|
|
|
|
|
|
|
|
Background is exceptionally attractive, consistent across pages, adds to the theme or purpose of the site, and does not detract from readability.
|
Background is attractive, consistent across pages, adds to the theme or purpose of the site, and does not detract from readability.
|
Background is consistent across pages and does not detract from readability.
|
Background detracts from the readability of the site.
|
|
|
The fonts are consistent, easy to read and point size varies appropriately for headings and text. Use of font styles (italic, bold, underline) is used consistently and improves readability.
|
The fonts are consistent, easy to read and point size varies appropriately for headings and text.
|
The fonts are consistent and point size varies appropriately for headings and text.
|
A wide variety of fonts, styles and point sizes was used.
|
|
|
This Web site has been tested and shown to work on both Macs and PCs and works in relatively current versions of Google AND Explorer.
|
This Web site has been tested and shown to work in relatively current versions of Googler AND Explorer on a Mac OR a PC.
|
This Web site has been tested and shown to work on both Macs and PCs but supports only one browser.
|
This Web site has not been tested OR supports only one browser on one platform.
|
|
|
Graphics are related to the theme/purpose of the site, are thoughtfully cropped, are of high quality and enhance reader interest or understanding.
|
Graphics are related to the theme/purpose of the site, are of good quality and enhance reader interest or understanding.
|
Graphics are related to the theme/purpose of the site, and are of good quality.
|
Graphics seem randomly chosen, are of low quality, OR distract the reader.
|
|
|
Music, audio clips and/or sounds are thoughtfully edited and used only where they add to reader understanding of the content or to make the site more accessible to persons with visual handicaps.
|
Music, audio clips and/or sounds are used only where they add to reader understanding of the content or to make the site more accessible to persons with visual handicaps.
|
Music, audio clips and/or sounds are thoughtfully edited and used, but 1 or 2 detracted from the overall site.
|
Music, audio clips and/or sounds were seemingly used randomly OR typically detracted from the overall site.
|
|
|
Every Web page contains a statement of authorship, school name, and date of publication/date last edited.
|
Almost all Web pages contain a statement of authorship, school name, and date of publication/date last edited.
|
Most (75-80%) Web pages contain a statement of authorship, school name, and date of publication/date last edited.
|
Several Web pages do not contain a statement of authorship, school name, and/or date of publication/date last edited.
|
|
|
All links point to high quality, up-to-date, credible sites.
|
Almost all links point to high quality, up-to-date, credible sites.
|
Most links point to high quality, up-to-date, credible sites.
|
Less than 3/4 of the links point to high quality, up-to-date, credible sites.
|
|
|
The site has a well-stated clear purpose and theme that is carried out throughout the site.
|
The site has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it.
|
The purpose and theme of the site is somewhat muddy or vague.
|
The site lacks a purpose and theme.
|
|
|
The Web site has an exceptionally attractive and usable layout. It is easy to locate all important elements. White space, graphic elements and/or alignment are used effectively to organize material.
|
The Web pages have an attractive and usable layout. It is easy to locate all important elements.
|
The Web pages have a usable layout, but may appear busy or boring. It is easy to locate most of the important elements.
|
The Web pages are cluttered looking or confusing. It is often difficult to locate important elements.
|
|
|
Links for navigation are clearly labeled, consistently placed, allow the reader to easily move from a page to related pages (forward and back), and take the reader where s/he expects to go. A user does not become lost.
|
Links for navigation are clearly labeled, allow the reader to easily move from a page to related pages (forward and back), and internal links take the reader where s/he expects to go. A user rarely becomes lost.
|
Links for navigation take the reader where s/he expects to go, but some needed links seem to be missing. A user sometimes gets lost.
|
Some links do not take the reader to the sites described. A user typically feels lost.
|
|
|
The author has made an exceptional attempt to make the content of this Web site interesting to the people for whom it is intended.
|
The author has tried to make the content of this Web site interesting to the people for whom it is intended.
|
The author has put lots of information in the Web site but there is little evidence that the person tried to present the information in an interesting way.
|
The author has provided only the minimum amount of information and has not transformed the information to make it more interesting to the audience (e.g., has only provided a list of links to the content of others).
|
|
|
The student has an exceptional understanding of the material included in the site and where to find additional information. Can easily answer questions about the content and procedures used to make the web site.
|
The student has a good understanding of the material included in the site. Can easily answer questions about the content and procedures used to make the web site.
|
The student has a fair understanding of the material included in the site. Can easily answer most questions about the content and procedures used to make the web site.
|
Student did not appear to learn much from this project. Cannot answer most questions about the content and the procedures used to make the web site.
|
|
|
|
|
|
|
|
|
Partners show respect for one another's ideas, divide the work fairly, and show a commitment to quality work and support for each other.
|
Partners show respect for one another's ideas and divide the work fairly. There is commitment by some members toward quality work and support of one another.
|
Partners show respect for one another's ideas and divide the work fairly. There is little evidence of a commitment toward quality work in the group.
|
Partners argue or are disrepectful of other's ideas and input. Criticism is not constructive nor is support offered. The work is mostly done by one or two people.
|
|
|
|
|
|
|
|
|
|
|
|
|
