This case study outlines a method of incorporating evaluation processes in an iterative cycle to inform the development of eLearning literacy and numeracy resources. The resources are targeted at remotely located Indigenous students and incorporate skills in workplace contexts. Because of this, we needed to gather advice and feedback to ensure the quality and accountability requirements were continually being met, but the information gained through this process from various stakeholders and advisory committee members further informed the development of the resources in an authentic, grounded manner. This process attempted to thoroughly involve stakeholders at two crucial stages in the development of each resource: the initial proposal and the first draft of the final product. It was hoped that this iteration of feedback would act as a consultation, generative information gathering, as well as advisory process in the ongoing evaluation and action research cycle. Rather than requesting feedback as an evaluation of the final outcome, this process attempted to contain process evaluation methods and resulting feedback into a review cycle that was inclusive, thorough and honoured the perspectives of each representative group.