evaluation

Evaluation
Most evaluations of webquests are in rubric format. The following rubric is meant to help teachers self-assess their own progress in //Literacy with Information and Communication Technology across the Curriculum (LwICT)//.




 * || ===Beginning=== || ===Developing=== || ===Accomplished=== || ===Exemplary=== ||
 * ===Observing student behaviour related to LwICT=== || I am starting to notice how my students naturally use ICT to help them research information or create products even without my specific request to use ICT. || I am starting to focus my observations of students’ LwICT, and I am targeting specific points to observe in the inquiry process throughout the year. || My students and I track their progress in their LwICT journey by maintaining and reflecting on their individual student profiles of LwICT. || I confer with my students’ other, previous, or future teachers about how I have observed them demonstrate critical and creative thinking with ICT. I review profiles from previous years. ||
 * ===Communicating with my students and their parents about their progress along their LwICT journey=== || I make a point of talking with my students when I see them making either appropriate or inappropriate use of ICT. || I talk about each student’s LwICT during the parent teacher conferences, by explaining how the student uses ICT in various curricular areas. || I report to parents within each student’s report card at least once annually and discuss LwICT at parent conferences. I encourage my students to set goals and monitor their progress in LwICT. || I release responsibility to my students for their learning and encourage their involvement in posing authentic inquiry questions. ||
 * ===Collecting evidence of my student’s LwICT=== || My students and I put print copies into their portfolio, of products created with the help of ICT || My students save electronic copies of some of their work and show this evidence of their LwICT to their parents at parent-teacher-student conferences. || My students save their electronic work in an electronic portfolio created using a multimedia presentation. || My students use an electronic process portfolio such as ePearl to set goals, build criteria, provide descriptive feedback and reflect on evidence of their learning. ||
 * ===Planning for LwICT to extend and deepen learning=== || During a learning experience it may occur to me and my students that we could use ICT to accomplish our task. || I deliberately set up points in my students’ learning where they have the choice to accomplish a task with or without ICT, and to choose tools that are developmentally appropriate. || I am strategically planning learning experiences that allow my students opportunities to develop and demonstrate their LwICT. I involve my students by considering their suggestions. || My students and I habitually consider how and when ICT can add value to their learning and choose the best time and the best ICT alternatives to extend their learning. ||
 * ===Planning for LwICT to extend and deepen learning=== || During a learning experience it may occur to me and my students that we could use ICT to accomplish our task. || I deliberately set up points in my students’ learning where they have the choice to accomplish a task with or without ICT, and to choose tools that are developmentally appropriate. || I am strategically planning learning experiences that allow my students opportunities to develop and demonstrate their LwICT. I involve my students by considering their suggestions. || My students and I habitually consider how and when ICT can add value to their learning and choose the best time and the best ICT alternatives to extend their learning. ||