EVALUATION of WEBQUESTS

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IT’S TIME TO DESIGN YOUR
WEBQUEST

UNIVERSITY OF PHOENIX
Master of Arts in Education/Curriculum and Instruction—Computer Education
Marianna Kiva, Ecole 7 Oaks Middle School, Canada
Domenic Kleine, Paulding Middle School, U.S.A
Timothy Brye, University Of Phoenix, U.S.A

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Introduction
This WebQuest was developed by graduate students from University of
Phoenix as part of their Master Degree in Curriculum and Instruction with
Computers in the Classroom. The goal of this project is to encourage teachers to use
technology in the classroom and to build their own WebQuest using classroom
created materials. The focus of this project is to create a comprehensive guide that
would help teachers generate their own WebQuest and use this project as a resource
to teach others about the benefits of a WebQuest-based model. We hope that this
project will become a springboard for the creation of many interesting units by
teachers interested in this cutting-edge teaching method.

What is it?
WebQuest is a multi-disciplinary, multi-media approach to learning. The purpose
of this approach is to broaden students’ horizons in acquisition of knowledge and
develop communication and critical thinking skills. This type of learning fosters
the independence of a learner within a group setting. As educators, we see the
benefits of this kind of a unit as exponential.
Who is this for?

These workshops are designed for teachers interested in using technology in the
classroom as part of their daily teaching methods. They are also for teachers that
share their accomplishments with other educators to benefit student’s learning
outcomes. Teachers that are prepared to contribute, share, and learn from one
another are welcome to participate in these workshops.
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Index
1 Introduction
2 Index
3 Two Seminar WebQuests
4 Tutorial WebQuest with link
5 Learning Team Project Development WebQuest Log In
10 Benefits of WebQuest Learning
12 International Standards
13 Teacher Resources
16 Assessments and Evaluations
21 Fine Points of Web-Page Development
31 WebQuest Template
35 Teachers Guides
40 Rubric for WebQuest Evaluations
45 Conclusion
48 References
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Two Seminar WebQuests
Tutorial WebQuest:
This site will provide instructions, examples, and tasks for the first section of
our seminar. We hope this overview will help open your eyes to the
capabilities of this powerful teaching tool. We will spend a good amount of
time initially on this site. (Once open, we invite you to hold “ALT” down
then tap “TAB” on your computer to toggle between the PowerPoint and the
WebQuest or any other applications you have open.)
Learning Team Project Development WebQuest:
Once we are familiar with the Tutorial WebQuest, we will come to this
Learning Team site where we will work in the second part of our seminar.
You must log in as a member of WebQuest to access the editing
(development) portion of this site. (Easy instructions for access are on the
subsequent pages of this PowerPoint presentation.) In this part of the project,
participants develop and publish their own team WebQuest based on
information presented in the Tutorial WebQuest.
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Tutorial WebQuest
As we travel through this seminar, ask questions of your team-mates,
other teams, as well as your seminar facilitators.
The idea is to leave today with an increased understanding of how to
develop a WebQuest; not to have a perfect product!
The purpose of these workshops is to give every participant time to
learn, share, and practice then to come back with some part of the
project completed.
Enjoy yourself and learn from one another as you make the very best of
team learning.

Please click on the following link to take you to our
Seminar Tutorial WebQuest.
http://questgarden.com/45/84/0/070123005743/
We will spend a good deal of time on this site!

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Student Team WebQuest Log-In

This is a screenshot of the WebQuest Design Home Page, where student teams will grow
your WebQuest! Click http://questgarden.com/ to go to the home page to log in. Both
the user ID and password are studentteame (“student team e” with no spaces!).

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Student Team WebQuest Log-In Cont.

Pencil

After you log in, you will be taken to this page. Please click on the small pencil
next to the title of our project “WebQuest Seminar Team E” to enter the project
editing site. (Once again, Both the user ID and password are studentteame
(“student team e” with no spaces!). This will take you to the introduction of the
Tutorial WebQuest. 7
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Student Team WebQuest: Editing

This is the first WebQuest Design page which provides valuable information.
Look at the column of headings on the left side of the page.
Click on “Title/Authors” and you will be taken to the appropriate page that has…

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Student Team WebQuest: Editing cont.

…the title of your project, “WebQuest Seminar Team E”. Follow the instructions and
feel free to change the name of your project because it is now yours!
Continue to look around the site and add information by following the detailed
instructions provided by WebQuest. You may Copy/Paste from the Tutorial WebQuest,
a Word document or anywhere. Just be sure you have permission from authors…
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Preview!!

