?
Evidence offered for progress shows whether learners can connect their goal to an observable task or output. Review examples with their context, keeping perceived improvement separate from validated skill measurement or causal attribution.
What remains difficult?
Locate the step or condition that still prevents progress toward the learner’s task goal. Separate lack of opportunity from difficulty during an attempt before selecting further practice or support.
If nothing was unclear or difficult, say so. Skip questions about steps you did not experience; use not applicable where appropriate. Which goal have you attempted? What evidence suggests progress? What remains difficult?
Download the questions as text ↓
Examples to adapt, rather than a validated research instrument.
A worked interpretation example
From a comment to a practical next step.
Illustrative scenario. These are not customer results.
Keep the finding specific
Learners recall content but have not attempted the task.
Choose an action to test
Plan a safe opportunity to apply the skill.
Check the experience again
After trying the change, repeat “Which goal have you attempted?” with people who experienced it. Check whether they still describe the original issue: learners recall content but have not attempted the task. Compare explanations and sample context, rather than claiming the change caused an improvement.
Choose the response format
Make room for the explanation.
| Question | Suggested format | What to preserve |
|---|---|---|
| Which goal have you attempted? | Optional short text | Retain the specific point or condition described; avoid replacing it with an unexplained rating. |
| What evidence suggests progress? | Optional written explanation | Keep context that distinguishes different experiences. Self-assessment is not an independent competency rating. |
| What remains difficult? | Optional improvement suggestion | Keep the suggested change separate from whether it has been tested. Plan a safe opportunity to apply the skill. |
Make questions optional where appropriate. If you add a rating scale, label its endpoints, keep one idea per question, and retain a follow-up for reasons. These examples are not a validated measurement instrument.
Before you send it
Check what your wording assumes.
Would you agree that everything about learning goal review was clear and easy?
Which goal have you attempted?
The first wording combines an assumed positive outcome with two different judgments. The revised prompt asks about a specific experience and permits an inconvenient or uncertain answer.
From question to next step
Make the feedback useful.
Set the decision
Start with the decision: Check progress against a learner's own task goal.
Invite relevant voices
Invite people with relevant experience. Ask after someone has encountered the situation described in “Which goal have you attempted?”, while they can still recall the details. For material testing, show the actual draft first; for planning, ask before the next relevant activity.
Choose an action
Plan a safe opportunity to apply the skill.
Read the answers carefully
Keep the conclusion within the evidence.
Self-assessment is not an independent competency rating.
Learners recall content but have not attempted the task. This is a synthetic example, not a customer result. Self-assessment is not an independent competency rating.
Before you send it
Questions, answered.
Who should receive this questionnaire?
Learners and facilitators involved in the described activity. Ask only about steps each person encountered; do not treat a voluntary response sample as representative.
When should I ask these questions?
Ask after someone has encountered the situation described in “Which goal have you attempted?”, while they can still recall the details. For material testing, show the actual draft first; for planning, ask before the next relevant activity.
What should I investigate in the answers?
Learners recall content but have not attempted the task. This is an illustrative pattern to look for, not a claim about your respondents. Self-assessment is not an independent competency rating.
What would a practical follow-up look like?
Plan a safe opportunity to apply the skill. After trying the change, repeat “Which goal have you attempted?” with people who experienced it. Check whether they still describe the original issue: learners recall content but have not attempted the task. Compare explanations and sample context, rather than claiming the change caused an improvement.
How should I ask “What evidence suggests progress?”?
Evidence offered for progress shows whether learners can connect their goal to an observable task or output. Review examples with their context, keeping perceived improvement separate from validated skill measurement or causal attribution. Use an optional written explanation when predefined choices would hide relevant context.
Can I use the questions in SurveyTeams?
Copy the prompts or download TXT, CSV, JSON, or a Markdown worksheet, then adapt them in your own survey. The CTA opens registration; it does not import this example automatically. Verify available features in your account.
Build with SurveyTeams
Draft your own learning goal review questionnaire.
Use these examples to draft your questionnaire. Create a survey draft, add questions, and check the respondent preview in SurveyTeams. Additional features depend on your account and plan.
Create your survey in SurveyTeams
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