What best characterizes a formative evaluation in the context of health education?

A formative evaluation is best characterized by its focus on ongoing assessment and feedback during the educational process rather than at the end. In the context of health education, documenting the feasibility of implementing a student exercise program aligns with the primary goal of formative evaluation, which is to gather information that can inform instruction and improve student understanding and skills as they develop.

By assessing the feasibility of an exercise program specifically while students are still learning, educators can identify strengths and weaknesses, make necessary adjustments to improve implementation, and support students' engagement and educational outcomes. This type of evaluation allows for continuous improvement and adaptation based on real-time data, which is essential for effective health education.

In contrast, assessing student knowledge at the end of the course or evaluating final project results primarily focuses on outcomes rather than the learning process itself. Collecting feedback on student satisfaction may provide useful insights but does not directly inform educational development in the same way that assessing the feasibility of implementation does. Formative evaluations are inherently about enhancing learning as it occurs, making option B the most accurate choice.