Preview

As you progress with designing your WebQuest, you will want to see what the
real product will look like. At the bottom of the blue selection area on the left
of the page under “Polish and Publish” is Preview. Click once and you will see
what your creation will look like! When you are ready to make changes, just close
this window and you will be back in your editing area. Once again, while editing,
please remember to “submit” before changing to another editing page. 10
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The benefits of this style of learning include the following:
 Learning is meaningful and purposeful because all aspects of the curriculum can be tied
together
 It develops skills: technological, oral, written, and verbal. This prepares students to take
their rightful place in the global market
 It fosters both interdependence as well as preserving the uniqueness of each learner
 It gives students control over their learning
 It teaches organizational skills and time management in order to meet deadlines
 It teaches students to recognize the strengths of individuals and respect people for what
they have to offer
 Self-evaluation, peer evaluation and group evaluation using a language of respect
 Promotes critical thinking and problem solving
 The way that the unit is structured permits a natural way to adapt and modify materials to
meet the needs of all learners
 Assessment and evaluation is done using various strategies
 Promotes inclusion
 Allows for conferencing between teachers and students on a regular basis
 Reduces the ration of teacher/student support
 Teaches thought processes (high order thinking)
 Teaches strategies that students can use in the future
 It brings the outside world in so that individuals can see themselves as members of a
global community and how people can assist others
 This design of a unit can be adapted to any topic

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This WebQuest is designed as an instructional tool that will:

 1) Provide a description of the WebQuest concept
 2) Provide examples of quality existing WebQuests
 3) Provide team-based evaluation of various WebQuest designs
(pros and cons)
 4) Provide team-based opportunity to brainstorm possible new
WebQuest-based projects
 5) Provide team-based opportunity to design a basic WebQuest
from provided material options.
 This endeavor will hopefully provide insight into ways of
educating students in a technology-oriented, fun-to-use package.

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Links to National Curriculum Standards

 United States:
 http://www.education-world.com/standards/national/index.shtml
 Canada :
 http://www.edu.gov.mb.ca/k12/
 United Kingdom:
 http://sg.dir.yahoo.com/Regional/Countries/United_Kingdom/Education/
Teaching/Curriculum/
 Australia
 http://www.curriculum.wa.edu.au/
 New Zealand
 http://www.minedu.govt.nz/index.cfm?layout=index&indexid=1005&index
parentid=1004
 Singapore
 http://www.sonlight.com/singapore.html

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Teacher Resources
The following resources are placed here to assist you the teacher, in the construction of a WebQuest unit.
They include the following:
Training pages
Curriculum sites
Instruments for rubric development
Articles related to assessment
Articles related to the benefits using technology in the classroom
Testing and Assessment
Amanda Kendle
http://www.suite101.com/articles.cfm/testing_assessment
Integrating Technology in the Elementary Classroom
Tammy Payton
http://www.siec.k12.in.us/~west/article/integrate.htm
Excellent WebQuest training page from the WebQuest site.
http://webquest.sdsu.edu/materials.htm
Really Fine Rubrics
http://www.really-fine.com/Rubrics.html
Rubric Creation Tools
Rubistar
http://rubistar.4teachers.org/
UEN Rubric Tool
http://www.uen.org/rubric/
Teach-nology.com
http://www.teach-nology.com/web_tools/rubrics/
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WebQuest Collections
http://www.west.asu.edu/achristie/wqmatrix.html

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Samples of WebQuests available on line
http://www.west.asu.edu/achristie/wqmatrix.html
Dr. Alice Christie's Matrix of 400 WebQuests
Written by her Students. These are areas that are available on her site:
Language Arts Social Studies Science Math Foreign Language The Arts PE
Cross Curricular Vocational Professional Development
More than 20 NEW WebQuests added June 2006

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ASSESSMENT AND EVALUATION

Valid assessment must be closely matched to the curriculum. Assessment measures
not only what has been taught, but also how it has been taught. In order for
assessment to be valid it has to be done frequently and timely. Assessment needs to be
flexible to meet the changing requirements of a modern curriculum and reflect its
objectives, methods, and approaches. Teachers need to differentiate instruction to
meet the varied learning needs and styles of individual students.

