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Teoria Music Theory Webpage Evaluation Form

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Special thanks and credit to Cyberbee for the use of their model.

The Cyberbee tool has been adapted by Kristen A. Albert
for use in EDUC 632.


Title:  Online Music Theory Reference by Jose Rodriguez Alvira

Subject:  Music Theory                


Grade level:  Middle School or High School

Objective for the use of this site:  Online Music Theory Reference


The information on this website can be used as a supplement for a Music Theory class.  Students can use the information and exercises to practice and review music theory concepts taught in class.  

My Rating for this website 

    face face face face     =   97 points




1. Speed


  • The home page downloads efficiently enough to use during whole class instruction.

 5  No problem downloading the web pages.  My computer uses a dial up modem and the time to load the webpage appeared reasonable.

  • The home page downloads efficiently enough to keep students on task during independent/small group study.

 5  No problem downloading the web pages.  My computer uses a dial up modem and the time to load the webpage appeared reasonable.


2.  First Impression/General Appearance


  • The homepage is designed attractively and will entice my students to further exploration.

 4  The web pages were functional and provided the necessary information in the activity.  There were no eye catching images to make the program appear dazzling.

  • The homepage is designed clearly enough to be successfully manipulated by my intended users.

 5   The screens were simple to view which made it easy to manipulate the program with little frustration.


3.  Ease of Site Navigation


  • My students will be able to move from page to page, link to link, item to item with ease, without getting lost or confused.

 5  No problem.  The program was very simple to move from page, link, or topic.

  • All links are clearly labeled and serve an easily identified purpose.

 4  The links were not clearly labled as a link.  However, the index menu works similar to windows explorer, outlook express.  One clicks on the name and a submenu appears.  The student can then select the item they wish to explore.

  • Links provided to other pages and sites operate efficiently enough to keep my students on task.

 3  The links I tested worked about the same as any other program on the internet.  The type of internet connection determines how fast the links to other websites will load.


4.  Use of Graphics/Sounds/Videos


  • The graphics/sounds/videos are clearly labeled and clearly identified.

 4  The sound examples were labeled with a speaker icon which the student clisks to hear the music.

  • The graphics/sounds/videos serve a clear purpose appropriate for my intended audience.

 4  The sound examples correlated with the musical concept in the lesson.  For example, discussion about a whole tone scale had a sound clip of the whole tone scale for the student to hear.

  • The graphics/sounds.videos will aid my students in reaching the desired objectives for using this site.

 4  The sound examples met the objectives of the site.  The information is clearly presented and supported with sound examples for the musical concepts discussed.  The information of the site would reinforcement information taught in the classroom.


5.  Content/Information


  • This site offers a wealth of information related to my stated objectives.

  3  The site provides a fair amount of information that would reinforce material taught in the classroom.

  • The information is clearly labeled and organized, and will be easily understood by my students.

  4  The information is well organized by topic and subtopics in the menu.

  • The content of linked sites is worthwhile and appropriate for my intended audience.

  2  There were not many other sites linked to this website.  However, the information in the site is sufficient to meet the objective of having a supplemental reference outside the classroom.

  • The website is free of advertising that may be inappropriate for my intended audience.

  5  There were no advertisements on this website other than the Teoria's offer for a free download demo of their music theory program.

  • The content of linked sites adds to the value of this site for achieving my instructional goals.

  5  The website has a separate links page that contains numerous links to other music education, music history, and music related web sites.

  • The information providers are clearly identified.

  5  The name of the provider is clearly identified on the website.

  • The information providers are reliable.

  5  Jose Rodriguez Alvira is a professor at the Conservatory of Music of Puerto Rico.  His Teoria website was among the top 20 music theory sites listed by

  • The content is free of bias.  (or)
  • The content's bias is recognized as acceptable.

  5  No bias at this website.

  • The site provides interactivity which increases its instructional value.

  5  Definitely.  A theory interval exercise give a question which the student must answer.  The program indicates correct or incorrect answers, allows the student to try again, or ask for the correct answer.  In addition, the program keeps track of the correct and incorrect answers along with a percentile rating of the questions answered correctly.


6. Currency


  • The site was recently revised.

  5   Yes.  Latest date shown was April 2003


7.  Availability of Further Information


  • A contact person or address is readily available.

          5    Yes.  An email address is available.

  • There is evidence that the author is a qualified expert.

          5     Yes.  The qualifications of Jose Rodriguez Alvira are posted on the website.


Add the total number of points awarded to this site and determine your overall rating.
For any specific category that did not apply to this site, deduct five points from the total possible points.

         face face face face face        =

110-101 points
This site is well-designed and meets my instructional goals so effectively that I can provide my students with general instruction and allow free exploration.

       face face face face =   97 points

100- 86 points
This site contains good material but a site map with specific directions will assist my students in reaching my stated objective.

     face face face =

85-71 points
This site contains infomration that will make stops at designated points worthwhile, but students will need more structured guidance in order to reach instructional goals.  A list of bookmarks to specific pages and/or links is advisable, as is frequent discussion of student progress.

   face face =

70-56 points
Although useful information exists at this site, its most effective contribution to my objectives will be in whole-class instruction where I can guide exploration and keep students on task.

face     =

55-41 points
This site contains a few pieces of information that make it a possible alternative when other sources are not readily available.  Supervised student use is advised.