In DFE, the evaluation specifically focuses on the effectiveness of the constructive alignment in the course (subject, paper, unit) design.
[4] In short, each question is composed in two parts conjoined by a grammatical structure that does the work of '...helped me to learn...'.
One sophistication in this process is that on both sides of the item structure there can be varying degrees of specificity-generality (or granularity).
Compare the following three items all of which are stable on the right hand side, but vary on the left hand side: These items become increasingly granular, or more specific, moving from reference to all the lectures right down to a specific lecture session.
This allows a more strategic approach to evaluation design, and allows for the selective and high-leverage use of the limited 'real estate' in any survey instrument.
With these three categories a cross-tabulation of the combinations of left-hand- and right-hand-side components of DFE items can be devised.