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Web Site Evaluation

Shirley Farrell University of Alabama

As partial credit for AIL 605 Interactive Multimedia Processes Dr. Margaret Rice

February 27, 2011

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Introduction The Internet provides incredible amounts of information at our fingertips and offers opportunities for any person to publish through web sites, blogs, wikis, etc. When an individual is looking for information, any search engine can return thousands to millions of possible links that contain the information. Who has time to read through every linked web site? One strategy to narrow the number of links is to evaluate the websites. If the author has not developed a web site that is easy to navigate and well-designed, should an individual spend additional time trying to decipher what information is available and where it is located? Through a simple web evaluation rubric, individuals can quickly evaluate a web site for design, credibility, and currency. If the web site scores high on the rubric, the person can read, bookmark, and recommend the web site with confidence. Evaluation Methods After researching several sources for high quality web site design evaluation, the author adapted information from two sources of web design criteria (Bitter, G., & Pierson, M., 2001; Clanton, 2008; McLachlan, 2002) to create a quick and easy rubric for web site evaluation. Once an individual becomes familiar with the criterion, a quick review of the home page can reveal if the site is worth the time to read and recommend to friends and colleagues. The criterion chosen for the rubric includes documentation, credibility and currency; content; audience appeal and suitability; ease of use, navigation, and accessibility; and graphic and multimedia design. Documentation, credibility and currency focuses on maintaining a website with author information and credentials documented and updated information with periodic updates. A quick review of the home page can easily indicate who developed the webpage and the currency of the information. Content examines the alignment of title, content,

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and links to convey a continuity of the information (Skaalid, 1997), clearly defined purpose and goals of the web site, use for various learning styles, freedom of stereotypes or racial biases, and correct usage of grammar. Audience appeal and suitability concentrates on the appropriateness of the general appearance, text, graphics, video, links, etc. for the focus audience. Ease of use, navigation, and accessibility reviews the use and functionality of links, content and availability of site maps. The last criteria studied is the graphic and multimedia design of the website which includes creating a stimulating environment to create an effective message with consistent design principles and building blocks of design on all pages and all graphics, video, sound, etc., are used to enhance the content (Bear 1997; Skaalid, 1999) and little to no interference with the advertisement. The author used this simple rubric to evaluate two educational websites. Although the websites are categorized as educational, both serve very different purposes. It may seem that the comparison is between apple and oranges, but the rubric does not evaluate the use of the content but the use or universal usability (Lynch & Horton, 2008) of the web site. This same rubric can be applied to all web pages regardless of whether an individual or group designed the site or paid an individual to design the site for them. Evaluation of Web Sites Two educational websites for teachers were chosen at random from a Google search. One web site provides multiple links to many other educational sites for teachers, Best Educational Sites (Best Ed.) located at http://www.bestedsites.com/ , and authored by Janice Berthiaume. The second web site is NASA Educators at http://www.nasa.gov/audience/foreducators/index.html, a section within the NASA education web pages and authored by Shelley Canright. Both websites focus on resources for teachers to use with lessons in their classrooms.

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The documentation, credibility and currency varies greatly between the two websites. The NASA teacher website displays the most recently updated materials with new information near the top of the page and is easily viewed in one quick glance of the page. The Best Education Sites page has a large welcome followed by categorical links organized in a linear list. There is no indication, at a quick glance, or after scrolling through the home page, what information is new. This web site was last updated four months ago. A series of commercial ads and information to advertise on the web site follows the links. Some of the advertisements actually look like the links. The Best Educational Site has several awards listed, which looks impressive. After researching the awards, these are stamp of approval awards granted after review of the applications for the awards. One award site clearly states that their award is not given to a site that only lists links. However, that is exactly what this website provides. The NASA website excels far above the Best Ed. website for content. Although the NASA site focuses on only one topic area, there is very little topic information on the Best Ed. Web site. Each section on NASA site contains a brief statement regarding the content of that link or resource, whereas the Best Ed website only provides a category and the title of the linking web site on their pages. No additional information regarding appropriate grade levels or ages, statement about content topics, or types of resources, such as lessons, games, simulations, etc. are provided. Even though the Best Ed. Website purpose is to provide many resources for teachers covering many topics or subject areas, the NASA website contains more resources on one topic and each page and linked pages invite the teacher to stay on the web site to discover what else is available. In addition, the NASA link provides an in-site page for teachers and students to develop their own content to share with others.

