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Low Not a WebQuest |
Medium A solid draft |
High Excellent material |
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| Engaging Opening | No attempt to appeal to Engaging opening learners | Honestly attempts to appeal to student interest. | Has that something that compels attention. |
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The Question/ Task |
Fuzzy Question or Task. Maybe what's asked for is lower level thinking | The Question and Task target higher thinking, but may not be totally clear. | Clear Question and Task. These naturally flow from the introduction and signal a direction for learning. |
| Background for everyone | No attempt to access prior learning or build common background. | Some mention of addressing a common body of knowledge. (May not happen within the activity.) | Clearly calls attention to the need for a common foundation of knowledge and provides needed (Web) resources |
| Roles/Expertise | Roles are artificial or not requiring interdependent teamwork. | Roles are clear. They may be limited in scope. | Roles march the issues and resources. The roles provide multiple perspectives from which to view the topic |
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Use of the Web
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This activity cloud probably be done better without the Web. | Some resources reflect features of the Web that make it particularly useful. | Uses the Web to access at least some of the following interactivity, multiple perspectives, current information, etc. |
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Transformative Thinking |
No transformative thinking. (This is not a WebQuest, but may be a good treasure hunt. | Higher level thinking is required, but the process for students may not be clear. | Higher level thinking required to construct new meaning. Scaffolding is clearly provided to support student achievement. |
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Real World Feedback |
No feedback loop included. | The learning product could easily be used for authentic assessment although this may not be mentioned. | Some feedback loop is included in the Web page. May include a rubric. |
| Conclusion | Minimal conclusion. No mention os student thinking or symmetry to intro. | Sums up the experiences and learning that was undertaken. Probably returns to the intro ideas. | Clear tie-in to the intro. Makes the students' cognitive tasks overt and suggests how this learning could transfer to other domains/issues. |