Introduction
(5 points total) |
Motivational
Effectiveness |
0 points
The introduction is purely factual, with
no appeal to relevance or social importance.
|
2.5 point
The introduction relates somewhat to
the learner's interests and/or describes a compelling question
or problem. |
5 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. |
|
Task (The
task is the end result of student efforts... not the steps
involved in getting there.) (5 points total) |
Connection
of Task to Standards |
0 points
The task is not related to social studies
standards and not appropriate for the grade selected. |
1.5 point
The task is referenced to social studies
standards but is not clearly connected to what students
must know and be able to do to achieve proficiency of those
standards. |
2.5 points
The task is referenced to social studies
standards and is clearly connected to what students must
know and be able to do to achieve proficiency of those
standards. |
|
Cognitive
Level of the Task |
0 points
Task requires simply comprehending or
retelling of information found on web pages and answering
factual questions. |
1.5 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. |
2.5 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. |
|
Process (The
process is the step-by-step description of how students will
accomplish the task.) (5 points total) |
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. |
1.5 points
Some directions are given, but there
is missing information. Students might be confused. |
2.5 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. |
|
Richness
of Process |
0 points
Few steps, no separate roles assigned. |
1.5 points
Some separate tasks or roles assigned.
More complex activities required. |
2.5 points
Different roles are assigned to help
students understand different 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.) |
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. |
1.5 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. |
2.5 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. |
|
Quality
of
Resources |
0 points
Links are mundane. They lead to information
that could be found in a classroom encyclopedia. |
1.5 points
Some links carry information not ordinarily
found in a classroom. |
2.5 points
Links make excellent use of the Web's
timeliness and colorfulness.
Varied resources provide enough meaningful
information for students to think deeply. |
|
Evaluation |
Clarity
of Evaluation Criteria |
0 points
Criteria for success are not described. |
3 points
Criteria for success are at least partially
described. |
5 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. |
|
Total
Score |
/25 |