**1. Introduction**

The twenty-first century has been now called the Internet Age which is greatly affected by the various computerized multimedia technologies, such as the Internet. With the wide range of interactive computer and Web technologies, it tends to produce more effective methods of transferring skills and knowledge than the traditional lecture-style approaches. For example, the professors can integrate notes, graphics, diagrams, full-motion video segments, audio segments, and hyper link texts and materials into a comprehensive website as a cognitive and

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motivational tool to facilitate teaching and learning. In addition, the students can acquire and construct knowledge and skills by accessing their learning performance and take part in discussing with instant feedbacks [1].

In the way of online learning theory and application, teachers and students can get advantages from flexible teaching and learning, and make much progress step by step. Teachers easily get the feedback by students' on-line questions and reply the answers to students as soon as possible. Besides, setting up the instructional websites from teachers by professional knowl‐ edge and skills makes effective responses for the demands by students. Eventually, teachers and students get the win-win advantages for each other from such a valid and cognitive system. However, educational curriculum designers and faculty face great challenges and potentials by new teaching experiences. More and more researches have focused on teaching and learning characteristics, learning styles, and interactions between teachers and students about Web-based instructional setting. Nowadays, it has become the greatest concern for all the teachers on what the criteria should be and how to design and evaluate an effective and interactive Web-based instructional setting. We have seen in the cases presented that clearly articulated assessment strategies are vital to the effective design of online courses and programs. The peer assessment case demonstrates a program-level solution to the need to provide a tool that assesses professional skills in group-level and individual-level performance within an online context. McCracken, Cho, Sharif, Wilson, and Miller [2] made a conclusion that "it presented that clearly articulated assessment strategies are vital to the effective design of online courses and programs. The peer assessment case demonstrates a program-level solution to the need to provide a tool that assesses professional skills in group-level and individual-level performance within an online context." Therefore, the more requirement for e-learning environments grows in higher education, the more needs for website application of learning and educational assessment strategy theory to design, develop, and deliver in elearning environments.

Graff [3] pointed out that "evaluation feedback from participants indicated that each online task was rated positively." And Smith [4] made a comment that "it is suggested that as instructors make the transition from traditional to blended/online instruction, they consider jettisoning the traditional essay requirement and replace it with some form of 'assignment essay/peer review' system such as the one described. Contemporary Learning Management Systems facilitate peer review and peer assessment approaches in ways that were not available in traditional offline education." Somehow, doing the assessment study should consider that there are numerous limitations on how to learn performance that is evaluated by assessment theories and skills. The patterns as online testing show are usually in the form of multiple choice questions without any essay type of learning assessment. Most of the reasons for offering multiple choice tasks in e-learning are for the sake of ease of implementation and ease of managing learners' replies.

The study purposes were to establish a set of criteria for assessing instructional websites by using instructors' and students' perception of current experiences in instructional websites specifically for undergraduate- and graduate- level courses in order to meet the following objectives: collecting and understanding the settings and operating rules of the present instructional websites, analyzing and developing the updated policies of the instructional websites, exploring the users' and designers' perceptions, and providing tips for building an effective instructional website. Web evaluation criteria include ideas for incorporating Web evaluation into the curricula that promote information literacy. In particular, we intended to explore five-section criteria related to the website evaluation. The five criteria were (1) website material development, (2) website graphic design, (3) website interface, (4) website commu‐ nication interaction, and (5) website system.

The study measures included collecting and reviewing reference papers related to instruc‐ tional websites, analyzing and inducting the websites' advantages and disadvantages, interviewing experts, and analyzing evaluation of e-learning website. During the study period, the research targets covered 33 instructors who established their own instructional websites at the first semester of the academic year 2013 at National Yunlin University of Science and Technology, 35 teachers who participated in the teacher workshop of research methods for teachers of science and technology in south Taiwan, and 240 college students of the National Yunlin University of Science and Technology. From the participants' responses of the survey questionnaires, the most essential features and characteristics required for a quality instruc‐ tional website were concluded as the assessment guidelines of an instructional website.

The expert group had revised the assessment guidelines of instructional websites twice, and the effectiveness of the guidelines was high. From the analysis of data collected, it was found that the items of indexes for the assessment guidelines of instructional websites were recog‐ nized by the research targets including navigation group, teacher group, and student group. Furthermore, these items were consistent with the hypothesis of the study and results of the analysis of pilot test data conducted by the navigation group. As a result, the guidelines which resulted from the five assessment indexes displayed much high value. The research results were also regarded as database where teachers of all disciplines could refer to whenever they would develop their own instructional websites.
