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 |