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Running head: Bechara-WebQuest Review

Samantha Bechara

UC San Diego Extension CLAD through CTEL

EDUC 31217: Culture and Inclusion

Final Project: WebQuest Review


Bechara-WebQuest Review


WebQuest #1

http://pbskids.org/clifford/games/measuring_up.html

Measuring Up with Clifford is designed for Kindergarten students. It is aligned

with the Common Core Standards of measuring objects by comparing lengths (shortest,

smallest, largest, thin, tallest, lowest, highest, etc.). The website provides directions in

print as well as a voiceover for Clifford. The WebQuest asks the child to Click on the

______ (smallest, thinnest, longest, thickest, tallest, lowest, shortest, highest, etc.) object.

The interactive nature of the website lets the student know if they got the question correct

or not and Clifford stands up wagging his tail signifying he is happy if the student

answers correct, or barks prompting the student to try again or states, Oops! Thats not

the right one.

The WebQuest/ game does not explicitly identify the objectives of the activity, or

the goals, however, the voice over does provide directions letting the student know what

they are expected to do. At the bottom of the game, there are other images which link the

child to other Clifford games, not related to measurement. These other images may

distract the student, or bring them to other unrelated activities. Although there are

coloring pages for the student to make a connection to the lesson (find the highest/lowest;

shortest/longest; tallest/shortest; and biggest/smallest) it took clicking around to arrive at

this activity. The student would then need to request the item printed for the student. The

activity does not have a rubric or display of how the student did complete the tasks. In

addition, there is no conclusion expanding on the students learning, however; it does

allow the student to play again mixing the questions up again the second attempt playing

the game.

1
Bechara-WebQuest Review



Beginning Developing Accomplished Score
Overall Aesthetics (This refers to the WebQuest page itself, not the external
resources linked to it.)
0 points 2 points 4 points

There are few or Graphic Appropriate and


no graphic elements thematic graphic
elements. No sometimes, but elements are used
variation in not always, to make visual
layout or contribute to the connections that
typography. understanding contribute to the
of concepts, understanding of 4
Overall
OR ideas and concepts, ideas points
Visual
relationships. and relationships.
Appeal
Color is garish There is some Differences in type
and/or variation in type size and/or color
typographic size, color, and are used well and
variations are layout. consistently.
overused and
legibility suffers. See (see the fine
Background points check list that
interferes with follows. Use that as
the readability. a guideline)
0 points 2 points 4 points

Getting through There are a few Navigation is


the lesson is places where seamless. It is 2
Navigation & confusing and the learner can always clear to the points
Flow unconventional. get lost and learner what all the
Pages can't be not know pieces are and how
found easily where to go to get to them.
and/or the way next.
back isn't clear.
0 points 1 point 2 points

There are more There are some No mechanical


2
than 5 broken broken links, problems noted.
Mechanical points
links, misplaced misplaced or
Aspects
or missing missing images, See fine points
images, badly badly sized check list that
sized tables, tables, follows. Use that
misspellings misspellings as a guideline.

2
Bechara-WebQuest Review


and/or and/or
grammatical grammatical
errors. errors.
Introduction
0 points 1 point 2 points

The introduction The The introduction


is purely factual, introduction draws the reader
with no appeal relates into the lesson by
to relevance or somewhat to relating to the
social the learner's learner's interests or
importance interests and/or goals and/or
Motivational 1
describes a engagingly
Effectiveness point
OR compelling describing a
of
question or compelling question
Introduction
The scenario problem. or problem.
posed is
transparently
bogus and
doesn't respect
the media
literacy of
today's learners.
0 points 1 point 2 points

The introduction The introduction The introduction


doesn't prepare makes some builds on learner's
Cognitive the reader for reference to prior knowledge 1.5
Effectiveness what is to come, learner's prior and effectively points
of the or build on what knowledge and prepares the learner
Introduction the learner previews to by foreshadowing
already knows. some extent what the lesson is
what the about.
lesson is
about.
Task (The task is the end result of student efforts... not the steps involved in
getting there.)
0 points 2 point 4 points
Connection
The task is not The task is The task is 3
of Task to
related to referenced to referenced to points
Standards
standards. standards but standards and is
is not clearly clearly connected

3
Bechara-WebQuest Review


connected to to what students
what students must know and be
must know and able to do to
be able to do to achieve
achieve proficiency of
proficiency of those standards.
those
standards.
0 points 3 points 6 points

Task requires Task is doable Task is doable and


simply but is limited in engaging, and
comprehending its significance elicits thinking that
or retelling of to students' goes beyond rote
information lives. The task comprehension.
found on web requires The task requires
pages and analysis of synthesis of
Cognitive
answering information multiple sources of 6
Level of the
factual and/or putting information, and/or points
Task
questions. together taking a position,
information from and/or going
several sources. beyond the data
given and making a
generalization or
creative product.

