ICT Activity 3: WebQuest Evaluation and Creation Template Assignment

This assignment presents a student's work on evaluating and creating a WebQuest, a valuable tool in online education. The assignment begins with an evaluation of an existing WebQuest, analyzing its effectiveness based on a rubric covering areas such as motivation, clarity, quality of resources, and overall design. The student then applies the Universal Design for Learning (UDL) principles, specifically focusing on providing multiple means of action and expression, and identifies potential barriers to learning and suggests solutions. Following the evaluation, the student creates their own original WebQuest, designing a lesson plan for pre-school students centered around the theme of the 'Magic Cat,' incorporating 21st-century skills like collaboration, communication, creativity, and critical thinking. The WebQuest includes an introduction, task, and process, along with considerations for target age and grade level, syllabus links, and the application of UDL principles. The assignment demonstrates a comprehensive understanding of WebQuest design, evaluation, and its role in fostering engaging and effective online learning experiences.

Running head: WEBQUEST EVALUATION RUBRIC LESSON PLAN
WebQuest evaluation rubric lesson plan
Name of the Student:
Name of the University:
Author’s Note:

2WEBQUEST EVALUAION
Activity Three - Web Quest Evaluation and Creation Template
Note: Text in purple can be deleted once your WebQuest is completed and ready to submit
WebQuest Evaluation – 4 marks
Adapted July 2011 from http://www.emints.org/WebQuest /rubric.shtmlUpdated PF 26 June 2018.
Update RA 27 Jan 2019
Please select a WebQuest and complete the evaluation rubric below.
EVALUATING A WEBQUEST
WebQuest Title:
Zunal.com
URL:
http://zunal.com/
KLA:
(Key Learning Area – e.g. Science, History, etc):
English
This Web Quest basically helps the students in getting a clear
idea about the English literature and language. By using this site
the students will be able to get a proper idea about studying arts.
The very first chapter starts with teaching the children about the
works and life of Shakespeare. This learning will be useful for
the students as they will be able to get a proper idea about the
life history of William Shakespeare and how he has developed
the right kinds of poetics ideas for producing all his beautiful
pieces of prose and poetry.
A good text that is frequently visited by the students is The Life
And Times Of William Shakespeare!
This will help the students in order to understand about the
works of Shakespeare by Caroline Tanner. Learning Shakespeare
is important for the students for various reasons. One of them
being the Shakespearean characters are very lively and easily
relatable with the mentality of each and everyone. Students can
read the character sketches and can easily connect with them in
order to know about the differences existing in the thought
process and the mind sets if different people. Thos will help
students to develop a strong understanding about their as well as
the psyche of others around them.
It must be noted that English literature is an amalgamation of
social studies, science, history politics and many other aspects
going on around in any particular age. Thus students have to get
Year 9 to Year 12
This work by Caroline Tanner
will be helping the students in
order to understand about the
important text by Shakespeare.
Understanding arts and works
of literature is very important
for students as it helps them to
learn about their past and the
different social surroundings
that existed in the earlier times.
Learning the works of
Shakespeare will help the
students in understanding not
only about the linguistic and the
cultural differences that existed
in the past but also the different
types of characters that existed
in the past.
EDIT ICT Activity 3 - WebQuest Evaluation and Creation- Submission Template 2

3WEBQUEST EVALUAION
a reference material in order to understand about literature and
arts. Web Quest has a large number of subjects like social
science, professional skills, history and other such subjects, This
helps the students to visit these sites along with studying arts or
the Shakespearean works. This will be helping them to
understand about all these subjects just by staying in one
particular site rather that going into many other sites. Thus Web
Quest helps students to complete about their studies in a very
time optimizing manner.
WebQuest Description: (50 words max.)
This Web Quest is a very user friendly site that can be very helpful for the students to develop a
sound understanding about literature and arts. However it must be noted that the students will be at
an advantageous position if they use this Web Quest as this serves as a one stop platform for
different kinds of studies.
EDIT ICT Activity 3 - WebQuest Evaluation and Creation- Submission Template 3

4WEBQUEST EVALUAION
WebQuest Evaluation Rubric
Complete this evaluation rubric for your selected WebQuest. For each criterion simply shade in
gray the cell with rating that matches your evaluation. For example,
Criterion
X Beginning Developing Accomplished
Introduction
Criterion 1 Beginning Developing Accomplished
Motivationa
l
effectivenes
s of
introductio
n
Introduction is purely
factual, with no appeal to
learners’ interest or a
compelling question or
problem.
Introduction relates
somewhat to the learner's
interests and/or describes
a compelling question or
problem.
Introduction draws the
reader into the lesson
by relating to the
learner's interests or
goals and engagingly
describes a compelling
essential question or
problem, embedded in
a narrative.
Task
Criterion 2 Beginning Developing Accomplished
Clarity of
task
After reading the task it is
still unclear what the
end/culminating project of
the WebQuest will be, or
the task seems to take a
different direction than the
process does.
The written description of
the task adequately
describes the
end/culminating project,
but does not engage the
learner.
The written description
of the end/culminating
product describes
clearly and creatively
the goal of this
WebQuest.
Process
Criterion 3 Beginning Developing Accomplished
EDIT ICT Activity 3 - WebQuest Evaluation and Creation- Submission Template 4

