WebQuest Evaluation
This template is based on version 1.03
of the WebQuest Rubric as modified by Laura Bellofatto, Nick Bohl,
Mike Casey, Marsha Krill, and Bernie Dodge and last updated on June 19,
2001.
| Name: Guenevere Calabrese | Date: April 15,2005 |
| Title WebQuest Evaluated: The Roaring 1920' s | |
| URL of WebQuest Evaluated: http://www.kn.pacbell.com/wired/fil/pages/webtheroarch.html | |
|
|
Score | Explanation |
|
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.) |
||
|
Overall Visual Appeal |
3 | This website did not use many colors and did not
capture my attention as a 'fun' webquest' . Pictures from the
1920's would make the site more appealing. |
| Navigation
& Flow (0-4 pts.) |
4 | The website is easy to navigate and
has a good flow. |
| Mechanical
Aspects (0-2 pts.) |
1 | The website is very simple and does
not include many mechanical aspects. |
|
Introduction |
||
|
Motivational effectiveness of Introduction (0-2 pts.) |
2 |
The introduction used language that was more conversational and up to date with the language of middle schoolers today. This made it so students could easily relate to the task and become motivated. |
|
Cognitive effectiveness of the Introduction |
2
|
The introductions sparks interest in the minds of the students as to the similarities and differences in all aspects of life in the 1920's vs. today. |
|
Task (The task is the end result of student efforts... not the steps involved in getting there.) |
||
|
Connection of Task to Standards |
4 |
The task presented in this webquest links music of the 1920's to the culture and other influences of the time. |
|
Cognitive Level |
6 |
The task is challenging but at the perfect level for middle schoolers. With the right motivation, which is partly provided by the webquest itself, students will learn at a level that uses their brains and has them learn while having fun! |
|
Process (The process is the step-by-step description of how students will accomplish the task.) |
||
|
Clarity of Process |
3 |
The process has the class in
groups, each pursuing a different aspect of life in the 1920's such as
news, economics, fashion, literature, and music.
|
| Scaffolding of Process (0-6 pts.) |
6 |
The
process is displayed in four phases. Each group has a different segment
to which each phase hold relevance. Each group is given an equal
amount of work to accomplish and the final product is the sum of
each groups parts. |
|
Richness of Process |
2 |
Each group has many small tasks
within their segment to accomplish in order to finish the final
task.
|
|
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.) |
||
|
Relevance & Quantity of Resources |
4 | There were a good number of
resources for the students to use, not too many to become overwhelming
but not too few to not get enough information. Every one of the
sites was relevant to the task at hand. |
|
Quality of |
4 |
Each resource had information that was easy to understand and full of information. Many links included pictures from the 1920's that were great to aid in student understanding of the culture of the period. |
|
Evaluation |
||
|
Clarity of Evaluation Criteria |
1 | there is no evaluation criteria
included however the final product is a radio broadcast from the
students using the knowledge they have aquired. This broadcast would be
graded by the classroom teacher or the other students in the class. |
|
Total Score |
42 | |