See WebQuest
Taskonomy.
Process (The process is the step-by-step description of how students will
accomplish the task.)
0 points 2 points 4 points

Process is not Some Every step is clearly


clearly stated. directions are stated. Most
2
Students would given, but students would know
Clarity of points
not know there is exactly where they
Process
exactly what missing are at each step of
they were information. the process and
supposed to do Students might know what to do
just from be confused. next.
reading this.
Scaffolding 0 points 3 points 6 points 4
of Process points

4
Bechara-WebQuest Review


The process Strategies and The process
lacks strategies organizational provides students
and tools embedded coming in at
organizational in the process different entry
tools needed for are insufficient levels with
students to gain to ensure that strategies and
the knowledge all students will organizational
needed to gain the tools to access and
complete the knowledge gain the knowledge
task. needed to needed to
complete the complete the task.
Activities are of task.
little significance Activities are clearly
to one another Some of the related and
and/or to the activities do not designed to take the
accomplishment relate students from basic
of the task. specifically to knowledge to higher
the level thinking.
accomplishment
of the task. 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,
Transformatio
n&
Production
Scaffolds

5
Bechara-WebQuest Review


0 points 1 points 2 points

Few steps, no Some separate Different roles are


separate roles tasks or roles assigned to help 0
Richness of assigned. assigned. More students understand points
Process complex different
activities perspectives and/or
required. share responsibility
in accomplishing the
task.
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.)
0 points 2 point 4 points

Resources There is some There is a clear and


provided are connection meaningful
not sufficient between the connection between
for students to resources and all the resources and
accomplish the the information the information
Relevance & task. needed for needed for students
1
Quantity of students to to accomplish the
point
Resources OR accomplish the task. Every resource
task. Some carries its weight.
There are too resources
many resources don't add
for learners to anything new.
look at in a
reasonable
time.
0 points 2 points 4 points

Links are Some links Links make excellent


mundane. They carry use of the Web's
lead to information not timeliness and
information that ordinarily found colorfulness.
Quality of
could be found in a classroom.
Resources
in a classroom Varied resources
encyclopedia. provide enough
meaningful
information for
students to think
deeply.

6
Bechara-WebQuest Review


Evaluation
0 points 3 points 6 points

Criteria for Criteria for Criteria for success


success are not success are at are clearly stated in
described. least partially the form of a rubric.
described. Criteria include
qualitative as well as
quantitative
3
Clarity of descriptors.
points
Evaluation
Criteria The evaluation
instrument clearly
measures what
students must know
and be able to do to
accomplish the task.

See creating a rubric


guidelines
Total Score 29/50
Original WebQuest rubric by Bernie Dodge.
This is Version 1.03. Modified by Laura Bellofatto, Nick Bohl, Mike Casey,
Marsha Krill, and Bernie Dodge and last updated on June 19, 2001.

This page is to help you look at the


aesthetic fine points of your page and
pinpoint the little things to fix that will make
your good pages into great ones. You can
use it to look at your own project or you
can ask someone else to provide you with
a peer review. Any line that doesn't have
Yes checked suggests that there might be Checklist
something to fix. Each item is keyed to the
appropriate section of the Fine Points
page.

Project Name:
Project Author:
Notes:
Checked By:
Date:

7
Bechara-WebQuest Review


No ? Yes Aspect

Fine Point 1. The lines


in the page are
constrained so that
they never exceed 8
to 15 words per line.

Fine Point 2.
Paragraphs are no
longer than 8 lines of
text in a row. Bulleted
and numbered lists
are used
appropriately.

Fine Point 3. Sans-


serif fonts are used for
body text.

