Refer to this evaluation form when evaluating your students'
work...
| |
below
standard
1
|
standard
2
|
above
standard
3
|
outstanding
4
|
| |
|
|
|
|
| Survey |
disorganised
and difficult to follow; little data, few conclusions; intrusive
errors of vocabulary and grammar |
clearly
written, logically organised, including a representative range of
facts and some conclusions; grammatical and lexical mistakes do
not impede overall intelligibility |
carefully
planned and checked text, including introduction; a good range of
data, and conclusions; logically linked and accurate in terms of
grammar and lexis; good rage of vocabulary displayed |
engaging,
original and well organised text, consisting of introduction, data
(extensive) and conclusion. Few errors of grammar or vocabulary;
consistent and appropriate style; illustrative diagrams or charts
might also be included |
| |
| Report |
report
is confused and/or short and/or difficult to follow, poorly researched
and/or minimally exemplified; intrusive errors of vocabulary and
grammar and/or large chunks copied directly from websites |
report
is basic but sufficient to present main arguments; divided into
clear sections and generally easy to follow; research not exhaustive
but sufficient and mainly original; grammatical and lexical mistakes
do not impede overall intelligibility |
report
is thorough and clearly laid out, with arguments convincingly made
on the basis of well researched data; research has gone beyond the
most obvious sources and there is ample evidence of original thinking
and writing; high level of accuracy and a broad lexical range |
report
is exceptionally well argued, demonstrating original, often committed,
thinking based on thorough research, expressing a range of points
of view but reaching clearly articulated and accurately expressed
conclusions |
| |
| Presentation |
presentation
simply read aloud; not easy to follow, poorly illustrated, and/or
under-rehearsed; work not well distributed between group members;
little apparent liaison or collaboration |
presentation
organised into stages, clearly illustrated and sufficiently detailed
to give a general idea; evidence of rehearsal and sufficient group
collaboration, even if workload not evenly distributed; some reading
aloud, but some improvised “telling” |
well
organised presentation, with clear and detailed rationale, showing
evidence of thorough research and rehearsal; attractively illustrated;
work well co-ordinated and evenly distributed; some reading aloud,
but some improvised “telling” |
presentation
painstakingly researched but presented in an engaging, even entertaining,
way; technically impressive, well resourced; even distribution of
work, each contribution harmoniously linked to make a coherent whole;
report delivered with notes but not read aloud; questions handled
effectively and spontaneously |
| |
| Self-evaluation |
short,
clumsily written and/or lacking in self-awareness; inaccurate to
the point of unintelligibility |
sufficiently
detailed, balanced appraisal, covering all main points; grammatical
and lexical mistakes do not impede overall intelligibility |
perceptive
self-appraisal; fair and balanced account of involvement, accurately
and coherently written; all points covered and some in considerable
depth |
extremely
insightful detailed and well-rounded account; balanced and informed;
written in engaging, accurate and stylistically appropriate style |
| |
TOTAL MARKS AWARDED.........
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This WebQuest has introduced learners to the concept of consumer responsibility,
and of how to use World Wide Web English-language resources critically
in order to become better informed about the ethics of global merchandising.
They have had to collaborate to design and present an original list
of approved and non-approved products, along with an investigative report
justifying their decisions. This has required the synthesis and organization
of data in an original way.
They have also had to work individually to report on a classroom survey.
Finally they have had to engage self-appraisal skills in order to evaluate
their progress and participation in the tasks.
