CATEGORY

BEGINNING

DEVELOPING

ACCOMPLISHED

SCORE

Overall Visual Appeal

0 POINTS

There are few or no graphic elements.  Color is garish.  Background interferes with the readability.

2 POINTS

Graphics elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships.  There is some variation in type size, color and layout.

4 POINTS

Appropriate graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships.  Difference in type size and color.

Navigation & Flow

0 POINTS

Getting through the lesson is confusing.  Pages can't be found easily and the way back isn't clear.

2 POINTS

There are a few places where the learner can get lost and know where to go next.

4 POINTS

It is always clear to the learner what are the pieces are and how to get to them.

Mechanical Aspects

0 POINTS

There are more than 5 broken links, missing images, misspelling and/or grammatical errors.

1 POINTS

There are some broken links, missing images, misspelling and/or grammatical errors.

2 POINTS

No mechanical problems noted.

Cognitive Effectiveness of the Introduction

0 POINTS

The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.

1 POINTS

The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.

2 POINTS

The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.

Cognitive level of the task

0 POINTS

Task requires simple comprehending or retelling of information found on web pages and answering factual questions..

3 POINTS

Task is doable but is limited in its significance to students' lives.  The task requires analysis of information and/or putting together information from several sources.

6 POINTS

The task is doable and engaging. The task requires synthesis of multiples sources of information.

Clarity of Process

0 POINTS

Process is not clearly stated.  Students will not know exactly what they were supposed to do just from reading this.

2 POINTS

Some directions are given, but there is missing information.  Students might be confused..

4 POINTS

Every step is clearly stated.  Most students would know exactly where they are at each step..

Quality of Resources

Links are mundane. They lead to information that could be found in a classroom encyclopedia.

Some links carry information not ordinarily found in a classroom.

Varied resources provide enough meaningful information for students to think deeply.

Clarity of Evaluation Criteria

Criteria for success are not described.

Criteria for success are at least partially described

Criteria for success are clearly stated in the form of a rubric.  The evaluation instrument clearly measures what students must know and be able to accomplish the task.