| Criteria |
3 |
2 |
1 |
Score |
| Introduction
(purpose: to prepare and hook the reader)
|
Clearly written, well
thought out, detailed paragraph to introduce the activity or
lesson to the students (either some motivational "hook" short
advance organizer / overview). |
Clearly written & well thought
out, but lacking sufficient detail to give students & teachers
all they need to know here. |
Lacks clarity and detail
needed to give clear introduction. |
/3 |
- Very well designed to engage & motivate
students.
- Recognizes well the needs & interests of
intended audience.
|
- Well designed but does not engage students
very much.
- Recognizes some general needs & interests
of intended audience
|
- Students are not engaged in the introduction.
- Does not reflect an understanding of intended
audience's interests & needs.
|
/3 |
| Provides very clear expectations
to students as to what they will be doing |
Provides generally clear,
but somewhat broad expectations to students as to what they will be doing.
|
Expectations are vague
and it is unclear what students will be doing. |
/3 |
- Communicates explicitly and clearly "the
Big Question" the essential or guiding question) around which the
whole WebQuest is centered.
|
- Communicates broadly/in general "the Big
Question"
|
- Only indirect reference is made to "the
Big Question."
|
/3 |
The Task
(purpose: to describe what the end result of the learners'
activities will be).
|
- Describes concisely and clearly what the end
result of the learners' activities will be (not a listing of steps --
those are in the next section).
- Challenges students to engage
in higher level thinking & problem solving.
|
- Describes broadly what the end result of the
learners' activities will be.
- challenges students to engage in some higher
level thinking & problem solving, but much of their task requires
simple tasks (fill in the blank/low level skills).
|
- Makes only brief reference to what the end
result of the learners' activities will be.
- Tends to direct students to
perform simple, low level tasks.
|
weighted x3 =
/9 |
The Process
Lists the steps the learners should go through
|
- Provides a set of links for students. These are directly
related to the task (the end result described above).
- All the pages to which students link are quality
sources (reputable or verifiable as being accurate) & age appropriate
for the intended students
|
- Links are generally directly related to the
task (some may have unclear purpose).
- Almost all the pages to which students link
are quality sources (reputable or verifiable as being accurate) &
age appropriate for the intended students
|
- Links are broadly related.
- Links are generally lacking in quality
- Links generally are not appropriate for intended students
(too simple/advanced, or age inappropriate).
|
/3 |
- Provides clear, specific guidance on how students
will organize & present the information gathered.
- Provides all necessary detail on each step (so each
step can be clearly understood and followed by students & by other
teachers)
|
- Provides clear, but general guidance on how students
will organize & present the information gathered.
- Provides most of the necessary details. Some clarification
is needed by the teachers in class to help students follow the steps.
|
- Insufficient guidance and detail to enable students
or other teachers to follow steps without considerable help from the
teachers during class.
|
Weighted x 2
= /6 |
| --- |
Uses a numbered list format (to make it easy
for students & others to follow) |
Format is difficult to follow. |
/2 |
Completed rubric (your
assignment will be returned ungraded if this is not turned in)
Turn in printed copy of rubric with self-evaluation
recorded on the rubric. Circle the rating that best describes your work
in each category and total your score for each category. Then record
your total score in the adjacent box
|
______
/32
|
