When I become a teacher...

MY WEBQUEST! (:

Gas Mileage WebQuest by Sierra Lamb

Gas Mileage

Create a free picture slideshow

3 changes to WebQuest

1. I would provide an easy step by step action plan for the students to follow. It would be detailed so that they wouldn't get lost or forget what they need to have. I would also add that they created a commercial comparing their parents car and the most fuel efficient car. This makes it more meaningful to real life and personal to their lives. They can do this with digital storyteller.

2. On the teacher page, I would include the CSO I was covering.

3. I would put a generic equation for what we are doing and state that that is what we are working on in the student section, not just the teacher section.

Webquest Rubric

A Rubric for Evaluating WebQuests
The WebQuest format can be applied to a variety of teaching situations. If you take advantage of all the possibilities inherent in the format, your students will have a rich and powerful experience. This rubric will help you pinpoint the ways in which your WebQuest isn't doing everything it could do. If a page seems to fall between categories, feel free to score it with in-between points.

	Beginning	Developing	Accomplished	Score
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)
Overall Visual Appeal	0 points There are few or no graphic elements. No variation in layout or typography. OR Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability.	2 points Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout.	4 points Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently. See Fine Points Checklist.	2 because there wasnt a whole lot of graphics, but they did contribute to the topic
Navigation & Flow	0 points Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear.	2 points There are a few places where the learner can get lost and not know where to go next.	4 points Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.	4 because everything is clearly stated and easy to get to
Mechanical Aspects	0 points There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	1 point There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	2 points No mechanical problems noted. See Fine Points Checklist.	2 because the only fine point that it didnt cover was the one for visually impared, but if thats a problem then they probably wont be on the computer trying to do this project...
Introduction
Motivational Effectiveness of Introduction	0 points The introduction is purely factual, with no appeal to relevance or social importance OR The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners.	1 point The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.	2 points The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.	2 because the intro was good and relates back to what theyre doing and real life
Cognitive Effectiveness of the Introduction	0 points The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.	1 point The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.	2 points The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.	1 because it doesnt really say what prior knowledge their gonna use, but you know it has something to do with it
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Connection of Task to Standards	0 points The task is not related to standards.	2 point The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards.	4 points The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards.	2 because it doesnt say exactly what theyre doing in the sense of what equation they need to come up with
Cognitive Level of the Task	0 points Task requires simply comprehending or retelling of information found on web pages and answering factual questions.	3 points Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources.	6 points Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product. See WebQuest Taskonomy.	6 because it is doable and relates back to real life. they also have to go to three places which requires higher thinking and coming up with a conclusion
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process	0 points Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.	2 points Some directions are given, but there is missing information. Students might be confused.	4 points Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.	3 because the steps arent laid out, but still there
Scaffolding of Process	0 points The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task.	3 points Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task. Some of the activities do not relate specifically to the accomplishment of the task.	6 points The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it. See: Process Guides A Taxonomy of Information Patterns Language Arts Standards and Technology WebQuest Enhancement Tools Reception, Transformation & Production Scaffolds	6 because they are learning what they need in class and then applying it to real life which is higher thinking
Richness of Process	0 points Few steps, no separate roles assigned.	1 points Some separate tasks or roles assigned. More complex activities required.	2 points Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.	2 because each student should go to three different places, giving 3 different results
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.)
Relevance & Quantity of Resources	0 points Resources provided are not sufficient for students to accomplish the task. OR There are too many resources for learners to look at in a reasonable time.	2 point There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.	4 points There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.	4 because it is stated what to do with each resource and what they are for
Quality of Resources	0 points Links are mundane. They lead to information that could be found in a classroom encyclopedia.	2 points Some links carry information not ordinarily found in a classroom.	4 points Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply.	3 because they tell stuff that cant be found in the classroom, but they dont fully make use of the web
Evaluation
Clarity of Evaluation Criteria	0 points Criteria for success are not described.	3 points Criteria for success are at least partially described.	6 points Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. See Creating a Rubric.	5 because on evaluation you can see what you need to do to do good with a rubric explaining points like this one but it isnt as detailed
Total Score				42/50

Original WebQuest rubric by Bernie Dodge.

WebQuest- Gas Prices

Gas Prices WebQuest

WebQuest

Your Role

___Efficiency Expert

___Affiliator

___Altitudinist

_x__Technophile

Your Impressions

WebQuest	Strengths	Weaknesses
Gorillas	It has pictures, graphs, links, and words.	The colors were simple and plain without a connection to the text, and the font wasn’t eye appealing.
Shakespeare	Wonderful use of links, font, and pictures!	Lengthy.
Earthquake	Good use of links and not a whole lot of text	Not very many pictures. Some of the pictures didn’t have to do with the topic as well as other websites. Color scheme didn’t have to do with earthquakes.
Foreign Country	To color was nice for the presentation. There wasn’t a lot of text.	Pictures were not good at all, repeated mostly or lack of any. The links weren’t in a good order and they weren’t included well
Waves & Sound	Good use of pictures and links.	Too much text.

Bernie Dodge, Department of Educational Technology, SDSU