Fine Point 4. Fonts


are used consistently.
Any change in font is
used to indicate a
change in the purpose
or source of the
information.

Fine Point 5. The


reading level of the
text seems
appropriate for the
intended audience.
N/A no additional
Fine Point 6. The only hyperlinks
underlined words are
hyperlinks.

Fine Point 7. Each No titles other than in the


page has a beginning
meaningful title in the
Title Bar.

Fine Point 8.
Transparency is used
in graphics

8
Bechara-WebQuest Review


appropriately.

Fine Point 9. There is


a 2 to 10 pixel space
between graphics and
text.

Fine Point 10.


Backgrounds don't
interfere with the
readability of the text. No scrolling needed
Fine Point 11. There is
a 2 to 10 pixel space
between text and any
page or table
boundaries.

Fine Point 12.


Graphics and text are
put side by side where
appropriate to
minimize long scrolling
pages.

Fine Point 13.


Graphics that are
hotlinked are chosen
to look like links and
do not have a link-
colored border around
them.

Fine Point 14. Measurement task talks


Graphics have an ALT to you however, it does
Text tag to make them not describe the images.
accessible to the
visually impaired.

Bernie Dodge, 1999. May be freely used by non-profit educational


organizations.

9
Bechara-WebQuest Review


WebQuest #2

http://questgarden.com/183/11/0/151226230735/index.htm

Save the Planet Zoom, is designed for Kindergarten students related to basic

geometry. Although the WebQuest was specifically designed for the Australian

standards, the content can also be aligned to the Kindergarten and First Grade Common

Core Standards. The WebQuest provides opportunities to revisit prior knowledge, extend

their knowledge with the various games and activities as well as provides hands on

experiences for self-discovery for copying, continuing, and recognizing patterns with the

environment. This activity provides a wide variety of opportunities for students to display

their knowledge about geometric shapes and challenge themselves. In the process section,

there are a variety of activities within the three lessons identified.

The three lessons each include various activities. Each of the three lessons may

confuse the students as there are many activities for each student. The narrator/ alien

talking the students through the tasks/processes are robotic sounding, which may be

challenging for English Language Learners or young language learners. Directions for the

tasks are provided in print with hyperlinks that bring students to the pages they need to

complete the final/conclusion part of the assignment. As noted, students can work

independently or in groups to complete the tasks provided.

10
Bechara-WebQuest Review


Beginning Developing Accomplished Score
Overall Aesthetics (This refers to the WebQuest page itself, not the external
resources linked to it.)
0 points 2 points 4 points

There are few or Graphic Appropriate and


no graphic elements thematic graphic
elements. No sometimes, but elements are used
variation in not always, to make visual
layout or contribute to the connections that
typography. understanding contribute to the
of concepts, understanding of
Overall
OR ideas and concepts, ideas 4
Visual
relationships. and relationships. points
Appeal
Color is garish There is some Differences in type
and/or variation in type size and/or color
typographic size, color, and are used well and
variations are layout. consistently.
overused and
legibility suffers. See (see the fine
Background points check list
interferes with that follows. Use
the readability. that as a guideline)
0 points 2 points 4 points

Getting through There are a few Navigation is


the lesson is places where seamless. It is
Navigation & confusing and the learner can always clear to the 2
Flow unconventional. get lost and learner what all the Points
Pages can't be not know pieces are and how
found easily where to go to get to them.
and/or the way next.
back isn't clear.
0 points 1 point 2 points

There are more There are some No mechanical


than 5 broken broken links, problems noted.
Mechanical links, misplaced misplaced or 2
Aspects or missing missing images, See fine points point
images, badly badly sized check list that
sized tables, tables, follows. Use that
misspellings misspellings as a guideline.
and/or and/or

11
Bechara-WebQuest Review


grammatical grammatical
errors. errors.
Introduction
0 points 1 point 2 points

The introduction The introduction The introduction


is purely factual, relates draws the reader
with no appeal somewhat to the into the lesson by
to relevance or learner's relating to the
social interests and/or learner's interests
importance describes a or goals and/or
Motivational 2
compelling engagingly
Effectiveness points
OR question or describing a
of
problem. compelling
Introduction
The scenario question or
posed is problem.
transparently
bogus and
doesn't respect
the media
literacy of
today's learners.
0 points 1 point 2 points

