NIFL LINCS Technology Training Special Collection Student/Learner Web Site Review Rubric

 
1
2
3
4
Organization Organization of site is not user-friendly:
  • Confusing opening page
  • Difficult to navigate through pages without getting lost
  • Confusing links or connections between pages
  • No site map included
 Organization of site is somewhat user-friendly:
  • Vague opening page
  • Occasionally get lost navigating through pages
  • A few links between pages are logical but many are not
  • No site map included
 Organization of site is mostly user-friendly:
  • Understandable opening page
  • Somewhat easy to navigate through pages
  • Most links are logical
  • Site map might be included to present scope of content at a glance
 Organization of site is very user-friendly:
  • Inviting opening page
  • Easy to navigate through pages without getting lost
  • Intuitive or logical links or connections between pages
  • Site map included to present scope of content at a glance
Presentation Presentation of content is not appealing:
  • Layout is unclear and difficult to follow
  • Text is difficult to read against the background
  • Graphic and multimedia elements don't refer to content
  • Many of the links are dead
  • No date to indicate when site was last updated
 Presentation of content is somewhat appealing:
  • Simple, uncreative layout
  • Text is somewhat readable
  • A few graphic and multimedia elements add to the purpose
  • A few links are appropriate and work properly
  • No date to indicate when site was last updated
 Presentation of content is mostly appealing:
  • Layout is clear
  • Text is easy to read against background
  • Most graphic and multimedia elements add to the purpose
  • Most links are appropriate and work properly
  • Last time site was updated might be indicated/may or may not be current (updated within past year)
 Presentation of content is very appealing:
  • Layout is clear and easy to follow
  • Background and text work well together
  • Graphic and multimedia elements add to the purpose
  • Links are appropriate and work properly
  • Site indicates that it was updated within the past year
Effective
Use of
Technology		 Effective use of technology is not demonstrated:
  • Site is only text-based or technology features detract from content
  • No examples of hypertext, interactivity or customization features
 Use of technology is somewhat effective:
  • Site includes a few multisensory representations (graphics & text)
  • Limited access to concepts through hypertext, interactivity or customization features
 Use of technology is mostly effective:
  • Site includes a few multisensory representations  (graphics & text)
  • Use of hypertext, interactivity or customization features  enhances access to concepts
 Effective use of technology is demonstrated:
  • Effective use of multisensory representations (video, sound, graphics, text)
  • Access to concepts through hypertext, interactivity or customization features
Target Audience Resource is of limited use by adult learners as a tool to develop technology skills because it is primarily a K - 12 resource Resource is somewhat useful to one of the following types of adult learners as a tool to develop technology skills:
  • ABE
  • ESL
  • GED
  • Correctional Institutions
  • Special Education or Programs for people with disabilities
  • Family Literacy/Parenting
  • Workforce Education
 Resource is useful to more than one of the following types of adult learners as a tool to develop technology skills:
  • ABE
  • ESL
  • GED
  • Correctional Institutions
  • Special Education or Programs for people with disabilities
  • Family Literacy/Parenting
  • Workforce Education
 Resource is effective with a wide range of the following types of adult learners as a tool to develop technology skills:
  • ABE
  • ESL
  • GED
  • Correctional Institutions
  • Special Education or Programs for people with disabilities
  • Family Literacy/Parenting
  • Workforce Education
Quality of Content Site's content is not current, accurate or scholarly; there isn't a clear indication of authorship; site offers no bibliographic citations; it is not unique and content is easily available through regular distribution channels Site provides access to content that is somewhat current, accurate or scholarly but without a clear indication of authorship; there may not be bibliographic citations; content is not necessarily unique and is available through regular distribution channels Site provides access to content that is current, accurate and scholarly, and based upon research, when relevant, with a clear indication of authorship; it might include bibliographic citations; content might be available through regular distribution channels Site provides access to content that is current, accurate and scholarly, and based upon research, when relevant, with a clear indication of authorship including bibliographic citations, when relevant; unique content is not readily available through regular distribution channels
Accessibility Information is not presented at a level or in a style that is accessible to students to use either in class or independently due to:
  • No use of audio (for students with limited reading skills)
  • No use of video &/or graphics or iconic representations (for students with limited reading/language skills)
  • Literacy skill level required is not consistent with abilities of students
 Information is presented at a level or in a style that is somewhat accessible to students to use either in class or independently due to ONE of the following:
  • Use of audio (for students with limited reading skills)
  • Use of video &/or graphics or iconic representations (for students with limited reading/language skills)
  • Literacy skill level required is consistent with abilities of students
 Information is presented at a level or in a style that is accessible to students to use either in class or independently due to TWO of the following:
  • Use of audio (for students with limited reading skills)
  • Use of video &/or graphics or iconic representations (for students with limited reading/language skills)
  • Literacy skill level required is consistent with abilities of students
 Information is presented at a level or in a style that is very accessible to students to use either in class or independently due to ALL of the following:
  • Use of audio (for students with limited reading skills)
  • Use of video &/or graphics or iconic representations (for students with limited reading/language skills)
  • Literacy skill level required is consistent with abilities of students
Technology Skills Addressed Resource does not enable learner to acquire, process or manage information and/or facilitate development of technology skills in any of the following areas:
  • Basic Operations (Mouse, Keyboarding, File Management, Basic Troubleshooting, etc.)
