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| Name: Audrey Carey | Date: 8-2-01 |
| WebQuest Evaluated: http://www.highlandpark.k12.nj.us/users/jsaponaro/dinowebquest.html | |
| Score | Explanation | |
| Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.) | ||
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Overall visual appeal (0-4)
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The visual appearance of this site appeals to the appropriate age level. The graphics are not over-whelming and the background does not interfere with the text. The text is virtually appealing inside a bordered site. All of the links are highlighted in blue and can be found easily. The fonts are consistent throughout the site and only made bigger when introducing a new page or to draw attention to a new idea. I feel the navigation through the site can easily be done by the appropriate grade level. Students do not have to continuously scroll to find out the project that they needed to complete. I found no mechanical errors. |
| Introduction | ||
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Motivational effectiveness of Introduction (0-2)
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The introduction diffidently draws the reader into the lesson by relating to the learner's interest by reflecting on prior books that the students have read about dinosaurs. The author also uses exciting word choice. I love how the author states, "Your dreams of becoming a dinosaur expert have come true!" |
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Cognitive effectiveness of the Introduction
(0-2) |
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The books that the author uses as references have informed the reader of prior knowledge and have prepared the students for the vocabulary wording used on this site. The texts have also given the students knowledge about dinosaurs and how to dig up fossils. |
| Task (The task is the end result of student efforts... not the steps involved in getting there.) | ||
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Cognitive level of the task (0-6)
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The task is engaging and is well connected to the introduction. The task requires the students to begin thinking about the various types of teeth that dinosaurs have. This also has the students beginning thinking about the dinosaur's diet and how the dinosaurs ate their food. |
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Technical sophistication of task (0-2)
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Even though the technical sophistication of this task is not of the highest degree, I feel that the site it appropriate for the grade/age level. The students needed to print out a record sheet and fill it out. I really liked how the author has already designated that the printer prints out the number of copies needed for each group. |
| Process (The process is the step-by-step description of how students will accomplish the task.) | ||
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Clarity of Process (0-4)
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Every step of the process is clearly stated. The definition of each group members job is included and the steps of each process are numbered. I thought that highlighting each group members assignment in red was a good strategy to help the group know exactly what was to be accomplished. I also liked how frequent reminders were placed on the site to help students who might have forgotten to do a step previously. I found the direction easy to follow and I feel that the appropriate listed grades will too. |
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Richness of process (0-6)
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Having each group member having a equally important job was a great idea. I felt that the jobs that the students were given offered a large variety of learning activities for the students. No matter what level of ability a student might have, I feel that everyone could participate. The activities were visual (through use of pictures), hands-on (through digging), researching, and drawing. The only downfall was I felt that the photographer may not know exactly what it is he or she should be photographing of importance and the draftsmen should have been told to possible label. Guidelines for what each job member should be accountable for is of great importance. |
| Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Resources block. Also note that books, video and other off-line resources can and should be used where appropriate.) | ||
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Quantity of resources (0-2)
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Only one URL was provided to the students, however, what a wonderful URL. The student were not overwhelmed with a long list of URL sites and therefore could concentrate on their navigation. I did like how the author of the site directed each group member to the page site where they could begin their research. I feel that the students had a large variety of resources available to them due to obvious off-line discussions, materials and books. |
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Quality of resources (0-4)
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The URL site provided was outstanding. The site provided links to many topics and types of dinosaurs. Through this site the students could find all of the research needed to complete the task. I loved how the different links to topic areas were listed at the heading of this site. |
| Evaluation | ||
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Clarity of Evaluation Criteria (0-6)
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The criteria for the projects were clearly stated in a form of two rubrics. One rubric listed the grading for the record/report sheet that the groups needed to complete and a rubric for group participation. Each student knew exactly what was expected of them. |
| Total Score
(0-38) |
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I would definitely use this webquest in my class. I would however review this site with them and go into more details about the guidelines for each group members. |