The introduction The introduction The introduction


doesn't prepare makes some builds on learner's
Cognitive
the reader for reference to prior knowledge
Effectiveness 2
what is to come, learner's prior and effectively
of the points
or build on what knowledge and prepares the
Introduction
the learner previews to learner by
already knows. some extent foreshadowing
what the lesson what the lesson is
is about. about.
Task (The task is the end result of student efforts... not the steps involved in
getting there.)
0 points 2 point 4 points

The task is not The task is The task is


Connection
related to referenced to referenced to 4
of Task to
standards. standards but is standards and is points
Standards
not clearly clearly connected
connected to to what students
what students must know and be

12
Bechara-WebQuest Review


must know and able to do to
be able to do to achieve
achieve proficiency of
proficiency of those standards.
those
standards.
0 points 3 points 6 points

Task requires Task is doable Task is doable and


simply but is limited in engaging, and
comprehending its significance elicits thinking that
or retelling of to students' goes beyond rote
information lives. The task comprehension.
found on web requires The task requires
pages and analysis of synthesis of 6
Cognitive
answering information multiple sources of points
Level of the
factual and/or putting information, and/or
Task
questions. together taking a position,
information from and/or going
several sources. beyond the data
given and making a
generalization or
creative product.

See WebQuest
Taskonomy.
Process (The process is the step-by-step description of how students will
accomplish the task.)
0 points 2 points 4 points

Process is not Some directions Every step is


clearly stated. are given, but clearly stated. Most
Students would there is missing students would
Clarity of 4
not know information. know exactly
Process points
exactly what Students might where they are at
they were be confused. each step of the
supposed to do process and know
just from what to do next.
reading this.
0 points 3 points 6 points
Scaffolding 6
of Process The process Strategies and The process points
lacks strategies organizational provides students

13
Bechara-WebQuest Review


and tools embedded coming in at
organizational in the process different entry
tools needed for are insufficient levels with
students to gain to ensure that strategies and
the knowledge all students will organizational
needed to gain the tools to access and
complete the knowledge gain the knowledge
task. needed to needed to
complete the complete the task.
Activities are of task.
little significance Activities are
to one another Some of the clearly related and
and/or to the activities do not designed to take
accomplishment relate the students from
of the task. specifically to basic knowledge to
the higher level
accomplishment thinking.
of the task.
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,
Transformatio
n&
Production
Scaffolds

Richness of 0 points 1 points 2 points 0


Process Points

14
Bechara-WebQuest Review


Few steps, no Some separate Different roles are
separate roles tasks or roles assigned to help
assigned. assigned. More students understand
complex different
activities perspectives and/or
required. share responsibility
in accomplishing the
task.
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.)
0 points 2 point 4 points

Resources There is some There is a clear and


provided are notconnection meaningful
sufficient for between the connection between
students to resources and all the resources and
accomplish the the information the information
2
Relevance & task. needed for needed for students
points
Quantity of students to to accomplish the
Resources OR accomplish the task. Every resource
task. Some carries its weight.
There are too resources
many resources don't add
for learners to anything new.
look at in a
reasonable
time.
0 points 2 points 4 points

Links are Some links Links make


mundane. They carry excellent use of the
lead to information not Web's timeliness
4
information that ordinarily found and colorfulness.
Quality of points
could be found in a classroom.
Resources
in a classroom Varied resources
encyclopedia. provide enough
meaningful
information for
students to think
deeply.
Evaluation

15
Bechara-WebQuest Review


0 points 3 points 6 points

Criteria for Criteria for Criteria for


success are not success are at success are clearly
described. least partially stated in the form
described. of a rubric. Criteria
include qualitative
as well as
quantitative
descriptors.
Clarity of
6
Evaluation
The evaluation points
Criteria
instrument clearly
measures what
students must
know and be able
to do to
accomplish the
task.

See creating a rubric


guidelines
Total Score 44 /50
Original WebQuest rubric by Bernie Dodge.
This is Version 1.03. Modified by Laura Bellofatto, Nick Bohl, Mike Casey,
Marsha Krill, and Bernie Dodge and last updated on June 19, 2001.

