Rubric for Portfolio created in Advanced Computer Applications Selinsgrove Area High School- Business Department This rubric for grading the websites of students is based on principles of website design found at the Yale Medical School site and has been a guide for institutional instruction in website design for over 10 years. Grading scale 10 - Completed requirement for this element, at times above what was asked for. 5-7- Made a noble attempt to complete requirements but fell short in at least one element area.(see comments)1- 4 Needs improvement.
Planning	Score	Description of Requirement	Comments
	10	Student completed a flowchart or storyboard of the proposed site, showing he/she carefully planned elements and thought out the design, before starting to build the site. A list of elements for the portfolio accompanied the flowchart.
Structure
	10	Website contains no less than five pages; an index page, and four other pages (complete with at least one link per sub-page) clearly identified in the navigation bar and consistent between pages. Each page has a title.
Design
	10	Contains a logo, banner, and short introduction that clearly identifies the purpose of the site.
	10	The site contains at least two graphics (buttons or picture) constructed as an original and an edited existing graphic, in Fireworks or another graphics program.
	10	All end-of-page navigation is consistent and leads either back to top of page, back to previous page, or back to home page. There are no dead end pages. Consistently states the author, author's institutional affiliations, revision date, and at least one link to a local home page. (This is the update information on each page)
	10	Source and attribution information clearly stated for all graphics. Borrowed graphics have permissions from original author and follows Fair Use Copyright guidelines.
Usability
	10	Navigation has a consistent user interface; easy to see and use. Navigation allows quick and logical access to other pages.
	10	A minimum of scrolling is needed to view each page; designed for 'above the fold' (unless the page is content rich).
	10	Editorial and font conventions remain consistent. High editorial standards are adhered to.
	10	Evidence of functional stability. (Everything works!)
	10	The site is designed for disadvantaged and low-end users with 'ALT' tags used for all graphics.
	10	Information is organized sequentially or logical in obvious relationship structures.

The following checklist addresses Standards in one of three areas; Local, State, National and is based on performance / completion.

Information Literacy Skills
	10	Student demonstrated information literacy --Accessed, evaluated, and used information efficiently and effectively, accurately and creatively; used time wisely.
	10	Demonstrated the ability for independent learning by pursuing information related to personal interests, showing creative expressions of information.
	10	Demonstrated a positive contribution to school or community
Computer Literacy skills 20	20	-Save files in an organized and structured way -Scan pictures and files, name files for use in the portfolio -Use a digital camera -Use drawing and paint tools in word processing AND in a graphics program -Import text and pictures -Import/Convert files to html from a variety of formats -Generate and save sounds, video -Connect information through hyperlinks -Plan a complex product -Publish - CD
Contents required
	10	Minimum of four web pages, connected, and stored on CD. Writing samples (3), Resume, … based on State and local writing standards.
	10	Reflection .. Distinct point with ideas developed through experience, examples, explanations; ordered and developed paragraphs; using a variety of words and sentence structures; grammar and spelling correct.
	10	Original graphic, edited graphics, animated graphic

If a category is not clear, please ask for verification before your due date.

Standards addressed – teacher checklist

NETS	Example:
Students used technology to… enhance learning, increase productivity, and promote creativity.
Students used productivity tools to prepare publications, and produce other creative works.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Students use technology resources for solving problems and making informed decisions.
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
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