Within this model, the assessment of student’s achievement would be:
Curriculum based
Locally designed and implemented
An opportunity for teachers to design assessment measures, to work with
colleagues in marking and considering student work
Part of a process of assessment and reporting to parents that would constitute a
Division Assessment Plan in each division.

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EVALUATION
of WEBQUESTS
Determine the Fine Points of the Project
Develop an Assessment Rubric
Evaluate the WebQuest Before Students use it

Provide students with a clear understanding of the
grading criteria which will be used to evaluate their
efforts.
Provide links to online rubrics which will show students
what grading criteria will be used.

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WebQuest Evaluation Form
Proficient Competent Basic
Frames the essential The essential question The question spans the The question can be
question scaffolds learning, lower levels of Bloom’s answered directly; the
spanning Bloom’s Taxonomy—knowledge, focus of the question is
Taxonomy; the learner is comprehension and knowledge and
encouraged to wonder; application; the student comprehension; the
the learner is is able to quickly reach a question has one
encouraged to invent conclusion in response obvious answer (i.e., Is
his/her own solution; to the question; does not slavery good or bad).
the essential question attempt to have students
builds on prior make judgment or
knowledge. evaluation.
Connects WebQuest to WebQuest is WebQuest is not WebQuest lists multiple
Academic Standards at interdisciplinary with interdisciplinary; no items from standards
developmentally clearly targeted effort is made to that are peripherally
appropriate standards; standards are connect to other connected to the topic;
grade level directly correlated disciplines; standards standards listed are not
To the task are related to the appropriate to the
WebQuest. WebQuest.

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WebQuest Evaluation Form Cont.
Proficient Competent Basic

Engaging Scenario & The scenario and task is The scenario is The scenario is one-
Tasks engaging for students; the interesting; the tasks are dimensional; the task
task provides sufficient not clearly defined; requires a student to
background information inadequate background research at the knowledge
to excite the interest of information is supplied for or comprehension level;
students; the procedures each role; directions are directions are vague.
are clearly outlined. clear.

Relevant Internet sources All information listed is Information listed Links to sites and
at appropriate grade level relevant information; includes relevant and materials are not directly
for students sources are differentiated irrelevant materials; uses a connected to the
for each role; puts limited number of assignment; uses one
meaning of the problem sources; sites do not source; interprets
in personal, social or encourage reflection; sites meaning from one source;
community perspectives; may be developmentally does not provide
sources are at an inappropriate. information for students
appropriate reading level to analyze or interpret.
for students.

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WebQuest Evaluation Form
Proficient Competent Basic

Roles are interesting The WebQuest introduces The characters are There are no clearly
and create characters who would similar in belief or defined characters;
dissonance interact with the thought; there is characters are
information in the "real insufficient background stereotypical or one-
world;" there are several information; their two or dimensional;
characters; the characters fewer roles; the background information
are unique; characters have character is clearly is the same for all
different points of view on "invented" and would characters; there is one
the subject. not be involved in the role in the WebQuest.
scenario in the real
world.

Produces Product The description of the The product does not Product is not clearly
Connected to product is clearly and encourage students to connected to the
Assignment coherently presented, reflect and evaluate question.
product is clearly related to contrasting points of
task; product is unique and view; product is similar
would clearly stretch the to other products that
group's thinking have been produced.
Creativity Student would be able to Student would be able to Student copies and
generate multiple demonstrate one clear pastes from the Internet
approaches of looking at approach to without discrimination;
the problem; Student would understanding the product demonstrates
be challenge to problem; does not ask little connection to the
demonstrate different students to draw question; product does
approaches conclusion. not show reflection. 21
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Fine Points
Fine Point #1: Line Length

Research has shown that reading from the screen is more difficult than
reading from paper. Because this is so, you need to take extra steps to
make the best of the situation. One mistake web developers often make
is to let the length of lines of text fill the screen without constraints,
something that doesn't happen on paper.

Readability is best when each line contains 8 to 15 words. There are
several ways to achieve this.

Design your pages within frames to create a left margin and thus
shorten the length of the remaining screen, or use a large type size
(appropriate for primary grades only), or put all your pages within
tables.

The third possibility is the one most generally applicable. The text on
this page is contained within a table 550 pixels wide, with an empty
column 50 pixels wide. The line length, then, is constrained to 500
pixels
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Back to Index Fine Point #2: Paragraph Length

As mentioned in Fine Point #1, reading from the screen is more difficult than reading
on paper. Another strategy you can use to make reading your web document easier is to shorten
your paragraphs. This will help the readers' eyes from getting lost in your text. These breaks
help the eye track.

