Indicators for "Publishable Quality" Instructional Websites

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These indicators are taken from the rubic developed for the LInC Course (http://www-ed.fnal.gov/lincon/el_project_rubric.shtml).

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Engaged Learning Pedagogy - the web pages for students -

1. start on the project by offering a task or situation that piques their curiosity in the project (invitation to learn / hook)
2. come up with questions, concerns, issues, hypotheses, or problem-solving suggestions that guide their investigation and overall participation in the project

1. control their own learning; web site provides links and challenges so they can make their own choices for how to proceed and engage at their own pace
2. determine the topic, aspect of topic, problem, or issue about topic to be investigated
3. ask and answer their own questions
4. explore concepts, principles
5. develop skills needed to complete the project
6. collect and compile data, gather information
7. do hands-on experimentation or application of concepts
8. analyse and synthesize data and information
9. produce original work (data, information, analysis, conclusions)
10. work in collaborative groups

1. have students discuss ideas; brainstorm; problem-solve
2. provide ongoing feedback/advice for completing activity/project
   (teacher as coach)

Use of Internet

1. Project would not be feasible or as effective without the Internet (Info or resources not available, collaborators have different skills, knowledge, experience, perspective or geography than exists locally)

1. links to useful places/sites that provide needed information to complete project
2. links to places/sites provide needed skill development to complete project (e.g., a procedure or activity that provides information for "how to")
3. links to datasets that are updated (if the projects involve data)

1. communicate with experts (Q & A, or longer term mentoring)
2. communicate with other classrooms (Q & A, or longer term mentoring)
3. collaborate with other classrooms
   ex - shared and compared data collection
4. communicate data, links, and/or useful information to a wider audience than just the teacher in the form of a presentation or product (e.g., to other people who may be interested in project findings)
5. publish data, links, and/or useful information for others online (e.g. present analysis and conclusions online)

Curriculum/Content

1. addresses one or more of the national teaching, assessment, and content standards in one or more disciplines
2. includes skills and/or content from more than one discipline.

1. meaningful; task advances students' knowledge/understanding of an important concept/principle
2. real-world, relevant to students/participants

1. skills, especially those that require technology, are grade level appropriate
2. content is appropriate (understandable) by students/participants at the designated grade levels

Assessment

1. strategies are used to assess students' prior understandings related to the project content and their previous skill development

1. learner outcomes, activities, and assessment rubric for the project are consistent with each other (i.e. The project activities help students/participants accomplish the learner outcomes. The assessment rubric relates to the learner outcomes).
2. mechanisms are in place for frequent assessment of student progress; students are provided feedback
3. students have opportunities to reflect on their progress (e.g., discussions, journal entries)

C. Grading:

1. students/particpants have opportunities to review rubrics or other grading procedures
2. students'/participants' final grade on the project/activities is based on their overall performance (e.g., performance-based, "authentic" assessment)

Page Design

1. colors and patterns enhance readability rather than detract from or make it difficult to read
2. page is not cluttered with text; balanced layout, sufficient whitespace
3. pages use the given templates, header and footer information is filled in (including TITLE for bookmarks)
4. web pages for students/participants have a consistent look and feel
5. graphics work (they are not broken)
6. graphics/photos are engaging
7. graphics/photos do not take too long to load
8. graphics enhance the text rather than are perfunctory (e.g., graphics are logos/symbols that highlight functions or content)
9. animated gifs stop after a few cycles
   

1. headings and subheadings are clear, enhance readability
2. changes in text size and color are used sparingly to enhance understanding
3. text is well-organized, easy to follow
4. text is grammatically correct with no spelling errors
5. text is well written, clear
6. student/participant pages are directed at students/participants
7. observes copyrights and citations

1. links work
2. consistent navigation bars provide links among pages
3. links have good names and/or annotation; they don't say "click here"

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