My Final WebQuest

My WebQuest

Glogster

Rubric for Evaluating WebQuests

A Rubric for Evaluating WebQuests
The WebQuest format can be applied to a variety of teaching situations. If you take advantage of all the possibilities inherent in the format, your students will have a rich and powerful experience. This rubric will help you pinpoint the ways in which your WebQuest isn't doing everything it could do. If a page seems to fall between categories, feel free to score it with in-between points.

	Beginning	Developing	Accomplished	Score
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)
Overall Visual Appeal	0 points There are few or no graphic elements. No variation in layout or typography. OR Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability.	2 points Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout.	4 points Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently. See Fine Points Checklist.	I give this section a 4. It is not to overly complicated and very easy to follow. The graphics and visual aids were to assist in the lesson.
Navigation & Flow	0 points Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear.	2 points There are a few places where the learner can get lost and not know where to go next.	4 points Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.	I give this section a 4. This was easy for the student to follow and it had a good flow.
Mechanical Aspects	0 points There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	1 point There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	2 points No mechanical problems noted. See Fine Points Checklist.	I give this section 1.5. There was only one link that would not work when you clicked on it, but if you copied and pasted it to your explorer then it worked fine.
Introduction
Motivational Effectiveness of Introduction	0 points The introduction is purely factual, with no appeal to relevance or social importance OR The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners.	1 point The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.	2 points The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.	I think the introduction was good but could have been better. could have used some kind of cartoon to draw the student in. I give this section a 1.5.
Cognitive Effectiveness of the Introduction	0 points The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.	1 point The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.	2 points The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.	This area is very well explained as to what the student will be doing in this lesson. I give this a 4.
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Connection of Task to Standards	0 points The task is not related to standards.	2 point The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards.	4 points The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards.	The task in this lesson is very simple an easy to follow. However, it could have been more engaging to the student. I gve this section a 3.
Cognitive Level of the Task	0 points Task requires simply comprehending or retelling of information found on web pages and answering factual questions.	3 points Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources.	6 points Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product. See WebQuest Taskonomy.	I find that these web pages were interesting but there could have been more to the lesson and been more engaging to the student. I give this a 3.
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process	0 points Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.	2 points Some directions are given, but there is missing information. Students might be confused.	4 points Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.	4points. The student would/should not be lost in any part of this section. Very simple.
Scaffolding of Process	0 points The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task.	3 points Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task. Some of the activities do not relate specifically to the accomplishment of the task.	6 points The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it. See: Process Guides A Taxonomy of Information Patterns Language Arts Standards and Technology WebQuest Enhancement Tools Reception, Transformation & Production Scaffolds	I give this a 5 in this area. While it does engage the student and asks questions, I feel that it needs to be a bit more involved. I have seen several of these cartoons and some have been made by extreamly large and well known companies such as Disney. This would have been interesting for the student to see, know, and evaluate.
Richness of Process	0 points Few steps, no separate roles assigned.	1 points Some separate tasks or roles assigned. More complex activities required.	2 points Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.	1point. There needs to be a better objective or end result.
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.)
Relevance & Quantity of Resources	0 points Resources provided are not sufficient for students to accomplish the task. OR There are too many resources for learners to look at in a reasonable time.	2 point There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.	4 points There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.	I give this a 3. There are more resources out there that could have been used.
Quality of Resources	0 points Links are mundane. They lead to information that could be found in a classroom encyclopedia.	2 points Some links carry information not ordinarily found in a classroom.	4 points Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply.	I give this a 4. While I think that there could have been more, the resources were very useful.
Evaluation
Clarity of Evaluation Criteria	0 points Criteria for success are not described.	3 points Criteria for success are at least partially described.	6 points Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. See Creating a Rubric.	I give this a 6. Everything was explained clearly.
Total Score				/50

Original WebQuest rubric by Bernie Dodge.

WebQuest

Music & Cartoons in World War II

WebQuest

       Your Role

___Efficiency Expert

_X__Affiliator

___Altitudinist

___Technophile

Your Impressions

WebQuest	Strengths	Weaknesses
Gorillas	I find that this site if very helpful. All of the questions and web links are there. The student would only need to follow the web links and obtain the required answers. This is a wonderful WebQuest for group study.	I really don’t find any weaknesses with this site for group tasks.
Shakespeare	I find that this page is as a group project is good. Again all of the links and resources are there.	Too long of a project. Not schools have access to computers in class every day and may not have PowerPoint installed in them. This is very time consuming.
Earthquake	Everything was there all you had to do was follow instructions and follow the web links to the sites.	This is very time consuming. Building materials may not be readily accessible. This would not only involve class work but after school working and meetings.
Foreign Country	This is has all the information and web links and easy to follow.	Again not every classroom has computers in it and this is a power point project. This is not a group project.
Waves & Sound	All of the information and web links are present and easy to follow. Seems like it would be a quick lesson.	This is not a group project but for individual study.

 

Double entry journal #15

Deconstructing Digital Natives: Chapter 8 Beyond Google and The "Satisficing" Searching of Digital Natives. 1. What is the purpose of this chapter? How students, who are so clearly familiar and apparently adept with Internet tools, are at times so poor at using the Internet academically. 2. What is the major finding from a review of studies that have looked at technology adoption of young people?. Does this finding seem to reflect your own use of technology? Most students are comfortable with the idea that they are avid users and adapters of new technologies. I am comfortable with using most technology but do not feel that I am completely knowledgeable in the area. 3. How do the authors define Information Literacy? The set of skills and knowledge that allows us to find, evaluate, and use the information that we need, as well as filter out the information we don't need. 4. What is the "clear message" from a review of the studies focused on college students information seeking behavior? Do these findings reflect your own information seeking behaviors? Students had difficulties conducting college level research and were challenged by the tasks of accessing appropriate research material, narrowing down their search topics to make them more manageable, and were overwhelmed by the scope and range of resources available to them. I understand this statement. Sometimes I am confused by the information that is presented to me and how to make sure it is true and accurate information. This class has went along way in helping me sort some of it out but sometimes I still feel confused. 5. What does the term "satisfcing" in the area of decision making mean? When presented with a range of options that could be pursued, a satisficing decision is one that is acceptable to the individual based on some personal criterion, but it is a decision or course of action that is known to be the best one. 6. What are the differences to deep and surface level approaches to a learning task?  The students that who adopted a deep approach to the learning task were inclined to focus on trying to comprehend the meaning behind learning material, whereas students who adopted a surface approach to the learning task tended to focus on simply reproducing what was contained within the learning material with little concern for understanding the overall meaning. 7. What should educators aim to do to improve the scripts student have for sophisticated online information seeking? The behavior and attitudes of students when it comes to scholarly information seeking is indicative of satisficing search strategies that are associated with a surface approach to learning in higher education. 8. Why is Google's page rank system problematic for information seeking? The pagerank algorithm that underpins Google's search results associates relevance with visibility ( the more pages that link to a given page the higher its ranking). 9. Are you "digitally wise" when it comes to information seeking? Give an example of how you approached an information seeking task for one of your academic courses this semester (do not include this class). I have found that I can start with a search engine and go form there. Google, or Firefox or I may even use wikipedia pages for a basis to start my research. I then use the links or web pages. Then possibly look up other webpages with the information I am seeking. I try to validate the information given/ 10. Has the popularity of the Internet and the information contained on the Web created a new problem for undergraduate students research skills? Why of Why not? I feel that it has. If a student is not sure how to filter the information given it can cause problems for that student.

Think Aloud

Todd online reading strategies from jatodd71