A few short and easy tips can make your pages a little more user friendly.
Limit your paragraphs to 1-3 sentences. This style is is commonly used by journalists in
newspapers around the world.

Be as brief as possible. Say what you mean, mean what you say. This will limit the length of the
your paragraphs and document.

Fine Point #3: Use Sans-Serif Fonts
Another way to make your pages more readable is to use a sans-serif font. The serif fonts
like Times, Palatino, and New York are good fonts for printing, but on the screen the serifs
make them more difficult to read, especially in a smaller font size or on a smaller screen.

Fonts that work well are Verdana, Arial, and Helvetica. You may also review your font listing
for other more readable fonts. Not all computers have all the same fonts so you may want to
indicate several two or three fonts so you can make sure others see your pages as you designed
them.

See for yourself. The first paragraph below is Times, the second Verdana. They are both the
same font size. Which would you rather read all day?
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Fine Point #4: Using Fonts Consistently

If you decide to change the font of your document you must stick with it. Now this
may sound like a no brainer, but in fact, Home Page sometimes will slip right out
of your changed font and back into Time or whatever the default font is.

Some things that could cause the font to change back include
1. hitting return,
2. changing from a number/bulleted list back to normal text, or
3. clicking below the paragraph you are working on.

The fix is quite simple.
1. Examine your text closely.
2. Change the font again if it slips out of your designated font.
3. When finished with your document, Select all and change everything
on the page at once.

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Fine Point #5: Checking the Reading Level

You have to consider who is going to be reading your online documents as you
write and edit them. The teacher page can be as complex as you need it to be, but
the student pages need to reflect the reading levels of the target grade level.
Kathy Schrock's Guide for Educators has a look at readability for different grade
levels complete with a graph.
You don't want your students to get stuck on the directions, here are some tips to
ensure understanding.
1. Be direct and simple.
2. Use vocabulary appropriate to the reading level.
3. If necessary use an online dictionary to assist your student.

Fine Point #6: Underlining
There is an easy rule when using underlining in web pages. Don't. Links are automatically
underlines and when people start underlining regular text, users get confused. Less
experienced users think the link is broken. How do you get around underlining? Use italics
or bold. Book titles should be italized.

Example:
1.Link or book title? Catcher in the Rye or Catcher in the Rye or Catcher in the Rye -
None of them are links, but the 1st and 3rd ones might be confused as links.
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Fine Point #7: Meaningful Titles
Nothing says "I was in a hurry!" louder than when the title bar has no title, or one that
say "Put the Name of Your WebQuest Here".
The WebQuest template Title needs to be changed and it is up to you! Use a name that
suits your specific topic. Generic titles like "WebQuest" or "Student Page" should be
avoided. Specific titles add more character and individuality to your page.
When you get to the page, it is very apparent whether or not you took the time to
change the title.
Fine Point #8 Using Transparency
When using GIFs you can make a single color value become transparent. Since
images can only be rectangular in size, transparency is a way to get around this
limitation. This only works with GIFs with backgrounds that are a single color value
(if you notice little color specs in the background it will not work).

On a white or patterned background, this image would look awkward. With a
transparent background, the blue disappears and it appears the image is in the shape
of the light bulb.
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Back to Index Fine Point #9: Pad the Image Space
When you place an image into a document and align it left or right, any text
you have will simply hug itself around the image. This fine point nudges the
text away from the graphic, giving it more space and reducing the clutter on
the web page.

Now this can be easily accomplished by changing what is called the VSPACE
and HSPACE of an image. Sound familiar? Probably not, Home Page has not
yet incorporated this option. Despite that, it is easily done.

Fine Point #10: Lighten a Background
Have you ever found the perfect background for the subject of your page, but
you just couldn't read the text very well? Instead of finding another
background, using a color, or risking your students not being able to read the
text, you can easily lighten the background so you can use it.

Using a shareware program called Graphic Converter from Lemke Software,
you can easily and quickly lighten a background.

This program may be downloaded directly from Downloads.com. While you
can use the trial version without any limitations, the $35.00 dollar shareware fee
covers all future
updates.

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Fine Point #11: Give Text Some Room
When using tables you need to keep your text from being right on the borders or
edges, much like Fine Point #9 did with images. This is especially important when
using a background or borders.

