Topic 7: Completing WebQuest Sections
Table of Contents

Topic 7

Warm-up

Reading

Resources

Assignment

Reading
In this module you will complete gathering resources for your WebQuest. We will continue to use WebQuest Lesson Plan Template in the WebQuest Training Materials on Bernie Dodge's site. You can follow the guide given in this course. You've already written your Introduction and Task and Process sections.
Evaluation Section

Clearly lay out how performance will be evaluated.

Will you give a group grade and/or an indivual grade. Will you use a rubric?. If so what will that rubric look like? Read Bernie Dodge's information on authentic assessment Rubrics for Web Lessons to learn more about assessing WebQuests. You can use Rubicator or try RubiStar. Rubrics provide the scaffolding for your WebQuest and should tie directly to your measurable objectives. You might find Rubrics for Web Lessons to be very helpful.  You will also find information on rubrics and rubric development on the Earn While You Learn (EWYL) Resource Page.

Rember that assessment should be ongoing throughout the WebQuest to improve student learning. (This is called formative assessment.) Summative assessment (the assessment of student learning at the end of the WebQuest) should be to assess what the students have actually learned as a result of doing this WebQuest and not be a comparision of students against each other. To do this you will need to build in a pre-assessment to determine students prior knowledge before they begin the WebQuest. You will then need to be clear about how you will know what students have learned as a result of doing the WebQuest. You may want to revisit your measurable objectives at this time to be sure you've included a pre-assessment of student prior knowledge. 

See the diagrams below. The yellow chart shows the traditional approach to assessement that compares students to each other. It does NOT reflect what students have really learned, and can destroy student initiative and learning motivation and engagement, especially for students with limited prior knowledge. The blue chart shows that learning is a continuous process. A student with limited prior knowledge may learn as much or more that a student with greater prior knowledge, but tradtional comparisions of assessement scores would not reflect this. Criterion referenced assessment better reflects what each student has actually learned better than normed reference assessment. Portfolio assessement is another way to help students show what they have actually learned. As students complete their WebQuests be sure that you have built in checkpoints along the way to assess where students are in their learning, and to help them assess what they need to do to improve their own learning. 

Conclusion
This is where yu will summarize what the learners will have accomplished or learned by completing the WebQuest. This is a good place to add some essential questsions based on the higher order thinking skills of anaylsis, synthesis, and evaluation. You can find an a good list of good verbs to use in
Learning Skills Program - Bloom's Taxonomy.
Teacher Page
The teacher page is where you include information that will help other teachers implement your Webquest. You should include: 
  • Who are your target learners?
  • Standards (Grade level), goals and objectives.
  • Notes for teaching the unit or project 
  • Examples of student work or a sample of what is expected for the student created product
  • Any additional information that will assist teachers to implement your WebQuest (Consider what information you might need.
Table of Contents

Topic 7

Warm-up
Reading
Resources
Assignment