An Evaluation Checklist for Educational Web Sites
Educational Web Resource Evaluation Checklist
PART I - ONLINE FEATURES, STUDENT ACTION
- The online resource facilitates person-to-person interactivity and increased understanding through the use of telecommunications.
- Student communications and contributions are screened before being posted to the site.
- Learners are able to link to additional online resources that provide related information or examples and support the learning objectives of the program.
- A reliable authority is cited for all information.
- The online resource is stable and is regularly updated to maintain the reliability and timeliness of data.
- The online site provides ways for learners to share and display their work.
- There is support for the development of a variety of student projects.
- There are online forms for student data input or collection.
PART II - ONLINE FEATURES, INTERFACE
- The site is both rich in content and aesthetically pleasing. Text is easy to read, and graphics enhance the basic instructional design of the site.
- Learners can navigate easily through the Web site.
- The online resource is well structured. It provides easy access to the content and supports user control through elements such as a searchable index, a site locator map, or help screens.
- The online resource is designed to conserve bandwidth demands. It incorporates new features of the World Wide Web to increase the learning experience, not simply to display the developer's programming virtuosity.
- There are clear directions for loading and installing plug-ins or helper applications necessary for the optimal use of the site.
PART III - CURRICULAR DESIGN
- The instructional objectives and content of the program provide a very high degree of correlation to curriculum content appropriate for the targeted student group and to national content and performance standards.
- Program objectives are clearly stated and well implemented, and they are obvious and relevant to teacher and learner.
- The online resource addresses the needs of English learners by such tactics as providing alternative pages.
PART IV - PROGRAM DESIGN
- The site's use of the unique features of the Internet (i.e., communication, information access, information timeliness, and contribution) promote a significantly deeper and broader understanding of ideas, concepts, and theories than would be possible with more traditional instructional materials.
- Online email groups, conferences, newsletters, or Web sites offer opportunities for teachers to share their opinions and experiences in using the program and their suggestions for classroom activities.
- The program is without cultural, gender or racial bias in content and format, nor does it use demeaning labels or stereotyping of the elderly, the disabled, or any other group.
PART V - INSTRUCTIONAL DESIGN
- The online resource accommodates multiple modalities and learning styles.
- The site contains suggestions for varied offline activities.
- Various points of view are represented in the program when appropriate.
- The online resource stimulates student creativity and imagination.
- The resource facilitates independent investigations as well as cooperative group work.
- The program encourages learners to formulate strategies and offers opportunities to develop critical thinking and information management skills.
INSTRUCTIONAL SUPPORT MATERIALS
- Support materials contain suggested student activities, specific objectives, management strategies, program descriptions, a project timeline, and an online address for additional help.
- The online resource contains templates or examples of performance assessment strategies that are well designed and simple to implement as well as corresponding samples of evaluation criteria.
- Resources are provided for the teacher to facilitate the development of student products to be shared online.
- Strategies for using the resource with English learners or students with special needs are provided in the support materials.
- Support materials contain suggestions for parent and community involvement.
This evaluation criteria were developed at EDSOasis (now at Classroom Connect) and offered from ISTE as a Copy-Me page from Learning and Leading with Technology, September 1977.
These criteria could also be adapted to student projects. Altogether, the set is comprehensive.
We would place more emphasis on the unique features of the Internet, such as the capability to view heretofore inaccessible information or to model tasks which cannot be conducted in the real world.
If you know of better checklists, please let us know.