This is another easy task to complete. All you need to do is adjust the padding of
the table and
you are set.

Fine Point #12: Put text and graphics next to each other in
Home Page
Another way to conserve space on your page is to put your graphics next to your
text in a table, this technique can be particularly helpful with the use of
photographs and other medium sized images.

In stead of describing the image or continuing with your text below the image, you
can simply run the text on either side. This compacts the page in stylish and
uncluttered fashion.

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Fine Point #12:
Put text and graphics next to each other in Home Page
If you have been working down the list of Fine Points, you will have noticed that we are
trying to make your pages more readable and efficient. Another way to conserve space
on your page is to put your graphics next to your text in a table,
This technique can be particularly helpful with the use of photographs and other
medium sized images. In stead of describing the image or continuing with your text
below the image, you can simply run the text on either side. This compacts the page in
stylish and uncluttered fashion.

This image of Crater Lake in Oregon is sitting directly above the text. Notice
all of the wasted space on either side of the image?

This method allows you to utilize that space that would otherwise be wasted.
It would be a good idea to adjust the padding to keep the text off the edge
of the table.

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Fine Point #13:
Removing Borders on Images in Home Page

When using an image as a link or button, you need to remove the border. Otherwise,
you will have a blue box around the linked graphic. While this may not seem like
much, it is one of the many characteristics that separates a good page from a great
page.

Unless you change it, the default border for a linked image will be the color of your
links. After you visit the link, it will turn the color of your visited links. This situation is
easily remedied by changing the border to zero.

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Fine Point #14: Making Your Page Accessible

It's easy to forget that not everyone is able to perceive your web pages the way you
do. If you're designing your pages with the hope that people you'll never meet will
be using them (and you should), you'll need to consider the fine points of making
them accessible.

You can check your pages for accessibility by calling up the new Bobby page,
though you might find that to be unduly daunting.

The IBM Guidelines for Web Accessibility page lists 11 recommendations for web
page designers. For most WebQuest pages, you'll probably only need to think
about rules #1, #2 and #10.

Rule #10 is pretty self-evident. It recommends that you make your hyperlinks self-
descriptive (like the IBM one in the paragraph above) rather than links that simply
say click here.

Rules #1 and #2 are about providing a text alternative to every graphical link. By
doing so, the visually impaired will be able to have the computer read the page to
them. When the computer comes to a graphic, it reads the text caption which (if
written correctly) will communicate at least some of the information provided by
the graphic.

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WebQuest Template
Put the Title of the WebQuest Here
Developed by (put your name, an email link, and your URL)
Overview|Introduction|Quest(ions)|Process|Resources|Evaluation|Conclusion
1. Overview
Describe what the lesson is about. Specify content area (mathematics, language arts, etc) and grade
level (middle, elementary, early childhood, etc.). Specify strands and objectives from the South
Carolina Curriculum Standards that this WebQuest Supports. List by subject area (WebQuests
should be interdisciplinary projects). List any special resources that a teacher would need in the
classroom or in the media center for the students to complete the activity. For example, print
resources in the media center, art reproductions, or video and audio materials.
Overview|Introduction|Quest(ions)|Process|Resources|Evaluation|Conclusion

2. Introduction
Write an introduction to your WebQuest that will give students some background about your
topic. Try to interest them.

If your webquest is about a place, include some general information, a picture, and/or audio files.
If it is about a person, describe something about the person that gives general background to the
students.
If you are creating a scenario with opposing points of view, describe the views briefly.
Remember, you want to interest the students in pursuing this WebQuest.
Overview|Introduction|Quest(ions)|Process|Resources|Evaluation|Conclusion

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WebQuest Template
3. Quest(ions) and the Task
What are the guiding questions that students need to keep in mind in order to accomplish
their task? What is the task that the student(s) must undertake? Why is the job necessary?
What are the circumstances surrounding the task or the question that may cause conflict?
What led up to this circumstance? Is there more than one way of looking at this. Can you
see conflicting roles for people--such as environmentalist and industrialist.
You should briefly outline for student(s) what they are expected to learn. For example:
Despite the known risks of space flight should the elderly be encouraged to make space
shuttle flights for the sake of gaining potentially beneficial medical knowledge?
Assign various roles to students. A good WebQuest generates some tension or conflict that
must be resolved so you should try to develop two to four roles. Remember that you want
this to be a collaborative activity for students.
 Person 1
 Person 2
 Person 3
 Person 4
 Overview|Introduction|Quest(ions)|Process|Resources|Evaluation|Conclusion

4 Process
Explain that students who have similar roles may work together to compare ideas based on the factual
information they have collected, or that students may continue to pursue their role individually until
the conflict generated by the original guiding question (s) forces them to resolve the issue with the
entire group.