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The Best Ed. web site is too busy, inconsistent and the bouncing graphics obscures some information. An individual reviewing the web page would quickly hit the back button to find another web page that is easier to view. The NASA site uses a mixture of photos, graphics, and videos with applications (such as calendar) to enhance the content offered. The large number of worded sections on the NASA site may be overwhelming for some people who prefer a more simplistic website. The ease of use, navigation, and accessibility of the Best Ed. Site disappoints the user when trying to find resources. Although links are the main content of this site, an individual must go through two clicks before reaching useable content and many of the links are no longer current. Information is not well-organized, even with the semi-alphabetically listing. No site map or help features are provided. It is easy to tell this site is designed for elementary level teachers with the type of graphics used; however, teachers search for useable content, not to view a large number of graphics. [After clicking through the links to reach the off-site useable content does one know the age level appropriateness of the resources.] Many teachers do not have the time to investigate so many links. Category descriptions, organization of links by grade level and annotations of the resources would provide needed information and save time for users at this web site. The NASA site contains several types of site maps and navigation tools to help individuals find what they need in the shortest number of clicks. Several search links are strategically placed throughout the home page and linked pages. Most links are within site but even off-site links are appropriate and current. All content is appropriate for the audience of Kindergarten to higher education teachers.

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The NASA site implemented every design principle and building block within the website and linked pages to tie into the theme of space. The environment created is one of harmony and balance with every feature on the web pages. The background space and stars graphic sets the tone. The sectioned content placed on top of the graphic executes a balance of white space, graphics, fonts-size and color, mass, color, textures, contrast, and proximity to enhance the purpose of the site. To avoid overloading the website with detailed information, tabbed sections expand when the cursor hovers over it to reveal the additional information. Every design principle and building block ties into the theme of space and enhances the web page experience. On the opposite end of the scoring spectrum, the Best Ed. Site resembles a first attempt by an elementary child to create a web page. Too many graphics distract from the links. The users senses are overwhelmed by the many colors and font sizes used for the words. Black font color is seldom used. Balance and harmony are not obtained and makes an individual uncomfortable as they visit this site. The background graphic of lined paper is appropriate for teachers, but none of the words placed on the graphic fall onto the lines. Each linked page is different from every other page. Word to background color contrasts are not harmonious and some are difficult to view and read. Font sizes and colors are inconsistent within and between linked pages. Conclusion Although both websites provide resources for teachers to enhance and enrich their lessons, the NASA Educators website excels at providing an enjoyable experience to locate the resources. All links and resources are easy to find, even with the large number of items available. It takes too much effort to tolerate the poorly designed Best Ed. Website and patience to search the links for appropriate resources for age and ability level of students. With all the information

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available on the Internet, it is easier to find another web site than to slowly navigate through a poorly designed one. Appendix A
Date of Web Site Review: February 26, 2011 Criteria DOCUMENTATION, CREDIBILITY & CURRENCY Site author information is clearly stated, including name and contact information. Site author has provided credentials. Information sources are indicated, as necessary. Date of latest site revision is provided.________ New information is indicated. Out-dated material has been removed. CONTENT Site title represents content. Purpose or goals of site are clearly stated. Content can be used for various learning styles and intelligences. Site has links to other relevant sties. Content is free of stereotypes or bias. Correct grammar (spelling, language, punctuation) is used. AUDIENCE APPEAL AND SUITABILITY General appearance of site is appealing to target audience. Language is developmentally appropriate for target audience. Text and graphics are appropriate for target audience. EASE OF USE, NAVIGATION, AND ACCESSIBILITY Users can navigate through site without difficulty. Help features and site map are available and easy to access. Information is well organized. Links back to homepage are included on each succeeding page. Links to other sites are relevant. All links work. Directions given for downloading any needed plugins. GRAPHIC & MULTIMEDIA DESIGN Building blocks of design (lines, shapes, mass, texture, and color) supports the theme Rate each criteria and items using the following scoring system: 0- none, 1-few, 2- most, 3-all Best Educational Sites http://www.bestedsites.com/ 2 Last updated on October 31, 2010 Email on home page Advertisements at end Given 5 awards

2 Title does indicate links. Click several times before reaching useable content. End websites meets multiple learning styles and intelligences. Some links are not current.

1 Website has too many graphics, animated graphics, and bouncing graphics that distract from the main purpose of the site.

1 So many layers to get to useable content. Some links do not work. Information is not well organized. No site map. No help features. Two layers of within links and then all links take you off site. No content or information regarding links except categorical.