This page is to help you look at the


aesthetic fine points of your page and
pinpoint the little things to fix that will make
your good pages into great ones. You can
use it to look at your own project or you
can ask someone else to provide you with
a peer review. Any line that doesn't have
Yes checked suggests that there might be Checklist
something to fix. Each item is keyed to the
appropriate section of the Fine Points
page.

Project Name:
Project Author:
Notes:
Checked By:
Date:

16
Bechara-WebQuest Review


No ? Yes Aspect

Fine Point 1. The lines in


the page are constrained
so that they never exceed
8 to 15 words per line.

Fine Point 2. Paragraphs


are no longer than 8 lines
of text in a row. Bulleted
and numbered lists are
used appropriately.

Fine Point 3. Sans-serif


fonts are used for body
text.

Fine Point 4. Fonts are


used consistently. Any
change in font is used to
indicate a change in the
purpose or source of the
information.

Fine Point 5. The reading


level of the text seems
appropriate for the
intended audience.

Fine Point 6. The only


underlined words are No active links for
hyperlinks. references/ credits

Fine Point 7. Each page


has a meaningful title in
the Title Bar.

Fine Point 8.
Transparency is used in
graphics appropriately.

Fine Point 9. There is a 2


to 10 pixel space between
graphics and text.

Fine Point 10.

17
Bechara-WebQuest Review


Backgrounds don't
interfere with the
readability of the text.

Fine Point 11. There is a


2 to 10 pixel space
between text and any
page or table boundaries.

Fine Point 12. Graphics


and text are put side by
side where appropriate to
minimize long scrolling
pages.

Fine Point 13. Graphics


that are hotlinked are
chosen to look like links
and do not have a link-
colored border around
them.
No ALT text tag listed.
Fine Point 14. Graphics
have an ALT Text tag to
make them accessible to
the visually impaired.

Bernie Dodge, 1999. May be freely used by non-profit educational


organizations.

18
Bechara-WebQuest Review


WebQuest #3

http://questgarden.com/187/08/0/160222174952/index.htm

Plants, Plants, How Do You Grow? is a WebQuest about plants designed for

Kindergarten or first grade. It starts with a read aloud from Eric Carles The Tiny Seed

via the introduction. The color of the text and introductory question Have you ever

wondered about how a seed becomes a plant? is inviting, bold and provides questions to

prompt the students learning. This question really connects to the students prior

knowledge and aims to extend their learning about plants. The introduction really draws

the student into the tasks and provokes their curiosity to learn more about the topic.

The tasks identified in the process are simple and organized so that students can

independently move throughout the tasks with their partner. Tasks are spread out

throughout three days and provide a variety of visuals and videos to extend students

learning about the concepts. The resource page provides live links, which allow students

to continue to extend their learning.

Beginning Developing Accomplished Score


Overall Aesthetics (This refers to the WebQuest page itself, not the external
resources linked to it.)
0 points 2 points 4 points

There are few or Graphic Appropriate and


no graphic elements thematic graphic
4
Overall elements. No sometimes, but elements are used
points
Visual variation in not always, to make visual
Appeal layout or contribute to the connections that
typography. understanding contribute to the
of concepts, understanding of
OR ideas and concepts, ideas
relationships. and relationships.

19
Bechara-WebQuest Review


Color is garish There is some Differences in type
and/or variation in type size and/or color
typographic size, color, and are used well and
variations are layout. consistently.
overused and
legibility suffers. See (see the fine
Background points check list that
interferes with follows. Use that as
the readability. a guideline)
0 points 2 points 4 points

Getting through There are a few Navigation is


the lesson is places where seamless. It is 4
Navigation & confusing and the learner can always clear to the points
Flow unconventional. get lost and not learner what all the
Pages can't be know where to pieces are and how
found easily go next. to get to them.
and/or the way
back isn't clear.
0 points 1 point 2 points

There are more There are some No mechanical


than 5 broken broken links, problems noted.
links, misplaced misplaced or 2
Mechanical or missing missing images, See fine points points
Aspects images, badly badly sized check list that
sized tables, tables, follows. Use that as
misspellings misspellings a guideline.
and/or and/or
grammatical grammatical
errors. errors.
Introduction
0 points 1 point 2 points