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WebQuest Template
4a Process

 Once students have understood their roles and investigated the background material necessary to make informed
decisions, then it is time for them to come together as a group and to discuss the issue(s). Group work should result in
a consensus document or presentation.
 Give students directions on this group work.
 Be sure that they understand that their role may place them in conflict with another person's role.
How should they resolve this conflict?
What overall idea should they keep in mind that will allow them to compromise?
Is there a greater good?

5 Resources

 Identify for the students which other resources they may use to complete their task(s). Other resources may include:
 PowerPoint software to develop an informative slideshow Any URL links provided in this section Classroom
Encyclopedias Color Printer Periodicals from the Media Center
 Overview|Introduction|Quest(ions)|Process|Resources|Evaluation|Conclusion

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WebQuest Template
6. Evaluation

 Provide students with a clear understanding of the grading criteria which will be used to evaluate their efforts.
 Provide links to online rubrics which will allow students to know upfront what grading criteria will be used. Following
are some examples that could be used for a variety of projects.
 Include a phrase such as, "Please click here to review the criteria on which your individual grade will be based."
 OR
 "You will also receive a collaborative grade. Please click here to review the criteria which will determine you
collaborative grade."
 Explain how the grades will be counted or averaged.
 Overview|Introduction|Quest(ions)|Process|Resources|Evaluation|Conclusion

7. Conclusion

Explain to students how the conclusion will offer the opportunity to engage in further analysis. For example:
Ask students how their roles could have been interpreted in a different light? Ask students if they had interpreted their roles
differently, how might the outcome have changed? Ask students if they were flexible enough to compromise with the
group and attain resolution, or did they yield to group pressures? Ask students what new questions did the issue(s)
generate? Why would these new questions be important in answering the original question(s)?
 Overview|Introduction|Quest(ions)|Process|Resources|Evaluation|Conclusion
 Return to WebQuests
 Schools | Administration | Information |Academic Program | History | K-12 Standards | Web Resources| |
Employment | Home |

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Teacher Guide #1: Evaluating Web Pages
Just about anyone can create a web page on just about any topic. It is very
important that students and teachers recognize that not everything out there
is a viable resource. There are several things to look for when trying to
determine if a web page is a viable source.
The following are the items you and your students should consider before
using a web page as a resource (information here is adapted from the
Evaluating Internet Information page by Elizabeth E. Kirk).

1. Author -
 Who is the person writing on this topic?
 Is he/she an expert in the field? A professor or teacher? Or just someone
with a little interest in the area?
 Is there biographical information available?
 Is the information in a reputable online publication?
 Is there a bibliography? All information from academic or official sources
will have a bibliography.
 Unless the web page is part of a larger site (e.g. an encyclopedia or
journal), there must be an author sited.

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Teacher Guide #1: Continues
2. Publisher -
 Has an individual just put up his/her own site? Or is it part of a larger site?
 Does someone evaluate the information prior to being published on the web?
 Does this Web page actually reside in an individual's personal Internet account
rather than being part of an official Web site? This type of information resource
should be approached with the greatest caution.
 If you come across a geocities or aol site, you need to remember that anyone can
(and does) create web pages on these sites.
 If in doubt of the source, try going to the base site (i.e.
http://www.geocities.com). If this site ends up being just a web page provider,
think twice about the validity of the information.
3. Bias -
 Who is providing the information?
 Do they have any self interest in the way they present the information? Watch out
for information on smoking from a tobacco company!
4. Age of Information -
 When was the information published?
 There should be a date somewhere on the page, especially if the page contains
statistics or other time sensitive material.
 The age of some materials is irrelevant (like slave narratives).

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Teacher Guide #2: Using Photographs
The following is a short list of strategies for using photographs in the
classroom. This list is by no means complete, so don't be limited by these
ideas. Use the Looking at Photographs Guide to help your students evaluate
the content of the images.
1. QuickWrite Topics
 Describe everything you see in the photograph.
 What is/are the person/people thinking in the photograph?
 What questions does the photo answer? pose?
 List anything that comes to mind when looking at the photo?
 Write about what led up to this moment or what happened directly after it.
2. Creative Activities
 Write a short story about what is happening in the photo.
 Write a poem.
 Write a play and act it out with your classmates.
 Have Socratic Seminar.

