Write one skill here:
HCI External Readiness Checklist
Know what you can do next—not just what you have revised
1. Principle precision
Nielsen
□ I can distinguish prevention/recovery, flexibility/control, visibility and consistency using feature function—not a visual clue alone.
Consistency/accessibility
□ I can name internal vs external consistency and explain accessibility for a specific user, barrier and task.
Mātāpono Māori
□ I recognise assessment wording but do not turn Back, captions, comments or durability into Māori definitions.
Authority test
□ For rangatiratanga I can answer: who has authority, over what, and what may they determine, permit, withhold or refuse?
2. My studied interface
- □ It is sufficiently complex and I can revisit its main task flows.
- □ I can state its purpose, named users and at least three exact tasks.
- □ I remember six observable features and where/when they appear.
- □ I have both strengths and limitations—not only praise.
- □ I can compare one task with another interface doing the same task.
- □ My proposed improvements are not features the interface already has.
- □ I can recall this evidence without my organiser or screenshots.
My interface: ____________________ My strongest task flow: ____________________
3. The evidence chain
Feature
Observable state/action
Observable state/action
User/task
Named, not “all users”
Named, not “all users”
Principle/mechanism
How it operates
How it operates
Effect/purpose
What changes and why it matters
What changes and why it matters
□ I can add a plausible alternative principle or limitation without weakening my main choice.
4. Grade progression
Achievement — demonstrates understanding
□ Describe purpose, principle and how it is used with accurate evidence.
Merit — examines
□ Explain how the principle is applied and its effect on usability.
Excellence — evaluates
□ Compare like-for-like, judge effectiveness/significance/suitability, include a trade-off, and justify an improvement.
Not just longer
□ My evaluation changes the kind of thinking, not merely the number of sentences.
5. During the assessment
- □ Scan the whole paper/resource and budget time before writing.
- □ Circle command verbs; name the user and exact task.
- □ Start with the strongest observable evidence, not a memorised definition.
- □ Compare the same action in both interfaces.
- □ Make each improvement specific, new and linked to a principle.
- □ If two lenses fit, choose the more precise and explain the alternative.
- □ If a Māori relationship is not evidenced, do not force one.
- □ Leave time to repair one missing evidence → effect → purpose link.
6. Traffic-light decision
Write the exact skill and task:
Write the concept/question:
Task 7 precision · Task 8 accessibility · Task 9 mixed lenses · Task 10 evidence bank · Task 11 timed rehearsal