The introduction The introduction The introduction


is purely factual, relates draws the reader
Motivational 2
with no appeal somewhat to the into the lesson by
Effectiveness points
to relevance or learner's relating to the
of
social interests and/or learner's interests
Introduction
importance describes a or goals and/or
compelling engagingly
OR question or describing a
problem. compelling

20
Bechara-WebQuest Review


The scenario question or
posed is problem.
transparently
bogus and
doesn't respect
the media
literacy of
today's learners.
0 points 1 point 2 points

The introduction The introduction The introduction


doesn't prepare makes some builds on learner's
Cognitive 2
the reader for reference to prior knowledge
Effectiveness points
what is to come, learner's prior and effectively
of the
or build on what knowledge and prepares the
Introduction
the learner previews to learner by
already knows. some extent foreshadowing
what the lesson what the lesson is
is about. about.
Task (The task is the end result of student efforts... not the steps involved in
getting there.)
0 points 2 point 4 points

The task is not The task is The task is


related to referenced to referenced to
standards. standards but is standards and is
not clearly clearly connected 4
Connection
connected to to what students points
of Task to
what students must know and be
Standards
must know and able to do to
be able to do to achieve
achieve proficiency of
proficiency of those standards.
those
standards.
0 points 3 points 6 points

Task requires Task is doable Task is doable and 6


Cognitive
simply but is limited in engaging, and points
Level of the
comprehending its significance elicits thinking that
Task
or retelling of to students' goes beyond rote
information lives. The task comprehension.
found on web requires The task requires

21
Bechara-WebQuest Review


pages and analysis of synthesis of
answering information multiple sources of
factual and/or putting information, and/or
questions. together taking a position,
information from and/or going
several sources. beyond the data
given and making a
generalization or
creative product.

See WebQuest
Taskonomy.
Process (The process is the step-by-step description of how students will
accomplish the task.)
0 points 2 points 4 points

Process is not Some directions Every step is


clearly stated. are given, but clearly stated. Most
4
Students would there is missing students would
Clarity of points
not know information. know exactly
Process
exactly what Students might where they are at
they were be confused. each step of the
supposed to do process and know
just from what to do next.
reading this.
0 points 3 points 6 points

The process Strategies and The process


lacks strategies organizational provides students
and tools embedded coming in at
organizational in the process different entry
tools needed for are insufficient levels with
students to gain to ensure that strategies and
6
the knowledge all students will organizational
Scaffolding points
needed to gain the tools to access and
of Process
complete the knowledge gain the knowledge
task. needed to needed to
complete the complete the task.
Activities are of task.
little significance Activities are
to one another Some of the clearly related and
and/or to the activities do not designed to take
accomplishment relate the students from
of the task. specifically to basic knowledge to

22
Bechara-WebQuest Review


the higher level
accomplishment thinking.
of the task.
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,
Transformatio
n&
Production
Scaffolds

0 points 1 points 2 points

Few steps, no Some separate Different roles are


separate roles tasks or roles assigned to help
assigned. assigned. More students 2
Richness of complex understand points
Process activities different
required. perspectives
and/or share
responsibility in
accomplishing the
task.
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.)

23
Bechara-WebQuest Review


0 points 2 point 4 points

Resources There is some There is a clear


provided are not connection and meaningful
sufficient for between the connection
students to resources and between all the
accomplish the the information resources and the
4
Relevance & task. needed for information needed
points
Quantity of students to for students to
Resources OR accomplish the accomplish the
task. Some task. Every
There are too resources don't resource carries its
many resources add anything weight.
for learners to new.
look at in a
reasonable
time.
0 points 2 points 4 points

Links are Some links Links make


mundane. They carry excellent use of the
lead to information not Web's timeliness
4
information that ordinarily found and colorfulness.
Quality of points
could be found in a classroom.
Resources
in a classroom Varied resources
encyclopedia. provide enough
meaningful
information for
students to think
deeply.
Evaluation
0 points 3 points 6 points

Criteria for Criteria for Criteria for


success are not success are at success are clearly
described. least partially stated in the form
6
Clarity of described. of a rubric. Criteria
points
Evaluation include qualitative
Criteria as well as
quantitative
descriptors.

The evaluation
instrument clearly

24
Bechara-WebQuest Review


measures what
students must
know and be able
to do to
accomplish the
task.

