| | Developing | Accomplished | Comments and Score |
| Points Possible | Score 1 to 5 | Score 6 to 10 | Enter comments and scores below. |
| Visual Appeal | There are a few graphic elements. There is some variation in type size, color, and layout. | Appealing graphic elements are included appropriately. Differences in type size and/or color are used well. | |
| Introduction: Motivational Effectiveness | Introduction relates somewhat to the learner's interests and/or describes a compelling question or problem. | The Introduction draws the reader into the web site by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem. | |
| Introduction: Cognitive Effectiveness | Introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about. | The Introduction builds on learner's prior knowledge by explicitly mentioning important concepts or principles, and effectively prepares the learner for the lesson by foreshadowing new concepts and principles. | |
| User Task: Cognitive Level |
Task requires awareness of information and/or
putting together information from several sources. |
Task requires processing information, and/or
operating in appropriate ways that facilitate activities. |
|
| User Task: Technical Requirements |
Task requires awareness of equipment and
procedures. |
Task requires a working knowledge of equipment
and procedures in preparation for more in-depth learning. |
|
| Process: Clarity | Some directions are given, but there is missing information. Students might be confused. |
Every step is clearly stated. Most students
would know exactly how they are expected to behave and perform. |
|
| Process: Depth |
Information is given but more complex processing
activities required. |
Students are required to process information
that relates to activities performed in class. |
|
| Resources: Quality | Moderate number of resources used. |
Many resources are provided including use
of the Internet, databases or newsmedia. |
|
| Resources: Quantity |
Resurces give information not ordinarily
found in a classroom. |
Resources and links make excellent use of the information not found
in text material.
Appropriate use of the Internet and web-based instruction is available.
|
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| Evaluation: Clarity | Criteria for success are at least partially described. | Criteria for gradations of success are clearly stated, perhaps in the form of a rubric for self-, peer-, or teacher use. | |