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    Rubric

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    api-350738795
    The document provides a rubric to evaluate webquests on a scale of 1 to 12.5. It assesses webquests on how well they explain issues, select and use information to investigate viewpoints, consider the influence of context and assumptions, establish a thesis while considering complexities and other perspectives, and draw logical conclusions tied to the information discussed. Higher scores are given for more comprehensive and thoughtful consideration of these areas.

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    Rubric

    Uploaded by

    api-350738795
    30 views1 page
    The document provides a rubric to evaluate webquests on a scale of 1 to 12.5. It assesses webquests on how well they explain issues, select and use information to investigate viewpoints, consider the influence of context and assumptions, establish a thesis while considering complexities and other perspectives, and draw logical conclusions tied to the information discussed. Higher scores are given for more comprehensive and thoughtful consideration of these areas.

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    The document provides a rubric to evaluate webquests on a scale of 1 to 12.5. It assesses webquests on how well they explain issues, select and use information to investigate viewpoints, consider the influence of context and assumptions, establish a thesis while considering complexities and other perspectives, and draw logical conclusions tied to the information discussed. Higher scores are given for more comprehensive and thoughtful consideration of these areas.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    30 views1 page

    Rubric

    Uploaded by

    api-350738795
    The document provides a rubric to evaluate webquests on a scale of 1 to 12.5. It assesses webquests on how well they explain issues, select and use information to investigate viewpoints, consider the influence of context and assumptions, establish a thesis while considering complexities and other perspectives, and draw logical conclusions tied to the information discussed. Higher scores are given for more comprehensive and thoughtful consideration of these areas.

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    © All Rights Reserved
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    Rubric for Webquest

    1 6 10 12.5 Score/Level

    Explanation of Issue/problem to be considered Issue/problem to be considered Issue/problem to be considered Issue/problem to be considered


    issues critically is stated without critically is stated but description critically is stated, described, and critically is stated clearly and
    clarification or description. leaves some terms undefined, clarified so that understanding is described comprehensively,
    ambiguities unexplored, not seriously impeded by delivering all relevant information
    boundaries undetermined, and/or omissions. necessary for full understanding.
    backgrounds unknown.

    Evidence Information is taken from Information is taken from Information is taken from Information is taken from
    Selecting and source(s) without any source(s) with some source(s) with enough source(s) with enough
    using information interpretation/evaluation. interpretation/evaluation, but not interpretation/evaluation to interpretation/evaluation to
    to investigate a Viewpoints of experts are taken enough to develop a coherent develop a coherent analysis or develop a comprehensive
    point of view or as fact, analysis or synthesis. synthesis. Viewpoints of experts analysis or synthesis. Viewpoints
    conclusion without question. Viewpoints of experts are taken are subject to questioning. of experts are questioned
    as mostly fact, with little thoroughly.
    questioning.

    Influence of Shows an emerging awareness Questions some assumptions. Identifies own and others' Thoroughly (systematically and
    context and of present assumptions Identifies several relevant assumptions and several methodically) analyzes own and
    assumptions (sometimes labels assertions as contexts when presenting a relevant contexts when others' assumptions and
    assumptions). position. May be more aware of presenting a position. carefully evaluates the relevance
    Begins to identify some contexts others' assumptions than one's of contexts when presenting a
    when own (or vice versa). position.
    presenting a position.

    Student's position Specific position (perspective, Specific position (perspective, Specific position (perspective, Specific position (perspective,
    (perspective, thesis/hypothesis) is stated, but thesis/hypothesis) acknowledges thesis/hypothesis) takes into thesis/hypothesis) is imaginative,
    thesis/hypothesis) is simplistic and obvious. different sides of an issue. account the complexities of an taking into
    issue. Others' points of view are account the complexities of an
    acknowledged within position issue. Limits of position
    (perspective, (perspective,
    thesis/hypothesis). thesis/hypothesis) are
    acknowledged. Others' points of
    view are synthesized within
    position (perspective,
    thesis/hypothesis).

    Conclusions and Conclusion is inconsistently tied Conclusion is logically tied to Conclusion is logically tied to a Conclusions and related
    related outcomes to some of the information information (because information range of information, including outcomes (consequences and
    (implications and discussed; related outcomes is chosen to fit the desired opposing viewpoints; related implications) are logical and
    consequences) (consequences and implications) conclusion); some related outcomes (consequences and reflect students informed
    are oversimplified. outcomes (consequences and implications) are identified evaluation and ability to place
    implications) are identified clearly. evidence and perspectives
    clearly. discussed in priority order.

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