The following criteria should be considered when evaluating World Wide Web
sites for relevancy to the Queensland curriculum, however it is not expected
that responses to all criteria are included in the final review. It is imperative
to be aware of the Internet as a volatile continually changing environment.
World Wide Web (WWW) sites are not always stable and therefore should not
be quoted as an ongoing source without constant revision and evaluation.
It is also necessary to apply critical evaluation skills to all information
located on the Internet as many sites are the equivalent of 'vanity' publishing.
Information may be published on the net without the support and acknowledgment
of the respective trade industry, professional body or organisation.
It is important to ascertain if the site at any of the levels checked has links that either:
- contravene the Education Queensland Internet Acceptable Use Policy
- lead to sites that are inappropriate or illegal
Such websites must be logged as soon as possible for blocking with the Managed
Internet Service Filtering Officer based at ICTs and Learning, Coorparoo.
To request a site be blocked, log into the MIS Portal
(new window), then go to Administration>>Manage School>>Content
Filtering. Fill in the details of your request and click the Send button.
The form will be submitted to the MIS Filtering Officer who will evaluate
your request against a set of criteria.
Criteria to be addressed include:
- Content/Authority
- is the site the original source of information or has the information been extracted from
another WWW site or from a different format such as a print resource, etc.?
- is the information provided fact or opinion?
- is the site a direct source of information or does it serve as a directory of links to other
sites?
- are the information sources/providers stated?
- can the information be verified?
- are spelling and grammar accurate?
- is the site unique?
- is the site of a commercial nature?
- Scope
Consider:
- breadth of subject coverage - is it extensive or is it an overview?
- depth of subject coverage - how much detail is provided?
- does the information have long term usage/relevance or a limited lifespan?
- Currency
Consider:
- date of creation of the web site
- date of modifications
- evidence of ongoing maintenance/regular updates
- currency of information provided (links to other sites, terminology used, etc.)
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- Format
Consider:
- is the site interesting to look at and explore?
- is the site easy to use and navigate?
- are different versions of the site available to suit differing needs of users?
- graphics/text only versions
- ftp access
- gopher access
- telnet
- does the site require other software to enable maximum usage?, e.g.
- plug-ins
- shockwave
- adobe reader
- audio player
- coolfusion - avi plug-in
- quicksilver - graphics viewer
- does the site load quickly (response time)?
- is sound a feature of the site?
- is the size of files clearly stated?
- is the information available in other formats, print, CD-ROM other WWW sites?
- consider the continuum of information on the site as opposed to the continuum in other formats
- does the information have all the features of the original format (where applicable)
- does the appearance of the site add to the value of the information or distract from it?
- is the intent of the site clearly stated?
- does the format add value to the information (would it be better delivered in another format, e.g. CD-ROM, print, etc.)
- have concepts of good graphic design/layout been applied?
- have appropriate icons and buttons been used?
- is the layout consistent throughout the site?
- are fonts and typefaces consistent throughout the site?
- is feedback encouraged?
- can the site be customised?
- restricting information to user level
- appearance of site
- Organisation
- is the information organised appropriately for the type of information?
- chronological for historical
- geographical for a regional resource
- are menus provided within the site?
- is a table of contents or a directory structure in place?
- Navigation
- does the site cater for the use of a variety of browsers/software?
- can it be accessed with standard hardware?
- is a subscription service applicable?
- is a password necessary?
- are there network requirements for access to the site?
- are any other charges applicable, e.g. traffic charges?
- are navigational icons available on each page?
- is an email address provided for the webmaster?
- Target Audience
- who are intended users of the site/information provided?
- which student year level is the information relevant to?
- is text pitched at the intended level?
- is it suitable for users with disabilities?
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- Search Tools
- is a search engine provided on the site?
- how easy is it to retrieve information?
- are search tips and examples available?
- how effective is the search facility?
- is ranking of search results available?
- what does the search engine index?
- all text
- titles
- abstracts, etc.
- can searching be restricted to nominated fields
- are boolean operators used?
- is phrase searching supported?
- is nested boolean logic supported?
- Hypertext Links
- are the links to other sites appropriate?
- do all of the links work?
- are the links supported by an explanation?
- could links be provided to other known sites?
- are there too many links?
- do the links help or hinder the value of information provided?
- Interactivity
- does the site have an associated listserv, bulletin board or newsgroup?
- if so is support documentation provided?, e.g.
- how to subscribe/join
- how to unsubscribe
- the type of information listed
- etiquette of usage
- Reviews
- has the site been reviewed elsewhere on the net?, e.g. Excite, Magellan
- can other references be provided?
- Curriculum Application
- which National Curriculum Area does the site support?
- how does the site support the curriculum?
- how can the site be utilised by teachers and/or students to enhance the learning and teaching process
- Metadata
- does the source file contain meta-information?
- is the meta-information accurate?
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Last updated: August 2003
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