5WEBQUEST EVALUAION
Clarity of
process
Process is not clearly
stated. Students would not
know exactly what they are
supposed to do just from
reading this or every step
students take is described
in such detail that no
choice or creativity is
possible.
Some directions are
given, but there is missing
information. Students
might be confused.
Every step is clearly
stated. Most students
would know exactly
where they were in the
process and what to do
next.
Process
Criterion 4 Beginning Developing Accomplished
Quality of
resources
Links are mundane. They
lead to information that
could be found in print.
The design includes links
that are not appropriate for
the grade level.
Some links carry
information not ordinarily
found in a classroom.
Resources make
excellent use of the
Web's timeliness and
perspectives.
Process
Criterion 5 Beginning Developing Accomplished
Overall
visual
appeal
There are few or no
graphic elements or
graphics and animation
are distracting and
overused.
There are few graphic
elements. The graphics
are related to the topic of
the quest. Animation is
used sparingly and only
where appropriate to the
topic rather than being
decoration.
Appealing graphic
elements are included
appropriately and fit
the topic. Graphics are
not distracting and use
of animation is limited
and appropriate.
Overall Design
Criterion 6 Beginning Developing Accomplished
Reasonable
‘Quest-eee-
ness’
WebQuest is merely a
question with list of
instructions and links
WebQuest is a scaffolded
list that provides students
with few opportunities to
WebQuest has an end
goal. Students need to
explore many pathways
EDIT ICT Activity 3 - WebQuest Evaluation and Creation- Submission Template 5

6WEBQUEST EVALUAION
with no real exploration. employ research and
critical thinking skills.
and need to employ
research and critical
thinking skills to realise
the quest.
Application of UDL Principle, Guideline & Checkpoint (75 - 100 words max):
Using the Universal Design for Learning Principle – provide multiple means of action and
expression (http://udlguidelines.cast.org/action-expression),
Selected UDL Principle, Guideline& Checkpoint:
Guideline 5: Expression And Communication
In this dynamic scenario of education it is really very essential for all the students to learn an all
round approach for learning about different resources and communicating about the same. For an
instance the student must know about critical analysis and about composition rather than only
writing the notes without using any details about their own.
Checkpoint 5.1-Use multiple media for communication
Describe the barrierand how it could be addressed: The barrier is that some students might be too
much dependent on the class notes without understanding or developing any critical analysis
skills of their own. Some students might find it very tough to express about their views properly.
Thus different communication means like story boards, animations and other such
communication platforms might be chosen so that students get ample chance to express about
their views properly.
EDIT ICT Activity 3 - WebQuest Evaluation and Creation- Submission Template 6

7WEBQUEST EVALUAION
WebQuest Creation –16 marks
Note: Text in purple can be deleted once your WebQuest is completed and ready to submit
PLEASE REMEMBER!
Refer to the Marking Rubric - as this provides more details
Complete the template below to build your own ORIGINAL WebQuest
Title:
The Great Pre School Studies Mania
WebQuest Description: (50 words max.)
This Web Quest is designed mainly for the purpose of teaching the students about different pieces
of poetry, story, poetry, art and craft and many other such aspects. Students will know about the
different prose and poetry taught to them in a very colourful and easy manner. Different lessons like
phonemics and videos will be used to teach pre school students about the differences between two
similar sounding words like potato and tomato.
Target AGE and GRADE: Readability Grade and Age:
This is designed for the
students who belong to the
group of 6 to 7 years and are
in the grade preschool or
grade 1
Flesch-Kincaid Grade Level Grade: K2 or the pre school
Flesch-Kincaid Grade Level Age: 6 to 7 years of age
Syllabus - Links:
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-english
21st Century Skills – the 4Cs:
EDIT ICT Activity 3 - WebQuest Evaluation and Creation- Submission Template 7

8WEBQUEST EVALUAION
Collaboration
This Web Quest is a collaborative effort as all the students will be asked to study from this website
by using all the relevant resources available. Teachers will be able to teach all the students to unite
together in their up. learning activity as Quests are usually carried on by a group
Communication
Communication is a key among all students. Students will be taught to form small groups and
undertake each lesson like phonics, poems and others.
Creativity
This is also creative as students will be taught art and craft along with story board making. Thus all
the students will be taught about using the different tools like drawing, animation and other tools for
expressing their ideas.
Critical thinking
Students will be taught about developing a thinking style of their own in order to understand the
lessons on the Web Quest. An online or digital tool like WebQuest helps students in developing an
independent and critical skill of their own.
EDIT ICT Activity 3 - WebQuest Evaluation and Creation- Submission Template 8