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Teacher Guide #3: Evaluating Web Pages
Did you know that anyone can write and publish a web page? Because of this, it is
important that you and your teacher use web sites that are created by people who are
are qualified to be writing on the subject matter. For example, would you rather use
information on the human body written by a doctor, or someone who has just been to
the doctor?
The following are a list of questions you need to consider when evaluating at a web
page along with some tips and things to look for.

1. Who wrote it?
 Is he/she an expert in the field? A professor or teacher? Or just someone with a
little interest in the area?
 Is there biographical information available?

 What exactly do we know about the author?

 Unless the web page is part of a larger site (e.g. an encyclopedia or journal), there
must be an author cited.

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Teacher Guide #3: Continued
2. Who is publishing it?
 Has an individual just put up his/her own site? Or is it part of a university
or company site?
 If you come across a geocities, angelfire, tripod, or aol site, you need
to remember that anyone can (and does) create web pages on these sites.
 If in doubt of the source, try going to the base site (i.e.
http://www.geocities.com). If this site ends up being just a web page
provider, think twice about using the information.
3. Is there an opinion being presented?
 Who is providing the information?
 Do they have any self interest in the way they present the information?
(e.g. Watch out for information on smoking from a tobacco company!)
4. How old is the web page?
 When was the information published?
 There should be a date somewhere on the page, especially if the page
contains statistics or other time sensitive material.

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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
point.

Once you've got a copy of the rubric, here are the three steps to putting your rubric
together.
1.Generate a number of potential dimensions to use
2. Select a reasonable number of the most important dimensions
3. Identify benchmarks for each level of each dimension

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Overall Beginning Developing Accomplished Score
Aesthetics 0 points 2 points 4 points

Overall There are few or no graphic Graphic elements Appropriate and thematic
Visual elements. No variation in sometimes, but not graphic elements are used to
layout or typographic always, contribute to the make visual connections that
Appeal
OR contribute to the
understanding of understanding of concepts,
Color is garish and/or concepts, ideas and ideas and relationships.
typographic variations relationships. There is Differences in type size and/or
are overused and legibility some variation in type color are used well and
suffers. consistently..
size, color, and layout.
Background interferes
with the readability.
Navigation Getting through the lesson is There are a few places Navigation is seamless. It is
confusing and unconventional. where the learner can get always clear to the learner what
& Flow Pages can't be found easily lost and not know where to all the pieces are and how to
and/or the way back isn't clear. go next. get to them.

Mechanical There are more than 5 broken 1 point 2 points
Aspects links, misplaced or missing There are some broken No mechanical problems
images, badly sized tables, links, misplaced or missing noted.
misspellings and/or grammatical images, badly sized tables,
errors. misspellings and/or
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Introduction Beginning Developing Accomplished Score

Motivational 0 points 1 point 2 points
Effectiveness of The introduction is The introduction The introduction draws
Introduction purely factual, with no relates somewhat to the the reader into the
appeal to relevance or learner's interests lesson by relating to the
social importance
and/or describes a learner's interests or
OR
compelling question or goals and/or
The scenario posed is
transparently bogus problem engagingly describing a
and doesn't respect compelling question or
the media literacy of problem.
today's learners.

Cognitive 0 points 1 point 2 points
Effectiveness of the The introduction The introduction The introduction builds on
Introduction doesn't prepare the makes some reference learner's prior knowledge and
reader for what is to to learner's prior effectively prepares the learner
come, or build on knowledge and by foreshadowing what the
what the learner previews to some lesson is about.
already know extent what the lesson
is about.

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Task Beginning Developing Accomplished Score

Connection of Task 0 points 2 point 4 points
to Standards The task is not related The task is referenced The task is referenced to
to standards. to standards but is not standards and is clearly
clearly connected to students must know and be
what students must able to do to achieve
know and be able to do proficiency of those standards.
to achieve proficiency
of those standards.
Cognitive Level of 0 points 3 points 6 points
the Task Task requires simply Task is doable but is Task is doable and engaging,
comprehending or limited in its and elicits thinking that goes
retelling of information significance to students' beyond rote comprehension.
found on web pages lives. The task requires The task requires synthesis of
and answering factual analysis of information multiple sources of
questions. and/or putting information, and/or taking a
together information position, and/or going beyond
from several sources. the data given and making a
generalization or creative
product.

