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WebQuest Evaluations
Use the scoring rubrics provided to evaluate the WebQuests you found online. Make sure you don't forget to write your comments at the end of each rubric!
WebQuest
Evaluation #1
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. 0 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. 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. 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. 1 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 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. 0 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. 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. 4 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. 3 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. 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. Quality of 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. 0 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. 6 Total Score Your Comments:
The above webquest was lacking in many areas. The website was
visually difficult to see with the colors chosen. There we not many images or graphics that could have
been added to enhance the project. The webquest could have given more
information, more jobs, and more research added to enhance the
project and learning about the animals. More Resources could
have been used to help the students learn more about the animals, their habitat, and their diet.
The evaluation ruberic was done correctly and could be used for this webquest. The
idea behind the webquest was interesting and with more research and
information given the webquest could be used in a classroom, but
more research and information needs to be conducted prior to the useage
of this webquest. WebQuest Evaluation #2 (http://oncampus.richmond.edu/academics/education/projects/webquests/vacation/index.htm)
Your Comments:
This website is interesting and compelling. The graphics are wonderful
and entertaining. The knowledge of the webquest user is seen in the
webquest. The resources and research are clearly defined and plentiful
for the user to use and to enhance the project. This
webquest would definately be able to be accomplished in the classroom
setting. I would strongly recommended this
webquest to enhance the students knowledge of Math, Technology,
and English as clearly defined in the | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||