Webquest for Interdisciplinary Content/ Grade Level Area

Evaluation Rubric

Georgia Technology Standards Addressed

II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES

3.1-13; 4.1-13; 5.4-8;

III. TEACHING, LEARNING, AND THE CURRICULUM

8.1-5; 9.1-3; 9.7; 9.11-13; 10.1-10; 11.1-6;

IV. ASSESSMENT AND EVALUATION

12.1-2; 14.1-7;

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

15.1-4; 17.4-5;

VI. SOCIAL, EHTICAL, LEGAL, AND HUMAN ISSUES

20.1,2; 21.1

Scoring / A= 184-200
B= 164-183
C= 152-163
F= Below 152
Design Elements / Filename / Criteria / Possible Score / Score
Title Page and Overview /
  • Logical
  • User friendly
  • Attractive
  • Creative and Challenging
  • Student Centered , relevant, and non-threatening
  • Provides Content Standards Addressed
/ 30
Introduction /
  • Contextualized
  • High student interest
  • Intrinsic motivation
  • Interdisciplinary connectivity
/ 20
Task /
  • Assignments and tasks require applications of technologies in an authentic, real world context
  • Small group projects
  • Maximize time on task for all students
  • Enhances social skills, respect for diversity and interdependence
  • Improves self esteem and attitudes toward learning
/ 20
Process /
  • Assists students in meeting academic standards
  • Uses scholarly research methods
  • Identifies appropriate and relevant hardware and software necessary to advance specific academic standards embedded in tasks
  • Establishes common background knowledge
  • Enables students to construct new knowledge
  • Synthesizes and extends group knowledge
  • Allows for student rehearsal of lesson objectives and technology skills
  • Plans for group facilitation and coaching strategies
  • Encourages peer tutoring
  • Includes tasks that support student inquiry, discovery, and open ended inquiry
/ 20
Evaluation /
  • Details descriptions of criteria for student products or performances
  • Relates to standards and objectives cited in the tasks and processes embedded in the Webquest
  • Uses learner appropriate electronic performance rubrics to assess student performance against specific standards
  • Use learner appropriate electronic performance rubrics to identify student strengths and weaknesses in performance of a technology task
/ 20
Conclusion /
  • Promotes active processing of experience and assimilation of knowledge
  • Includes opportunities for analysis and synthesis through reflection
/ 10
Credits /
  • Lists all references
/ 10
Content
Requirements / Introduction /
  • Promotes strategies for using technologies to support learning
  • Promotes connections of classroom activities with real world applications of technologies
  • Uses the GPS for reference and lesson planning
  • Uses Content Standards, related online resources and accommodations for students with disabilities
  • Uses accommodations and assistive technologies to address needs of students with disabilities
/ 5
Task /
  • Structures technology tasks to include whole group, small group and individual learning activities based on students’ learning styles and needs
  • Presents and uses a variety of productivity tools (word processing, database, spreadsheet, multimedia, web authoring) to advance curricular objectives
/ 10
Process /
  • Plans for a variety of strategies
  • Positions educator as a mentor or coach
  • Uses a variety of technologies to build a curriculum that promotes interdisciplinary connections
/ 20
Resources /
  • Locates, evaluates, and selects a variety of CDs and or laser discs to advance specific curricular objectives
  • Locates, evaluates, and selects Internet resources to advance specific curricular objectives
  • Locates, evaluates, and selects media and multimedia to advance specific curricular objectives
/ 20
Evaluation /
  • Establishes a learner-centered classroom characterized by productive use of technologies to meet academic standards
  • Models explicit steps in how to use technologies
  • Models specific strategies for assessment and self-evaluation of an assigned task
  • Requires students to analyze, interpret, predict and synthesize information
  • Uses technology to require students to construct responses, to elicit higher order thinking in addition to basic skills
/ 10
Total / 200