24 criteria × 2 points each = 48 points possible per card
A
Audience and Clarity
6 pts
| Criterion | Standard | 2 | 1 | 0 |
|---|---|---|---|---|
| Demographic fit | Examples and visuals reflect female college students, ages 18-40. Relatable scenarios from college life or everyday experience. No generic or masculine defaults. | |||
| Tone | Clear, supportive, never condescending. Reduces cognitive load at every step. | |||
| Beginner clarity | A brand-new student with zero prior exposure could follow the card without outside explanation. No layered complexity before fundamentals are established. |
B
Card Structure and Section Flow
12 pts
| Criterion | Standard | 2 | 1 | 0 |
|---|---|---|---|---|
| Section order | Cover → Concept → Example → Visual/Graph → In Ultrasound → Quiz → Self-Sort. No sections skipped or reordered. | |||
| Cover | Term name + one-line plain-English summary. Cover color #65bf9e for physics cards. Other specialties get their own cover colors. Interior colors are independent. | |||
| Concept vs. Key Terms | The Concept tab introduces the big idea, not a dictionary of terms. If the content is terminology, it is labeled "Key Terms." Terms are introduced one at a time with individual visuals, then consolidated into a summary view. acoustic-waves feedback | |||
| Concept | 2-3 short sentences max. No jargon without immediate definition. | |||
| Example | Real-world analogy with a visual. Relatable to audience (see Section A). Uses real illustration, not code art. | |||
| In Ultrasound | Bridges concept to ultrasound practice. Prefers hands-on interactive over static graph. Term previews follow structured definition format. |
C
Term Presentation and Definitions
8 pts
| Criterion | Standard | 2 | 1 | 0 |
|---|---|---|---|---|
| Term color consistency | Every key term has one assigned color used everywhere it appears across all cards. Card title bold in term color. In-body mentions same color, bolded. Tracked in a master list. | |||
| Definition format | Term Name (colored, bold) → Definition: one sentence, anchor words bolded → Example: one sentence. Definition and example visually separated, never merged. | |||
| Anchor words | The 1-2 words students get tested on are bolded. Must reflect actual testable phrasing (e.g., "HOW MANY" for Frequency, "HOW LONG" and "ONE CYCLE" for Period). If not tied to exam recall, do not bold. | |||
| Cover vs. interior colors | Cover color is topic-level (physics = #65bf9e). Interior term colors are system-level and independent of cover. Future specialties get unique covers but share interior logic. |
D
Text Emphasis and Formatting
8 pts
| Criterion | Standard | 2 | 1 | 0 |
|---|---|---|---|---|
| Core takeaway animation | Each section's main point phrase is colored and animated with a subtle bounce or shake on first view. Requested 3x | |||
| Directional color coding | Warm color (red) for up/increase. Cool color (blue) for down/decrease. Applied wherever directional language appears. Separate from term colors. | |||
| Bold discipline | Bold is intentional, not decorative. If bolding a single word adds no clarity or test relevance, skip it. | |||
| No emdashes | Emdashes do not appear anywhere in card text. |
E
Interactives
8 pts
| Criterion | Standard | 2 | 1 | 0 |
|---|---|---|---|---|
| Manipulation over observation | Students drag, turn, push, pull. Not just watch. Strongest preference | |||
| Control hierarchy | Seesaw / knob / draggable model → slider bar → static graph. Slider bars are least preferred. Graphs acceptable as supplement but never the primary interactive in Ultrasound sections. | |||
| Sensory feedback | Sound and sensory cues where possible (e.g., pitch change with frequency, knob louder/quieter). | |||
| Interactive justification | Interactive clearly improves understanding of the concept. If it adds complexity without clarity, simplify or remove. Interactives earn their place, not included for novelty. |
F
Visual Assets
6 pts
| Criterion | Standard | 2 | 1 | 0 |
|---|---|---|---|---|
