Thursday, November 29, 2012
Monday, November 12, 2012
Web Quest Rubric
|
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.
|
2
It feels that the color basically
stays the same but the pictures were a friendly visual.
|
|
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.
|
3
There is a chance the students
could get lost in learning how to do the lesson.
|
|
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.
|
1
There is a broken link but all it
is an easy fix. Just remove anything after the .com
|
|
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.
|
2
The introduction definitely gets
the reader’s attention, especially if that student is playing any type of sports.
|
|
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.
|
1
It gives you some prior knowledge and
it does tell a little bit about what the lesson is going to be on.
|
|
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.
|
4
This task will allow the students to
be able and to achieve the standards.
|
|
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.
|
5
The task is definitely doable. It
has the students searching for multiple data and making a guide for a week.
It will help all students because it will benefit all students.
|
|
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.
|
3
There is room for students to get
confused a little bit, but for the most part it can be followed easily.
|
|
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:
|
4
This is allows students to gain
the knowledge to complete the task for the most part.
|
|
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.
|
1
The roles are simple for everyone
to do, but there is a chance for only one person in the group to do all of
the work.
|
|
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.
|
4
The resources are clear except for
a broken link but they help the students.
|
|
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.
|
3
The one link that is broke is the
only thing that holds this back. All the other sources provide enough
information for the students to complete the task.
|
|
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.
|
5
The evaluation gives good details
in what they will be graded on and it shows that the students will be able to
finish the task with little hassle.
|
|
Total Score
|
38/50
|
|||
Sunday, November 11, 2012
Efficiency Expert
__x_Efficiency Expert
|
___Affiliator
|
___Altitudinist
|
___Technophile
|
Your Impressions
WebQuest
|
Strengths
|
Weaknesses
|
Gorillas
|
It gives good
detail about the Gorillas and gives a lot of work so it is easily split
up among the students.
|
It takes a lot of
time to complete. It has a lot of reading.
|
Shakespeare
|
It is very detailed
on who does what and gives a good time line.
|
It
makes the students do a lot of research which leaves little time for the
group to work together.
|
Earthquake
|
It
is creative
and is hands on so students learn a lot. Gives hands on information to keep
interest on a simple topic.
|
It
takes too long.
|
Foreign Country
|
Very
in depth with educational out look and it also teaches
presenting to the class.
|
There
is a chance for someone to do all the work and a chance for someone to get
off task.
|
Waves & Sound
|
Has
a lot of information if students understand it.
Good
to use for helping each other in a group.
|
Little direction
and lack of understanding
|
Subscribe to:
Comments (Atom)