WebQuest Rubric

Evaluation Criteria (See links in Process and Evaluation)

Kay Davis
ICG 767
Professor: Dr Strudler

Evaluation Criteria (See links in Process and Evaluation)

I spent three very intense weeks working on this WebQuest and learnt about evaluation and web page design in the process.
In the Evaluation criteria I am aware that the scoring criteria I used is subjective and if I had more time I would fine tune it to include more specific guidelines for e.g Constructive Use of Class Time (does the learner meet deadlines),
Neatness and Presentation of agendas, reports and tables etc.

Grade I deserve: At least a grade A+ ! I spent 12 hour days on this web quest and searched the web intensively for good informative links and graphics to make the Caribbean WebQuest interesting and graphically appealing to the learner

I also learnt a great deal about web page design from trial and error and now feel proficient in html coding.

Not displayed in this WebQuest was the 2 days I used in incorporating midi and sound into the webpages. I downloaded a Random Synthesizer which selected different Soca, Calypso and Reggae tunes and played them each time the user opened the WebQuest pages. Unfortunately the Unix server did recognize the midi code. However as a learning tool this was an excellent exercise.

Peer Review

Brad Bleck evaluated my site on one of my earlier drafts: I had already made more links and linked back to the home page. His evaluation comments were very useful. Here are his comments:
Subject:
        webquest
   Date:
        Wed, 16 Dec 1998 14:09:05 -0800
   From:
        bradley bleck <bleckb@nevada.edu>
     To:
        kay_davis@ccsn.nevada.edu
Kay,

The webquest is looking good, and much further along than mine.
Here's my impressions of somethings, some brief, some not.
I like the map at the start. It makes for a good graphic that is not
just a graphic for the sake of having a graphic.
Some of the text is written more to teachers than students. What
triggered this thought in me was the mention that the project was
"multi-disciplinary." Definately teacher talk.
I think more links would help. I have to guess there is more out there
but don't really know.
I'm providing print resources so the students don't use (or don't have
touse) just the web for their researach.
I like the task of creating a flyer or article for the presentation.
It's not just a make-work project when you do it like that.
The green table, with the history, religion, etc., would look better if
the text were centered.
I like the part about having the students find e-pals in the caribbean,
but I think there should be either a link or some other direction to
help them find these e-pals.
With the evaluation rubric, should specific criteria be given? For
instance, how will students know, other than being entirely subjective,
whether the organization of the daily agenda should be given a 1 or a 5?
The group rubric needs to have a link back to your webquest, but since I
see it is someone elses, you should just copy it and make it your own.
Hope this gives you something to work with. I have a lot of work yet to
do on mine, so don't feel a need to rush right in and check it out.
Brad

**********************************************************************
Bradley Bleck
English Instructor
Director of Distance Education
CC of Southern Nevada
www.ccsn.nevada.edu/academics/departments/English/bleck.htm
**********************************************************************

A DRAFT RUBRIC TO EVALUATE WEBQUESTS

I adapted this draft rubric to evaluate Caribbean Quest from Bernie Dodge WebQuest Evaluation Template

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 points.

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
Background is gray. 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.
1 point
There are a few graphic elements. There is some variation in type size, color, and layout.

2 points
Appealing graphic elements are included appropriately. Differences in type size and/or color are used well.

2 points
Graphics placed in appropriate locations.

Introduction

Motivational effectiveness of Introduction
0 points
Introduction is purely factual, with no appeal to relevance or social importance.
1 point
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 points
It describes an interesting question. The learner can draw on their own sub-culture and compare with others.

Cognitive effectiveness of the Introduction
0 points
Introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.
1 point
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 by explicitly mentioning important concepts or principles, and effectively prepares the learner for the lesson by foreshadowing new concepts and principles.
1 point
Introduction refers to learner's culture.

Task (The task is the end result of student efforts... not the steps involved in getting there.)

