Get documents about "diary-of-anne-frank
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Document Sample
A Rubric for Evaluating
WebQuests:
The Diary of Anne Frank –
http://questgarden.com/46/10/8/070131092352/
Beginning Developing Accomplished Score
Overall Aesthetics (This refers to the WebQuest page itself, not the external
resources linked to it.)
0 points 2 points 4 points
There are few Graphic Appropriate and
or no graphic elements thematic graphic
elements. No sometimes, but elements are used to
variation in not always, make visual
layout or contribute to connections that
typography. the contribute to the
understanding understanding of
Overall OR of concepts, concepts, ideas and
Visual ideas and relationships. 0
Appeal Color is garish relationships. Differences in type
and/or There is some size and/or color are
typographic variation in used well and
variations are type size, color, consistently.
overused and and layout.
legibility See Fine Points
suffers. Checklist.
Background
interferes with
the readability.
0 points 2 points 4 points
Getting through There are a few Navigation is
the lesson is places where seamless. It is
Navigation & confusing and the learner can always clear to the
4
Flow unconventional. get lost and not learner what all the
Pages can't be know where to pieces are and how
found easily go next. to get to them.
and/or the way
back isn't clear.
0 points 1 point 2 points
There are more There are some No mechanical
Mechanical
than 5 broken broken links, problems noted. 1
Aspects
links, misplaced misplaced or
or missing missing images, See Fine Points
images, badly badly sized
sized tables, tables, Checklist.
misspellings misspellings
and/or and/or
grammatical grammatical
errors. errors.
Introduction
0 points 1 point 2 points
The The The introduction
introduction is introduction draws the reader
purely factual, relates into the lesson by
with no appeal somewhat to relating to the
to relevance or the learner's learner's interests or
social interests and/or goals and/or
importance describes a engagingly
Motivational
compelling describing a
Effectiveness
OR question or compelling question 0
of
problem. or problem.
Introduction
The scenario
posed is
transparently
bogus and
doesn't respect
the media
literacy of
today's
learners.
0 points 1 point 2 points
The The The introduction
introduction introduction builds on learner's
Cognitive doesn't prepare makes some prior knowledge and
Effectiveness the reader for reference to effectively prepares
1
of the what is to learner's prior the learner by
Introduction come, or build knowledge and foreshadowing what
on what the previews to the lesson is about.
learner already some extent
knows. what the lesson
is about.
Task (The task is the end result of student efforts... not the steps involved in
getting there.)
0 points 2 point 4 points
The task is not The task is The task is
related to referenced to referenced to
Connection standards. standards but is standards and is
of Task to not clearly clearly connected to 3
Standards connected to what students must
what students know and be able to
must know and do to achieve
be able to do to proficiency of those
achieve standards.
proficiency of
those
standards.
0 points 3 points 6 points
Task requires Task is doable Task is doable and
simply but is limited in engaging, and elicits
comprehending its significance thinking that goes
or retelling of to students' beyond rote
information lives. The task comprehension. The
found on web requires task requires
pages and analysis of synthesis of multiple
Cognitive
answering information sources of
Level of the 4
factual and/or putting information, and/or
Task
questions. together taking a position,
information and/or going beyond
from several the data given and
sources. making a
generalization or
creative product.
See WebQuest
Taskonomy.
Process (The process is the step-by-step description of how students will
accomplish the task.)
0 points 2 points 4 points
Process is not Some directions Every step is clearly
clearly stated. are given, but stated. Most
Students would there is missing students would know
Clarity of
not know information. exactly where they 3
Process
exactly what Students might are at each step of
they were be confused. the process and
supposed to do know what to do
just from next.
reading this.
0 points 3 points 6 points
The process Strategies and The process provides
lacks strategies organizational students coming in
and tools embedded at different entry
organizational in the process levels with strategies
tools needed are insufficient and organizational
for students to to ensure that tools to access and
Scaffolding
gain the all students will gain the knowledge 5
of Process
knowledge gain the needed to complete
needed to knowledge the task.
complete the needed to
task. complete the Activities are clearly
task. related and designed
Activities are of to take the students
little Some of the from basic
significance to activities do not knowledge to higher
one another relate level thinking.
and/or to the specifically to
accomplishment the Checks for
of the task. accomplishment understanding are
of the task. 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,
Transformatio
n&
Production
Scaffolds
0 points 1 points 2 points
Few steps, no Some separate Different roles are
separate roles tasks or roles assigned to help
Richness of assigned. assigned. More students understand
1
Process complex different
activities perspectives and/or
required. 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.)
0 points 2 point 4 points
Resources There is some There is a clear and
provided are connection meaningful
not sufficient between the connection between
Relevance & for students to resources and all the resources and
Quantity of accomplish the the information the information 3
Resources task. needed for needed for students
students to to accomplish the
OR accomplish the task. Every resource
task. Some carries its weight.
There are too resources don't
add anything
many resources new.
for learners to
look at in a
reasonable
time.
0 points 2 points 4 points
Links are Some links Links make excellent
mundane. They carry use of the Web's
lead to information not timeliness and
information ordinarily found colorfulness.
Quality of
that could be in a classroom. 4
Resources
found in a Varied resources
classroom provide enough
encyclopedia. meaningful
information for
students to think
deeply.
Evaluation
0 points 3 points 6 points
Criteria for Criteria for Criteria for success
success are not success are at are clearly stated in
described. least partially the form of a rubric.
described. Criteria include
qualitative as well as
quantitative
Clarity of descriptors.
Evaluation 4.5
Criteria The evaluation
instrument clearly
measures what
students must know
and be able to do to
accomplish the task.
See Creating a
Rubric.
33.5/
Total Score
50
