Directions to Reviewer:
1. Enter your comments about the WebQuest in the right column of the table below.
2. Identify yourself by beginning each comment with your initials, like this: ............. "KDS - Your use of the roles was....
Evaluation Criteria
Reviewer's Suggested Areas for Improvement or Questions for the Author to Consider
Introduction 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. The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.
I like how it is short and to the point. I'm sure your pictures would have helped to set the scene for your little 'uns. Maybe include a map / blueprint of the school grounds for the kids so they can visualize the space - JV
PB maybe incorporate the question posed into the intro to add some 'kabang' to your intro.
MVR: What about showing them pictures/foto's of what the playground looks like after break to introduce your topic and to answer the critical question?
Task The task is aligned to assessment standards and is clearly connected to what learners must know and be able to do to achieve proficiency of those standards. The task is doable and engaging, and challenges thinking that goes beyond rote comprehension. The task requires going beyond the data given and making a creative product. There is enough specific guidance on how to produce/perform the task (e.g. suggested outlines, examples,formats)
"This task involves" the text exlaining the task is a litte confusing, could be clearer. Took me a while to figure out what CRPP was. "The task" = well put forth. I like the "zooty" bin - JV
PB Also find description confusing. Adding a picture of the intended outcome might be a good idea.
Process Every step is clearly stated. Most learners would know exactly where they are at each step of the process and know what to do next. The process provides learners of different levels with strategies and organizational tools to access and gain the skills needed to complete the task. Higher level thinking is required to construct new meaning. (Reviewer identify these.) The process matches the task description.
I would put the roles before I explained the process. Some re-wording could make the instructions a little clearer. Very well laid out. Clear step by step. JV
SL: Who will create the graph? Would a learner understand the concept of graphs? I am afraid I don't know the "little learner's" syllabus
MVR: Will they be able to use the internet resources, what about making resources (books) available to them in class. Parents will help with the interviews I suppose.
Roles Different roles are assigned to group members to help learners understand different perspectives and/or share responsibility in accomplishing the task. Roles are integral to getting the job done, not just tacked on. They are interdependent. Roles are well defined. It is clear who does what when.
Placement - see comment above. I prefer instructions/ elements of the role to be bulleted so they are easier to understand. - JV
PB Not sure how the different roles function througout the task.
Resources There is a clear and meaningful connection between all the resources and the information needed for learners to accomplish the task. Varied resources provide enough meaningful information for learners to think deeply
more specific links. Prince Edward Island... ? =D JV
PB I think you need to specify which books in the library, might waste time otherwise. Webpages too confusing for grade 0's
Assessment Criteria for success are clearly stated in the form of a rubric. The assessment tool clearly measures what learners must know and be able to do to accomplish the task. Alignment with assessment standards is very clear.
Impressive assessment standards! JV
Conclusion Clear tie-in to the intro. Makes the students' cognitive tasks overt and suggests how this learning could transfer to other domains/issues. Probably calls attention to the assumptions / hidden agendas inherent in the WebQuest itself.
Hidden agendas/ assumptions inherent in the webquest? JV
PB I would like the conclusion to be a message to the learners...some inspiration to them to put into practise the things you suggested.
Other Suggestions Aesthetics. Organization. Word choice.
Roleplay/props...JV
MVR: Will the learners be able to read and understand the webquest?
I like the integration of the different learning areas and the possible start of a
recycling project very much!
Chantal's WebQuest Review
Directions to Reviewer:
1. Enter your comments about the WebQuest in the right column of the table below.
2. Identify yourself by beginning each comment with your initials, like this:
............. "KDS - Your use of the roles was....
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.
The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.
PB maybe incorporate the question posed into the intro to add some 'kabang' to your intro.
MVR: What about showing them pictures/foto's of what the playground looks like after break to introduce your topic and to answer the critical question?
The task is aligned to assessment standards and is clearly connected to what learners must know and be able to do to achieve proficiency of those standards.
The task is doable and engaging, and challenges thinking that goes beyond rote comprehension.
The task requires going beyond the data given and making a creative product.
There is enough specific guidance on how to produce/perform the task (e.g. suggested outlines, examples,formats)
PB Also find description confusing. Adding a picture of the intended outcome might be a good idea.
Every step is clearly stated. Most learners would know exactly where they are at each step of the process and know what to do next.
The process provides learners of different levels with strategies and organizational tools to access and gain the skills needed to complete the task.
Higher level thinking is required to construct new meaning. (Reviewer identify these.)
The process matches the task description.
SL: Who will create the graph? Would a learner understand the concept of graphs? I am afraid I don't know the "little learner's" syllabus
MVR: Will they be able to use the internet resources, what about making resources (books) available to them in class. Parents will help with the interviews I suppose.
Different roles are assigned to group members to help learners understand different perspectives and/or share responsibility in accomplishing the task.
Roles are integral to getting the job done, not just tacked on. They are interdependent.
Roles are well defined. It is clear who does what when.
PB Not sure how the different roles function througout the task.
There is a clear and meaningful connection between all the resources and the information needed for learners to accomplish the task.
Varied resources provide enough meaningful information for learners to think deeply
PB I think you need to specify which books in the library, might waste time otherwise. Webpages too confusing for grade 0's
Criteria for success are clearly stated in the form of a rubric. The assessment tool clearly measures what learners must know and be able to do to accomplish the task.
Alignment with assessment standards is very clear.
Clear tie-in to the intro.
Makes the students' cognitive tasks overt and suggests how this learning could transfer to other domains/issues.
Probably calls attention to the assumptions / hidden agendas inherent in the WebQuest itself.
PB I would like the conclusion to be a message to the learners...some inspiration to them to put into practise the things you suggested.
Aesthetics.
Organization.
Word choice.
MVR: Will the learners be able to read and understand the webquest?
I like the integration of the different learning areas and the possible start of a
recycling project very much!