Cognitive level of the task
0 points
Task requires simply comprehending web pages and answering questions.
3 points
Task requires analysis of information and/or putting together information from several sources.
6 points
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.
6 points
The learner is using and disseminating information from different sites and producing a flyer & oral presentation.

Technical sophistication of task
0 points
Task requires simple verbal or written response.
1 point
Task requires use of word processing or simple presentation software.
2 points
Task requires use of multimedia software, video, or conferencing.
1.5 points
Task requires video and multimedia software.

Process 1(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.
1 point
Some directions are given, but there is missing information. Students might be confused.
2 points
Every step is clearly stated. Most students would know exactly where they were in the process and what to do next.
1.5 points
The Action plan clearly states steps to take.
Students need to research into their own cultures.

Richness of process
0 points
Few steps, no separate roles assigned.
3 pointa
Some separate tasks or roles assigned. More complex activities required.
6 points
Lots of variety in the activities performed. Different roles and perspectives are taken.
5 points
Students take on roles and have different tasks to complete.

Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Resources block. Also note that books, video and other offline resources can and should be used where appropriate.)

Quantity of resources
0 points
Few online resources used.
1 point
Moderate number of resources used.
2 points
Many resources provided, including off-line resources.
1 point
Only on-line resources are used.

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.
4 points
Links provided are excellent references.

Evaluation

Clarity of Evaluation Criteria
0 points
Students have no idea on how they'll be judged.
1 point
Criteria for success are at least partially described.
2 points
Criteria for gradations of success are clearly stated, perhaps in the form of a rubric for self-, peer-, or teacher use.
1 point
Evaluation criteria is subjective- ranging between a score from 0-20

Total Score 25

Return To Top Return To Caribbean Home Page

This is Version 1.01. Last updated January 18, 1998 by Bernie Dodge.

	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 Background is gray. 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.	1 point There are a few graphic elements. There is some variation in type size, color, and layout.	2 points Appealing graphic elements are included appropriately. Differences in type size and/or color are used well.	2 points Graphics placed in appropriate locations.
Introduction
Motivational effectiveness of Introduction	0 points Introduction is purely factual, with no appeal to relevance or social importance.	1 point 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 points It describes an interesting question. The learner can draw on their own sub-culture and compare with others.
Cognitive effectiveness of the Introduction	0 points Introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.	1 point 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 by explicitly mentioning important concepts or principles, and effectively prepares the learner for the lesson by foreshadowing new concepts and principles.	1 point Introduction refers to learner's culture.
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Cognitive level of the task	0 points Task requires simply comprehending web pages and answering questions.	3 points Task requires analysis of information and/or putting together information from several sources.	6 points 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.	6 points The learner is using and disseminating information from different sites and producing a flyer & oral presentation.
Technical sophistication of task	0 points Task requires simple verbal or written response.	1 point Task requires use of word processing or simple presentation software.	2 points Task requires use of multimedia software, video, or conferencing.	1.5 points Task requires video and multimedia software.
Process 1(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.	1 point Some directions are given, but there is missing information. Students might be confused.	2 points Every step is clearly stated. Most students would know exactly where they were in the process and what to do next.	1.5 points The Action plan clearly states steps to take. Students need to research into their own cultures.
Richness of process	0 points Few steps, no separate roles assigned.	3 pointa Some separate tasks or roles assigned. More complex activities required.	6 points Lots of variety in the activities performed. Different roles and perspectives are taken.	5 points Students take on roles and have different tasks to complete.
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Resources block. Also note that books, video and other offline resources can and should be used where appropriate.)
Quantity of resources	0 points Few online resources used.	1 point Moderate number of resources used.	2 points Many resources provided, including off-line resources.	1 point Only on-line resources are used.
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.	4 points Links provided are excellent references.
Evaluation
Clarity of Evaluation Criteria	0 points Students have no idea on how they'll be judged.	1 point Criteria for success are at least partially described.	2 points Criteria for gradations of success are clearly stated, perhaps in the form of a rubric for self-, peer-, or teacher use.	1 point Evaluation criteria is subjective- ranging between a score from 0-20
Total Score				25