| |
Beginning
|
Developing
|
Accomplished
|
Score
|
| Introduction (The
introduction should engage, orient, and motivate the
learner.) |
Motivation
|
0 points
Introduction is purely factual, with no appeal to
relevance or social importance. Little attempt is made to
appeal to learners.
|
1 point
Introduction relates somewhat to the learner's
interests and/or describes a compelling question or
problem.
|
2 points
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.
|
|
| Quest/Task/Question (The
task is the end result of student efforts... not the
steps involved in getting there.) |
Higher-level thinking
|
0 points
Task requires simply comprehending web pages and
answering questions, not higher level thinking.
OR
The task or quest is unclear.
|
1 points
Task is clear and requires analysis of information
and/or putting together information from several sources.
|
2 points
Task clearly requires synthesis of multiple sources of
information, taking a position, and going beyond the data
to make a generalization or creative product. Task
requires higher level thinking.
|
|
| 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. Learners would not know
exactly what they were supposed to do just from reading
this.
|
1 point
Some directions are given, but there is missing
information. Learners might be confused.
|
2 points
Every step is clearly stated. Most learners would know
exactly where they were in the process and what to do
next.
|
|
Roles/richness of process
|
0 points
Too few steps.
OR
No separate roles assigned.
|
1 points
Some separate tasks or roles assigned. More complex
activities are needed.
OR
Roles are unclear or artificial.
|
2 points
Lots of variety in the activities performed. Different
roles and perspectives are taken. Authentic roles match
the issues and resources.
|
|
| Resources (This is
an assessment of all resources linked to the page,
regardless of where they are placed.) |
Background for everyone
|
0 points Resources provide
little or no common background.
|
1 point Some effort is made
to build a common background.
|
2 points Resources
effectively provide a common foundation of knowledge.
|
|
Quantity of resources
|
0 points
Few online resources used.
(Less than 5 links.)
|
1 point
Moderate number of online resources used.
(5-10 links.)
|
2 points
Many online resources provided.
(10 or more links.)
|
|
Quality of resources
|
0 points
Links are mundane or not relevant. They are not
particularly engaging or informative.
|
1 points
Links are engaging and rich in information and/or
opinion. The resources are authoritative.
|
2 points
Links are very engaging, informative, and
authoritative. They make excellent use of the Web's
diversity and timeliness.
|
|
| Evaluation/Real World Feedback (This should describe the method of
assessment.) |
Clarity of evaluation
|
0 points
Learners have no idea on how they'll be judged.
|
1 point
Criteria for success are at least partially described.
|
2 points
Criteria for success is clearly stated, perhaps in the
form of a rubric.
OR
Provide a realistic means of obtaining real world
feedback.
|
|
| Conclusion
(The conclusion should suggest how the
learner will summarize, synthesize, generalize, or bring
closure to the WebQuest.) |
Closure and generalization
|
0 points Minimal conclusion.
No tie in with the Introduction.
|
1 point Sums up the
learners' experiences. Makes some reference to the ideas
expressed in the Introduction.
|
2 points Clear closure and
tie in with the Introduction. Suggests how learning could
be synthesized and generalized to other areas.
|
|
| Stock Language (This
refers to default ideas or wording supplied by
Filamentality, i.e., "Picture this: you and a team
of learners are presented with the task of describing an
elephant...") |
Use of stock language
|
0 points
Relies heavily on standard or stock language.
|
1 points
There are a few stock phrases, but most of the
language is original.
|
2 points
No stock language or ideas are employed. The writing
is completely original.
|
|
| Total Score |
|
