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.

› Web sites

» 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:  Electronic Sources)

» Size and description
   As appropriate, describe the buttons available (i.e., the categorizations of
   the material), the number of levels of the material, and kinds of outside
   links included

» Content category or categories of materials on the site
   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
   Note that web pages are easily available to the world, so targeting the
   audience will not result in exclusive access unless a subscription is
   required. But the site can work to attract a particular group. 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, although a narrow
   target audience would not be reached best by a web-based approach.
   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 designation ratings

vague, implied                  moderate                clearly stated
       

broad                                  moderate               narrow, specific
       

› Target audience characteristics
    Age of adults or children, family make-up, family role,
    sex, income level, education level, nationality/ethnicity

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