1 No continuity between home page and linked pages. Too many graphics & animated graphics. Some bounce all

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7
over the screen-very distracting. Different colors for text. Different size fonts. Background lined paper yet words not aligned to the school paper. Some lines of text in mixed colors- does not enhance. Too many colors for fonts and contrast of text color to background color is sometimes poor. Too much white space. No continuity between home page and all linked pages.

and tone. Basic principles of design (balance, proximity, alignment, repetition, contrast, and white space) supports theme, content, and multimedia elements (graphic, audio file, video file, etc.) Each graphic, audio file, video file, etc., serves a clear purpose and enhances the content, makes a significant contribution to the site and audience appropriate. Design creates stimulating environment. Design elements are consistent on all pages. Advertising is either nonexistent or does not interfere with content. Total scores

Adapted from Bitter, G., & Pierson, M., 2001; Clanton,2008; and McLachlan, 2002.

APPENDIX B
Date of Web Site Review: February 26, 2011 Criteria DOCUMENTATION, CREDIBILITY & CURRENCY Site author information is clearly stated, including name and contact information. Site author has provided credentials. Information sources are indicated, as necessary. Date of latest site revision is provided.________ New information is indicated. Out-dated material has been removed. CONTENT Site title represents content. Purpose or goals of site are clearly stated. Content can be used for various learning styles and intelligences. Site has links to other relevant sties. Content is free of stereotypes or bias. Correct grammar (spelling, language, punctuation) is used. AUDIENCE APPEAL AND SUITABILITY General appearance of site is appealing to target audience. Language is developmentally appropriate for target audience. Text and graphics are appropriate for target audience. Content of linked sites is appropriate for Rate each criteria and items using the following scoring system: 0- none, 1-few, 2- most, 3-all NASA Educators http://www.nasa.gov/audience/foreducators/index.html 3 Last updates on February 24, 2011

3 Variety of content on page. Information current, content free of bias. Links to Do-It-yourself content to share providing authentic audience for students to share

3 Words and photos or graphics appropriate. May be too wordy for students. A lot of content.

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target audience. EASE OF USE, NAVIGATION, AND ACCESSIBILITY Users can navigate through site without difficulty. Help features and site map are available and easy to access. Information is well organized. Links back to homepage are included on each succeeding page. Links to other sites are relevant. All links work. Directions given for downloading any needed plugins. GRAPHIC & MULTIMEDIA DESIGN Building blocks of design (lines, shapes, mass, texture, and color) supports the theme and tone. Basic principles of design (balance, proximity, alignment, repetition, contrast, and white space) supports theme, content, and multimedia elements (graphic, audio file, video file, etc.) Each graphic, audio file, video file, etc., serves a clear purpose and enhances the content, makes a significant contribution to the site and audience appropriate. Design creates stimulating environment. Design elements are consistent on all pages. Advertising is either nonexistent or does not interfere with content. Total scores

2.5 Graphics and words enhance links. All links work within site and outside site links work. Well-organized info. One negative link is that the Home link takes an individual back to the NASA education page and not to the teacher education page.

3 Great use of building blocks and basic design principles. Great use of color, background design and balance of columns, graphics, text, etc. no sounds.

14.5

Adapted from Bitter, G., & Pierson, M., 2001; Clanton,2008; and McLachlan, 2002.

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Bibliography Bear, J. H. (1997). Graphic Design Basics The elements and principles of graphic design used in desktop publishing. (about.com Guide,) Retrieved 2 19, 2011, from http://desktoppub.about.com/cs/graphicdesign/a/designbasics.htm. Bitter, G., & Pierson, M. (2001). Using technology in the classroom (5th ed.). Boston, MA: Allyn & Bacon, p. 141

Clanton, J. (2008). 5 questions to ask when evaluating web site design. (Design Pepper). Downloaded on February 26, 2011 from http://designpepper.com/blog/post/5-questions-to-askwhen-evaluating-a-web-site-design/

Lynch, P. & Horton, S. (2008). Web Style Guide: Basic design principles for creating Web sites, 3rd ed. New Haven: Yale University Press. McLachlan, K. 2002. WWW CyberGuide Ratings for Web Site Design. Adventures of Cyberbee: Web Design, downloaded on 2/19/11 from http://www.cyberbee.com/design.pdf . Skaalid, B. (1999). Web design for instruction: Research based guidelines. (College of Education, University of Saskatchewan). http://www.usask.ca/education/coursework/skaalid/index.htm.