| Scene-setting imagery | Real illustrations or photos via <img> tags (SVG/PNG). Not canvas-drawn shapes. Code-rendered elements are fine only for functional UI the student manipulates. Flagged 3x |
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| Medical realism | Ultrasound-related visuals should resemble real practice (transducers, tissue, blood flow), not abstract representations. Placeholder must indicate planned real scan integration where appropriate. | |||
| Missing asset protocol | When an illustration is unavailable, use a clearly marked dashed placeholder frame with a description of what goes there. Never ship canvas programmer art. Consistent style from illustration libraries or custom SVGs matching brand palette. |
G
Pacing and Text Economy
8 pts
| Criterion | Standard | 2 | 1 | 0 |
|---|---|---|---|---|
| Slow before fast | Slow, simple version always shown first. Fast/complex layers gated behind user action. Fast animation is never the first exposure. compression-rarefaction, repeated | |||
| Animation restraint | Animations are subtle, purposeful, and speed-adjustable when motion-heavy. Word animations bounce gently, not aggressively. Constant motion is overstimulating. | |||
| Text density | No section shows more than 3-4 sentences at once. Secondary explanations collapsed into dropdowns. Every visible word earns its place. | |||
| Show over tell | Placeholders for images/visuals preferred over paragraphs of explanation. |
H
Layout and Typography
6 pts
| Criterion | Standard | 2 | 1 | 0 |
|---|---|---|---|---|
| Whitespace and density | Tight layout. Illustrations not padded to artificial squares. Above-the-fold space prioritizes information density. Empty vertical padding must be intentional, not default. | |||
| Visual hierarchy | Concept → Explanation → Example → Interactive. Clear and consistent. Clean, modern, professional, engaging. Not dark or game-like. | |||
| Fonts | Titles: Tomarik Brush. Subtitles: Tomarik Poster (all caps). Body: DM Sans (placeholder until Jenny confirms). |
I
Quiz and Self-Sort
4 pts
| Criterion | Standard | 2 | 1 | 0 |
|---|---|---|---|---|
| Quiz | 1-3 targeted questions on topic. Correct/incorrect feedback present. Incorrect answers prompt retry before advancing. | |||
| Self-Sort | "I understand this" / "I need to review this" buttons present and functional. Routes card to known pile or review pile. |
J
Graph Standards
4 pts
| Criterion | Standard | 2 | 1 | 0 |
|---|---|---|---|---|
| Axis labeling | Both axes labeled with real numbers and meaningful units. Students can visually track values. | |||
| Annotation discipline | No meta-annotations ("same pattern," etc.) printed on graph. Slope described using "from left to right" convention in accompanying text. |
K
SPI Registry Integration
4 pts
| Criterion | Standard | 2 | 1 | 0 |
|---|---|---|---|---|
| Flagging | Registry-aligned concepts visually flagged, clearly and consistently. Follows Jenny's chapter order, not SPI outline order. | |||
| Tone | "This is important for the registry" framing. No guarantees it appears on the exam. Guidance, not pressure. |
Score Summary
| A. Audience and Clarity | _____ / 6 |
| B. Card Structure | _____ / 12 |
| C. Term Presentation | _____ / 8 |
| D. Text Emphasis | _____ / 8 |
| E. Interactives | _____ / 8 |
| F. Visual Assets | _____ / 6 |
| G. Pacing and Text Economy | _____ / 8 |
| H. Layout and Typography | _____ / 6 |
| I. Quiz and Self-Sort | _____ / 4 |
| J. Graph Standards | _____ / 4 |
| K. SPI Registry | _____ / 4 |
Total
_____ / 48
Confirmed Future Features (Not Scored in Trial Batch)
| Feature | Notes |
|---|---|
| Progress tracking | Completion percentages per card and across sets. |
| Performance stats | Correct/incorrect data per card. |
| Spaced repetition | Struggling cards auto-repeat until mastery. |
| Audio | Sound cues, animations, Jenny's voice for explanations. |
| Downloadable PDFs | For note-taking alongside the cards. |
| Member environment | Secure, member-based access. |
Note: These are confirmed platform wants. Do not block trial batch delivery on these. Card architecture should accommodate later integration where practical.