  • Concepts (Legal and Ethical Behavior, Netiquette, etc.)
  • Productivity tools (Word Processing, Spreadsheets, Databases, etc.)
  • Presentation tools (Multimedia or Web Authoring)
  • Telecommunication tools (Email, Chat or Discussion Boards)
  • Research tools (Internet or Electronic Encyclopedias)
 Resource somewhat enables learner to acquire, process and manage information and/or facilitate development of technology skills in one or more of the following areas:
  • Basic Operations (Mouse, Keyboarding, File Management, Basic Troubleshooting, etc.)
  • Concepts (Legal and Ethical Behavior, Netiquette, etc.)
  • Productivity tools (Word Processing, Spreadsheets, Databases, etc.)
  • Presentation tools (Multimedia or Web Authoring)
  • Telecommunication tools (Email, Chat or Discussion Boards)
  • Research tools (Internet or Electronic Encyclopedias)
 Resource enables learner to acquire, process and manage information and/or facilitate development of technology skills in one or more of the following areas:
  • Basic Operations (Mouse, Keyboarding, File Management, Basic Troubleshooting, etc.)
  • Concepts (Legal and Ethical Behavior, Netiquette, etc.)
  • Productivity tools (Word Processing, Spreadsheets, Databases, etc.)
  • Presentation tools (Multimedia or Web Authoring)
  • Telecommunication tools (Email, Chat or Discussion Boards)
  • Research tools (Internet or Electronic Encyclopedias)
 Resource very effectively enables learner to acquire, process and manage information and/or facilitate development of technology skills in one or more of the following areas:
  • Basic Operations (Mouse, Keyboarding, File Management, Basic Troubleshooting, etc.)
  • Concepts (Legal and Ethical Behavior, Netiquette, etc.)
  • Productivity tools (Word Processing, Spreadsheets, Databases, etc.)
  • Presentation tools (Multimedia or Web Authoring)
  • Telecommunication tools (Email, Chat or Discussion Boards)
  • Research tools (Internet or Electronic Encyclopedias)
Use of Real World Situations Resource does not utilize real world situations or simulations to address technology skill development where students learn to use computers to acquire, organize and/or evaluate information in any of the following areas:
  • Finance or Purchases (addresses CASAS Consumer Economic competencies with use of databases, spreadsheets or Internet)
  • Correspondence (opportunity for collaboration / communication with others via email, chat or discussion boards)
  • Employment / Workplace (demonstrate simple keyboarding skills and file management strategies)
 Resource occasionally utilizes real world situations or simulations to address technology skill development where students learn to use computers to acquire, organize and/or evaluate information in one or more of the following areas:
  • Finance or Purchases (addresses CASAS Consumer Economic competencies with use of databases, spreadsheets or Internet)
  • Correspondence (opportunity for collaboration / communication with others via email, chat or discussion boards)
  • Employment / Workplace (demonstrate simple keyboarding skills and file management strategies)
 Resource utilizes real world situations or simulations to address technology skill development where students learn to use computers to acquire, organize and/or evaluate information in one or more of the following areas:
  • Finance or Purchases (addresses CASAS Consumer Economic competencies with use of databases, spreadsheets or Internet)
  • Correspondence (opportunity for collaboration / communication with others via email, chat or discussion boards)
  • Employment / Workplace (demonstrate simple keyboarding skills and file management strategies)
 Resource very effectively utilizes real world situations or simulations to address technology skill development where students learn to use computers to acquire, organize and/or evaluate information in one or more of the following areas:
  • Finance or Purchases (addresses CASAS Consumer Economic competencies with use of databases, spreadsheets or Internet)
  • Correspondence (opportunity for collaboration / communication with others via email, chat or discussion boards)
  • Employment / Workplace (demonstrate simple keyboarding skills and file management strategies)