| You should tell the students how you will grade their
performance and products on the WebQuest. Give them the criteria you
will use to judge what they have done and make sure that you list
what has to be included. Tell them whether you will grade them
individually or as a group. This will depend on the type of task you
have set for them.
Clearly many (most? all?) students respond to how they expect to be
graded. This part of the WQ, then, will have a big effect on what
students do and how well they do it. Some choices you must make
include
- Are you grading the product of the WebQuest? Most WQs have
something that the students make, such as a newsletter, a
report, a creative work, something. In general, you will want to
grade this product and you will want to be clear to students
about how you will grade it. Nowadays, that usually implies that
you will create a rubric for grading. A rubric will list a
series of criteria as well as the levels within each one. For
example, a "writing style" rubric might have levels of 0 =
incomprehensible, riddled with errors, etc., 1 = minimally
comprehensible, many errors, not clear, 2 = fair, mostly
comprehensible, some errors, 3 = good comprehensibility, few
errors, 4 = very comprehensible, almost no errors. Often these
levels have points associated with them.
Read a
basic article on creating rubrics.
A guide to creating rubrics.
A module
on creating rubrics.
- You may also want to grade students on the process by which
they created their product. Did they collaborate well? Did they
play their roles well?
- With both of these, you need to make it clear whether you
are grading individuals or the group. Sometimes, you may grade
the product for the whole group but amend the grades based on
individual contributions.
Examples:
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