| | 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 problems
a learner is experiencing. |
The Introduction leads the learner to important
concepts or principles, and effectively prepares the learner to use
those concepts or principles to solve problems independently. |
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| User Task: Cognitive Level | Task requires analysis of information and/or putting together information from several sources. |
Task requires synthesis of multiple sources
of information that may give the learner new resources in solving problems.
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| User Task: Technical Requirements |
Task requires use of simple tools that lead
to solving a problem. |
Task requires use of a variety of tools and
references that lead to a greater understanding of the problem and its
potential solutions. |
|
| Process: Clarity | Some directions are given, but there is missing information. Students might be confused. |
Every step is clearly stated. Most learners
know exactly where they are in the process and what to do next. |
|
| Process: Depth | Some separate tasks or roles assigned. More complex activities required. |
Lots of variety in the activities performed.
Different roles and/or perspectives are taken. |
|
| Resources: Quality | Moderate number of resources used. |
Many resources provided, including off-line resources.
Resources go beyond the text materials for the class.
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| Resources: Quantity | Some links carry information not ordinarily found in a classroom. | Links make excellent use of the Web's timeliness and colorfulness. | |
| 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. | |