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Process Beginning Developing Accomplished Score
0 points 2 points 4 points
Clarity of Process Process is not clearly Some directions are Every step is clearly stated.
stated. Students would given, but there is Most students would know
not know exactly what missing information. exactly where they are at
they were supposed to Students might be each step of the process and
do just from reading confused. know what to do next.
this.
Scaffolding of 0 points 3 points 6 points
Process The process lacks Strategies and The process provides
strategies and organizational tools students coming in at
organizational tools embedded in the different entry levels with
needed for students to process are insufficient strategies and organizational
gain the knowledge to ensure that all tools to access and gain the
needed to complete the students will gain the knowledge needed to
task. Activities are of knowledge needed to complete the task.
little significance to one complete the task. Activities are clearly related
another and/or to the Some of the activities and designed to take the
accomplishment of the do not relate students from basic
task specifically to the knowledge to higher level
accomplishment of the thinking. Checks for
task. understanding are built in to
assess whether students are
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Richness of 0 points 1 points 2 points
process Few steps, no separate Some separate tasks or Different roles are assigned to
roles assigned. roles assigned. More help students understand
complex activities different perspectives and/or
required share responsibility in
accomplishing the task.

Resources Beginning Developing Accomplished Score
Relevance 0 points 2 point 4 points
& Quantity Resources provided are There is some There is a clear and meaningful
of not sufficient for students to connection between connection between all the
Resources accomplish the task. the resources and the resources and the information
OR information needed for needed for students to
There are too many resources students to accomplish accomplish the task. Every
for learners the task. Some resource carries its weight.
to look at in a resources don't add
reasonable time. anything new.
Quality of 0 points 2 points 4 points
Resoures Links are mundane. Some links carry Links make excellent use of the
They lead to information not Web's timeliness and
information that could ordinarily found in a colorfulness.
classroom. Varied resources provide
be found in a classroom
encyclopedia. enough
Meaningful information for
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students to think deeply.
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Evaluation Beginning Developing Accomplished Score

Clarity of 0 points 3 points 6 points
Evaluation Criteria for success Criteria for success Criteria for success are
Criteria are not described. are at least partially clearly stated in the form of
described. 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.

Total
/50

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Conclusion
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Sums up the activity and encourages students to reflect on the process and
results

Explain to students how the conclusion will off
the opportunity to engage in further analysis.
1. Ask students how their roles could have been
interpreted in a different manner.
2. Ask students if they had interpreted their roles differently,
how might the outcome have changed?
3. Ask students if they were flexible enough to compromise with
the group and attain resolution, or did they yield to group
pressure?
4. Ask students what new questions did the project generate?
Why would these new questions be important in answering the
original question.
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References
Process Guides: Teacher guides. Retrieved February 13, 2007, from
http://webquest.sdsu.edu/processguides/index.htm

Fine Points: Little things that make a difference. Retrieved February 8, 2007, from
http://webquest.sdsu.edu/finepoints/index.htm

A Rubric for Evaluating WebQuests. Retrieved February 13, 2007, from
http://webquest.sdsu.edu/webquestrubric.html

WebQuest Evaluation Form. Retrieved February 8, 2007, from
http://www.spa3.k12.sc.us/webquestrubric.htm

Dr. Alice Christie's Matrix of 400 WebQuests. Retrieved February 8, 2007, from
http://www.west.asu.edu/achristie/wqmatrix.html
Images of group work. Retrieved February 15, 2007, from
http://ca.search.yahoo.com/search/images?p=group+work%2Cstudents&ei=UTF-
8&fr=FP-tab-img-t340&x=wrt
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References (continued)
International Curriculum Standards. Retrieved February 15, 2007, from
http://questgarden.com/author/create-standards.php

United States
http://www.education-world.com/standards/national/index.shtml
Canada :
http://www.edu.gov.mb.ca/k12/
United Kingdom:
http://sg.dir.yahoo.com/Regional/Countries/United_Kingdom/Education/Teaching/Curriculum/
Australia
http://www.curriculum.wa.edu.au/
New Zealand
http://www.minedu.govt.nz/index.cfm?layout=index&indexid=1005&indexparentid=1004
Singapore
http://www.sonlight.com/singapore.html