9WEBQUEST EVALUAION
Introduction:
Put on your headphones; get on your gears as you will now begin the journey to the kingdom of the
Magic Cat. Forget about all your tensions and take a plunge into the magical world of Cat
This WebQuest is mainly designed for the purpose of asking the students to identify the story of
magic cat, What the cat like and hates. This will help students to understand about different food
names and also about the phonic sounds. This will be very interesting for the learners as they will
be taught via the means in a video or a song in order to understand about the names of food the cat
likes and those that it doesn’t. The rhythmic and rhymed verses will help to keep up the interests of
the students
Task:
The task wants the students to understand phonic sounds to identify different words having almost
similar sounds. This will also be useful in maintaining the interest of the students throughout.
Students will be able to undertake a proper journey into the world of the Magic cat. This will help
them to understand about the different sounds of similar sounding words.
Process:
.
http://www. PreSchoolStudies.com/PreSchool/
Steps to be followed by students
Put on your headphones, get on your gears as you will now begin the journey to the kingdom of the
Magic Cat
Forget about all your tensions and take a plunge into the magical world of Cat
Students need to go on the Quest for finding food for the Magic Cat.
Foods that will be discovered via the quest
Students will use the speakers and the headphones for listening to the song being played.
This will be followed by making a prompt by each student in order to narrate the food items that the
cat likes like fish, meat and those that it dislikes like tomato, potato and others
This will also help students to learn about the correct pronunciation and the phonic sounds of each
word.
EDIT ICT Activity 3 - WebQuest Evaluation and Creation- Submission Template 9

10WEBQUEST EVALUAION
Evaluation:
Task 1-
Presenting
a list of
words with
almost
similar
sounds like
rat, bat or
potato,
tomato
Marks-4/10
Students face some
problems to understand
and present each word
properly. Writing wring
spelling
Marks-6/10
Students must have an
inquisitive nature and
ask their teachers on
facing some doubts
Marks-10/10
Students are able to
prepare a proper list of
words on their own
without making any
such mistake
Task2-
Motivationa
l
effectivenes
s of
introduction
Students feel bored and
impatient
Students are able to
develop a certain interest
level and undertake
different lines of studies
like art and craft
Students can select
topics from their own
understanding and use
proper writing skills as
well
Task3-
Clarity of
task
Students are not clear with
the usage of the Web Quest
Students are capable of
understanding about the
clear ways of visiting
each link and understand
the subjects
Students show huge
interest and can carry
on their web Quest
study in a very clear
manner
Conclusion:
.
Learners will be able to learn about the methods of using Web Quest in order to get a large number
EDIT ICT Activity 3 - WebQuest Evaluation and Creation- Submission Template 10

11WEBQUEST EVALUAION
of information at one particular site itself. This activity is useful both for students and the teaching
professionals as well. They will be able to understand about the different kinds of information that
will be available in the Web Quest. Learners will be easily able to reflect on the lessons that they
have learnt in the past few days without forgetting them. They will also be able to carry on their
learning in a very user friendly manner. While learning phonics or different English words, they
learners will be able to get other pieces of information about art and craft, story board making and
many others. The interest of the learners will also be maintained.
EDIT ICT Activity 3 - WebQuest Evaluation and Creation- Submission Template 11

12WEBQUEST EVALUAION
Bibliography
Adapted and adopted May, 2016 from http://www.csus.edu/indiv/r/rodriguezr/Computer
Class/rodriguezr14/Computers/WebQuest/Making a WebQuest.html and
https://coe.uni.edu/ci/240-020/webquests/webquestparts.html
Aydin, S. (2016). WebQuests as language-learning tools. Computer Assisted Language Learning,
29(4), 765-778.
Debono, D., Taylor, N., Lipworth, W., Greenfield, D., Travaglia, J., Black, D., & Braithwaite, J.
(2017). Applying the theoretical domains framework to identify barriers and targeted
interventions to enhance nurses’ use of electronic medication management systems in two
Australian hospitals. Implementation Science, 12(1), 42.
Demir, M. K., & Gür, H. (2016). A Perception Scale on the Use of Webquests in Mathematics
Teaching: A Study of Scale Development. Educational Research and Reviews, 11(22),
2079-2087.
Iskeceli-Tunc, S., & Oner, D. (2016). Use of webquest design for inservice teacher professional
development. Education and Information Technologies, 21(2), 319-347.
Pérez, R. G. (2016). 8Teaching the use of WebQuests to master students in Pablo de Olavide
University. New perspectives on teaching and working with languages in the digital era, 95.
Stetter, M. E., & Hughes, M. T. (2017, March). Using WebQuests to Promote Reading
Comprehension for Students with Learning Disabilities. In Society for Information
Technology & Teacher Education International Conference (pp. 2262-2268). Association
for the Advancement of Computing in Education (AACE).
Sumarno, W. K., Tatik, T., & Shodikin, A. (2017). Developing Constructivist-Webquests Online
Materials for TEFL Course. Metathesis: Journal of English Language, Literature, and
Teaching, 1(2).
Zunal.Com. (2019). Zunal.com. Available from- http://zunal.com/
When completed please save this file and convert it to pdf with the name:
your_UNE_username_ICT_ED_Activity_3_WebQuest.pdf
For example: wwomabt26_ ICT_ED_Activity_3_WebQuest.pdf
EDIT ICT Activity 3 - WebQuest Evaluation and Creation- Submission Template 12