Web Page Project Guide...............................................................See: How to research on the web

.............Also See: Teacher's Help

This rubric will be used by the instructor to grade the design aspects of your web page project.
You can use this rubric to see what is expected for an A+!

Page Design and Visual Aspects
(i.e., Overall Look of the Page -
Will Web Surfers Stop to Look Further?)		 Terrific!
(Advanced)		 Good! J
(Proficient)		 Okay K
(Partially Proficient)		 You can
do better L
(Unsatisfactory)
Effective spacing and placement

Main points near top, Easily used navigational buttons and/or TOC, Clear purpose to page.

Main points near top, Spaces between navigation subjects and/or other separators, Clear purpose to page.

 Sometimes main points are near the top, Other times not entirely clear what the page is about. Disorganized, Hard to tell where you are, What the page is about.
Titles and Headings

Correct, effective title, headings and subheadings placed where appropriate.

 Titles, Headings, and subheadings, but more needed. Titles OR Headings OR Subheadings, but much could be added for clarity. Titles, Headings, Subheadings, not evident.
Visuals (pix, diagrams)  Neat, informative, appropriate - including size, background, hidden title, files named appropriately. Some visuals, relevant and appropriate, but some inconsistencies, or more needed. Some visuals, relevant or appropriate, but not enough to be useful, or sized poorly, or placed uselessly. No visuals, just text, OR any visuals irrelevant or inappropriate.
Captions Visuals clearly labeled and captioned, relevant and referred to in text. Visuals clearly labeled OR captioned OR referred to in text, but not entirely consistent. Visuals labeled OR captioned OR referred to in text, but very inconsistently and often not clearly, and certainly not throughout site. No captions, labels, or contextual references, or hardly any and those not useful.
Aesthetics Easy to read, aesthetically pleasing. Pleasing color choices, Balance, Contrast, not busy but not bland. Lacking one or two factors optimally, but otherwise nice to look at and, above all, easy to read. Lacking several of the optimal factors, but not overly difficult to read. Stark colors, making it hard to read or follow, jarring color use, business, OR lack of contrast, blandness, black-on-white for no contextual or practical reason.
Audience Analysis & Adaptation Terrific!
(Advanced)		 Good! J

(Proficient)

 Okay K

(Partially Proficient)

 You can
do better L (Unsatisfactory)
Topic Appropriate for intended audience. Mostly appropriate for intended audience, but could be made a little more so. Not especially appropriate for intended audience. Totally Inappropriate for intended audience.
Terms (jargon, technical, scientific) Defined Potentially unfamiliar terms defined/linked. Liberal and appropriate use of links for explaining those terms. Terms defined, links used, but a few more would be useful. Some terms defined, no links, or maybe one or two. Potentially unfamiliar and confusing terms left to reader to figure out.
Details Appropriate details for audience. Basic explanations offered for the quick visitor, more detail available, through sidebars or links. Appropriate details but not quite enough choice or casual visitor may not be drawn in. Not enough detail, but good where provided. Not enough details (too general) or way too many details (verbosity, verbosity, all is verbosity!)
Purpose Clear purpose. Limited subject. Stays within clear boundary of intent. Clear purpose and limited subject, with occasional wandering. An attempt at nailing down a purpose, or a subject, but kind of like nailing Jell-O® to a wall. No clear purpose.  (Blah, blah, blah')
Mechanics Terrific! (Advanced) Good! J

(Proficient)

 Okay K

(Partially Proficient)

 You can
do better L (Unsatisfactory)
Spelling, Communication Correct spelling, clear sentences, word choice, verb tense agreement. Obviously proofread! One or two mistakes on a web page, depending on amount of text. Spelling mistakes appear related to lack of proofreading. No evidence of spellchecking, proofreading, or any attempt to write with clarity.
Paragraphs Sections Clear, well constructed & complete paragraphs/sections. The occasional structural mistake, but easy to follow anyway. Some poor structure, organization, but not enough to make the site unusable. Random placement of information with no real structure.
Links Links accurate, embedded, size & color appropriate, relevant, varied, both internal & www. Internal Links facilitate moving through the site intuitively. Internal Links facilitate moving through the site intuitively.  Could maybe use more external links, or one is a dead link. Some clumsiness in moving through the site with the internal links, some dead external links, links not embedded. Movement through site either impossible or counterintuitive in the extreme. No WWW links, or irrelevant or inappropriate links.

How to research on the web:

  1. Follow the instructor's criteria for choosing a subject.
  2. Engage one or more search engines:

            Google
            Yahoo
            Metacrawler
            WebCrawler
            Lycos   
            There are many more, including the Search button on your browser.

            The more specific you are in the subject area, the fewer hits you'll get on unrelated sites.
            Practice will improve your skills, so don't be afraid to try different ways of stating your subject.

  1. Follow instructions on How to Make a Web Page in Microsoft WORD.
     Learn How to make "Screen Shots"
  2. Save your URLs on a separate page of links as you find them.  Be sure to title or describe them so that you know what they are when you try to find a particular site again.   You will turn in that page of links along with your project.
  3. Turn in your web page on a floppy disk, or on the network, as the instructor directs.

Teacher's Help

  • The purpose of this rubric is to assess the design of the web page.  The question here is: "Is this a Good Web Page?" not "Is this good science?" or "Are these facts correct?"  Grading the content requires another rubric or grading method entirely.
     
  • This rubric is designed without a numbered grading system to make it possible for you to use whatever grading interpretation you prefer.
     
  • This rubric is designed to be available to the students as soon as they are assigned to do a web page project.
     
  • Examples of what you, the teacher, think is a good web site should be shown the students.  It's probably not worth your while to show what you think are bad web sites, but be sure to stay in touch with what the students are producing so that time is not wasted on something inappropriate or ineffective in the extreme.

Updated 10/10/05