Write a description of the material.
                 You will work step-by-step through the Web site filling in the Assessment Summary form along the way.
                                 First, bookmark this site so you can access it at anytime.
                                 Then, open the Assessment Summary form and save it to your computer. Leave the file
                                     open so that you can fill it in as you work through the Web site. (Remember to save the file
                                     often as you fill in the form.)
                                 After you read the information for each step, evaluate your materials and answer
                                     the corresponding question on the Assessment Summary form. [Note: you will work back
                                     and forth between the Web site and the Assessment Summary form — reading the information,
                                     then filling in the form.]
                      For students:
                                 Once you finish filling in the form, make sure you have saved the completed file to your computer. 
                                 Next, e-mail the completed file to your instructor as an attachment.

› Curriculum guides/workshop outlines

» Complete citation
   (for help, go to http://owl.english.purdue.edu/owl/resource/560/01/ then
   scroll down to the bottom of the page and click on the link for Reference    List:  Basic Rules and any other appropriate links listed)

» Size and description
   As appropriate, include number of sessions, length of sessions,
   components included in curriculum package (e.g., background info,
   handouts, session descriptions, AV material, evaluation forms, etc.),
   package format (e.g., notebook, online outline, box of materials, bound
   volumes, etc.)

» Content category or categories of materials
   Look at the Family Life Education Content Areas and choose the area
   and subtopic(s) that best fit this piece. If you choose parent Education,
   go to the National Extension Parent Education Model (or single page
   model) and choose the more specific category and specific parenting
   practice(s) that describe your material in addition to choosing the FLE
   content area.

» Philosophies or theoretical orientations of materials
   Many materials do not specifically state the theory or philosophy that
   guide their development, but it may be possible to determine the theories
   that formed the basis for the materials. Look for the authors that are cited
   in the materials and the assumptions that are made. It is possible that
   the materials are consistent with more than one approach, that no
   approach can be determined, or that conflicting approaches are used at
   different places. The approach may be related to general family theories
   or to parenting education theories.

» Target audience
   The target audience for the material may range between being vague and
   implied to being specifically and clearly stated. The more clearly a target
   audience is stated, the more likely it is that the material will be designed
   for that audience and the more likely it is that the audience will be
   attracted to the material. The target audience (whether implied or clearly
   stated) can include a broad range of people or be very narrow. The
   broader the target audience, the more people could potentially benefit
   from the material, but the less likely that the materials will be applicable
   in specific situations. The narrower the audience designation, the more
   likely it is that the material will meet their needs, but the smaller the
   potential audience.

  ›  Target audience characteristics
      · Target audience designation ratings

     vague, implied            moderate                clearly stated
       

      broad                          moderate             narrow, specific
       

      · Descripton of audience
        Age of adults or children, family make-up, family role,
        sex, income level, education level, nationality/ethnicity


 ›  Target facilitator characteristics
     What is the necessary background for a leader/facilitator
     for the curriculum?
      · Target audience designation ratings

     vague, implied           moderate                clearly stated
       

     broad                           moderate             narrow, specific
       

     · Description of intended facilitators
       Formal education, specific training, experience, and        personal characteristics

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