See creating a rubric


guidelines
Total Score 50/50
Original WebQuest rubric by Bernie Dodge.
This is Version 1.03. Modified by Laura Bellofatto, Nick Bohl, Mike Casey,
Marsha Krill, and Bernie Dodge and last updated on June 19, 2001.

This page is to help you look at the


aesthetic fine points of your page and
pinpoint the little things to fix that will make
your good pages into great ones. You can
use it to look at your own project or you
can ask someone else to provide you with
a peer review. Any line that doesn't have
Yes checked suggests that there might be Checklist
something to fix. Each item is keyed to the
appropriate section of the Fine Points
page.

Project Name:
Project Author:
Notes:
Checked By:
Date:

No ? Yes Aspect

Fine Point 1. The lines in


the page are constrained
so that they never exceed
8 to 15 words per line.

Fine Point 2. Paragraphs


are no longer than 8 lines
of text in a row. Bulleted
and numbered lists are

25
Bechara-WebQuest Review


used appropriately.

Fine Point 3. Sans-serif


fonts are used for body
text.

Fine Point 4. Fonts are


used consistently. Any
change in font is used to
indicate a change in the
purpose or source of the
information.

Fine Point 5. The reading


level of the text seems
appropriate for the
intended audience.

Fine Point 6. The only


underlined words are
hyperlinks.

Fine Point 7. Each page


has a meaningful title in
the Title Bar.

Fine Point 8.
Transparency is used in
graphics appropriately.

Fine Point 9. There is a 2


to 10 pixel space between
graphics and text.

Fine Point 10.


Backgrounds don't
interfere with the
readability of the text.

Fine Point 11. There is a


2 to 10-pixel space
between text and any
page or table boundaries.

Fine Point 12. Graphics


and text are put side by

26
Bechara-WebQuest Review


side where appropriate to
minimize long scrolling
pages.

Fine Point 13. Graphics


that are hot linked are
chosen to look like links
and do not have a link-
colored border around No ALT text tag provided
them. for access for visually
impaired however many
Fine Point 14. Graphics parts of the assignment
have an ALT Text tag to are auditory.
make them accessible to
the visually impaired.

Bernie Dodge, 1999. May be freely used by non-profit educational


organizations.

Option 2: http://more2.starfall.com/m/math/calendar/load.htm?f&ref=main


27
Bechara-WebQuest Review


WebQuest Review

I choose to evaluate three WebQuests I would potentially utilize with my

preschool and Pre-K special education students. As many of my students have a variety

of academic skills and need to be challenged at times to further their learning I felt the

three topics selected were academically appropriate to content taught in my classroom.

The WebQuests address measurement, the life cycle of a seed, and geometry,

however, each also further the academic vocabulary for students. As academic

vocabulary exposure is an important concept for each of my students, it was the approach

to which each WebQuest was presented utilizing auditory, visual, and kinesthetic actions

are what attracted me to these sites initially. Depending on the skills of the student, each

of these WebQuests could be utilized with my students to extend their learning. As noted

below in the evaluations of each WebQuest, the WebQuests that explicitly identified an

introduction and conclusion for the students learning to allow for a deeper learning and

understanding of the academic tasks.

Although I was initially attracted to the content and simple nature of the first

WebQuest for my younger students, I came to find that it did not have all of the necessary

aspects to further the students learning past the initial game/ task. After evaluating the

three sites, I realized the third WebQuest best meets the online investigations for students

as it provides simple instructions, videos, text, and well-organized links to further student

learning. This assignment has made me second guess the websites I utilize to extend the

curriculum for my student and has provided me with a new Web Garden, a new web

resource tools to continue to further my students learning.

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Bechara-WebQuest Review


References:

Greenwell, A. (n.d.). Plants, plants, how do you grow? Retrieved from Quest Garden:

http://questgarden.com/187/08/0/160222174952/index.htm

Scholastic Entertainment Inc. (2006). Measuring up! Retrieved from PBS Kids:

http://pbskids.org/clifford/games/measuring_up.html

Whitman, N. (n.d.). Shapes are out of this world! Retrieved from Quest Garden:

http://questgarden.com/183/11/0/151226230735/index.htm

29