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Evaluation Information. The students are to evaluate two of
the websites
that they use for this project.
Each group member will fill out
Kathleen
Schrock’s Critical Evaluation
Survey
http://discoveryschool.com/schrockguide/evalelem.html
for at
least 2 of the websites they have visited. One site
should be one
that
they thought was really helpful and one site should
be one they
thought
was not helpful.
These
evaluations will be turned
in and the teacher should use them for
a large
group discussion to be held before the final report presentation
session.
In the
discussion, students should describe and compare the
characteristics
of “good” websites
and characteristics of "not-so-good"
websites.
Evaluation
Procedures and Criteria
1. Critical
Evaluation Surveys for websites will be checked for
completeness.
Using their two completed surveys, students will be
expected
to participate in a large group discussion on comparing good
websites
and not-so-good websites.
2. The
National Educational Technology Profiles will be met just by
participating
in this project.
3. Student
Objectives for the IN-Vision Project will be met (except for
#1) just
by participating
in this project.
4. The
history standard will be met just by participating in this project.
WebQuest Project Rubrics
Research
Journals
this
was adapted from the Information Skills Rating Scale, copyright:
The Oak Harbor Schools,
Washington and Jamie McKenzie
http://www.fno.org/libskill.html
1. Questioning
A
researcher recognizes decisions, issues and problems when looking
at
a topic.
4
- Discovers independently an issue or problem which needs a
decision
or solution after exploring a topic
3
– Discovers an issue or problem which needs a decision or solution
after
exploring a topic and discussing it with peers.
2
- Formulates questions about topics with adult help to elevate the
question
to focus on issues and problems
1
- Relies upon adults to state questions and topics
2. Planning
A
researcher identifies sources of information likely to build
understanding.
4
- Selects high quality sources independently and efficiently
3
– Selects quality sources after discussing it with peers.
2
- Selects sources with mixed success
1
- Wanders from source to source without questioning which source
will
be most helpful
3. Gathering
A
researcher collects and stores information for later consideration.
4
- Collects and organizes important information for retrieval
independently
3
- Collects and organizes important information but relies on peer
assistance
in retrieving it.
2
- Collects important information with some degree of organization
but relies
on adult assistance in retrieving it.
1
- Loses track of most important information
4. Sorting
A
researcher reorganizes information so that the most valuable
becomes
readily available
to support understanding.
4
- Organizes all information to create structure which provides a
coherent
and clear focus
3
- Organizes all information to create structure which provides a
somewhat
clear focus
2
- Organizes part of information with no clear focus
1
- Leaves information as gathered
5. Synthesizing
A
researcher recombines information to develop decisions and solutions.
4
- Creates an original decision or solution
3
- Creates a decision or solution after discussing it with peers.
2
- Reorganizes and combines strategies of others
1
- Restates the decisions and solutions of others
6. Evaluating
A
researcher determines whether the information gathered is sufficient to
support
a conclusion.
4
- Thoroughly tests solutions and decisions to see if supporting
information
is adequate and gathers more information as needed.
3
- Tests some solutions and/or decisions to see if supporting
information
is adequate
2
- Looks for missing information
1
- Reaches a hasty conclusion
7. Reporting
A
researcher translates findings into a persuasive, instructive, or
effective
product(s).
4
- Creates and presents an original product which very effectively
addresses
original problem or issues
3
- Creates and presents an original product which effectively
addresses
the original problem or issues
2
- Provides a product which offers some insight with regard to the
original
problem or issues
1
- Shares the work or thoughts of others
Research
Journal—Alta Vista Translation
4
- At least 10 entries are entered in the journal with the
paraprofessional’s
comments.
3
- At least 8 entries are entered in the journal with the
paraprofessional’s
comments.
2
- Some entries are entered in the journal with the paraprofessional’s
comments.
1
– Some entries are entered in the journal with no paraprofessional’s
comments.
Group
Work
1.
Cooperation
4 –Continuous and excellent cooperation. Cooperation grew
and
developed as the work progressed allowing creative and productive
work to occur.
3 – Most of the time evidence of cooperation was observable and
progress was fairly constant.
2 – Occasional conflicts were observed that resulted in lack of
cooperation that hindered progress.
1 – No or little cooperation during project. Conflicts were
unresolved.
2. Shared
Work Load
4 - Everyone in our group helped search and encouraged others to
do their best.
3 - All group members helped gather information from the Web sites.
2 - A few of us did most of the searching and the others helped
a little.
1 - One person did all the searching.
Final
Report Presentation
4
- Offers a fair amount of important information—all is relevant.
3
- Offers some information—most is relevant.
2
- Either gives too little information or information which is not relevant
to the
topic.
1
– Does not speak during the presentation.
Final
Report Essays
1. Information
4 - Essay includes pertinent information from at least 3 sources
(that are bookmarked in this WebQuest)
3 - Essay includes pertinent information from at least 2 sources
2 -.Essay includes pertinent information from one source
1 - Essay includes little information about the topic and the source
is
unclear
2. Organization
4 - Essay is clear, concise (not short) and organized into paragraphs.
3 - Essay is well organized into paragraphs and easy to understand.
2 - Essay is somewhat easy to understand.
1 - Essay is difficult to understand because it is not well organized.
3. Punctuation,
Grammar and Spelling
4 – There are no errors in punctuation, grammar or spelling so the
meaning is clear.
3 - There are one or two errors in punctuation, grammar or spelling,
but the meaning is still clear.
2 - There are three or four errors in punctuation, grammar or spelling,
making the essay somewhat difficult to understand.
1 - There are many errors in punctuation, grammar or spelling,
making the essay very difficult to understand.
Point
Scale for Grading
A-
50-56 pts
B- 42-49
C- 34-41
Less
than 34 points is unacceptable and parts of the project will have
to be
resubmitted.
Introduction
Your Tasks
Research Questions
Resources
Evaluation
Conclusion
Teacher Page Teacher Page/Rationale Teacher Page/Objectives
Teacher Page/Introductory Activities Teacher Page/Culminating Activities
Teacher Page/Evaluation Procedures Teacher Page/Suggestions for Teacher
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