| Criteria |
Beginning |
Intermediate |
Proficient |
| Engaging
Opening |
No attempt made to appeal to learners. |
Honestly attempts to appeal to student interests. |
Has that something that compels
attention. |
| The
Question / Task |
Fuzzy Question or Task. Maybe what's
asked for is lower level thinking. |
The Question and Task target higher
order 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 match the issues
and resources. Role assignments consider
students' strengths. The roles provide multiple perspectives from which
to view the topic. |
| Use of Web Internet
Resources |
This activity could 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. |
| 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. |
| 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. Must
include a rubric to evaluate student
results. |
| Conclusion |
Minimal conclusion. No mention of
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. |