Comments

Overall Visual Appeal- 3/4 I think the colors are very hard to look at. Also some of the pictures look like they are just fillers found off the first page of Google. I do like some of the pictures though. 

Navigation & Flow- 4/4 Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them. Lots of pictures to follow down.

Mechanical Aspects- 2/2 There are no notable problems with any of the links. 

Motivational Effectiveness of Introduction-2/2 The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.

Cognitive Effectiveness of the Introduction- 1/2 The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.

Connection of Task to Standards- 4/4 The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards.

Cognitive Level of the Task 3/6 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.

Clarity of Process- 4/4 Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.

Scaffolding of Process 3/6 Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task.

Some of the activities do not relate specifically to the accomplishment of the task.

Richness of Process 0/2 Few steps, no separate roles assigned.

Relevance & Quantity of Resources 2/4 There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.

Quality of 

Resources 2/4 S

ome links carry information not ordinarily found in a classroom. 

Clarity of Evaluation Criteria 6/6 

Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors.

The evaluation instrument clearly measures what students must know and be able to do to accomplish the task.