Brendle+Assessments

Instructional Design Unit

Assessments


 * Goal: The student will independently determine if a website is acceptable to use in high school level academic research. **

Below are 1) the prerequesite assessment, 2) the final evaluation, 3) the pre-test, 4) the answers for the prerequisite assessment, 5) the answers for the pre-test, 6) the answers for the final evaluation, and 7) directions for assessment implementation and grading.

__**Web Site Evaluation: Prerequisite Assessment**__

Directions: Complete the following questions to show what you know about finding good web sites. I will use this information to plan our research unit.

Directions: Match each choice from the word bank with the choice that best defines / explains it. Each word bank choice is used only once.
 * Part 1: Terminology** (words I will use in this unit)

1. vocabulary, words used in a certain subject, discipline, field

2. a reference to the research / sources used by an author (after the quote,paraphrase or summary)

3. date the content was made visible on the web site

4. attitude of the author and/or whole site

5. to find

6. tendency or inclination that prevents an unprejudiced consideration

7. date when something becomes legally published and protected from theft

8. believable, trustworthy

9. list of sources used (quoted, paraphrased, summarized) in one’s Work

10. connections a person or group has

11. ideas, subject matter of the web site

12. the intention of the creator of the site, may be clear or subtle

13. web site’s address

14. information about the web site’s creator (education, jobs, experience,publications) that prove the creator knows what he/she is talking about

15. type and age of reader the creator of the site is writing for

16. experience and education that makes a source qualified, these are listed in a resume or an “about the author” section

17. person who wrote the information on the site

18. to look at information critically and judge it

19. another way to say group, business, or company that may be in charge of the site

20. being current, not outdated

21. having no slant or strong opinion, considering all sides of an issue

22. person in charge of the technological part of the web site and its maintenance

23. date the site was last checked for problems and/or revised or updated

24. list of sources read/ consulted in research (but not paraphrased, summarized, or quoted)

25. legal soundness or force, just, weighty, well-founded, logical

26. having a slant or strong opinion, looking at something in a limited way

27. organization, corporation, university, or person who created the content of the site, the source of the information

28. using other’s ideas (sources and articles) in your own writing, synthesizing ideas of several works

29. entity that is in charge of getting the site/ material out to the public

30. indicates the type of organization, geographic location, or both, and is officially designated in the suffix


 * Part 2: Basic Computer Skills**

Directions: Follow these directions to show you can complete each task.

1. Log in to a school computer. 2. Pull up the following site: []. 3. Go to “Exhibits and Programs.” 4. Go to “Exhibition Hall.” 5. Write down the answers to these questions: A. How long is the introductory film? B. How many seats are in the theater? 6. Log out and turn in your paper.

__**Web Site Evaluation: Terminology Word Bank**__

A. affiliation B. author C. authorial source D. bias E. bibliography F. citation G. credentials H. credibility I. content J. copyright K. corporation L. date of posting M. date of maintenance N. documented expertise O. domain P. evaluate Q. field-specific terminology R. locate S. objectivity T. publisher U. purpose (author’s or source’s) V. “research” W. subjectivity X. target audience Y. timeliness Z. tone AA. URL BB. validity CC. Works Cited page DD. web master

__Name:__ Web Site Pre-Unit Assessment

Directions: Answer these questions on your own loose leaf paper in blue or black ink.


 * Overall Learning Goal:**
 * to evaluate a web site and determine if it is acceptable to use for academic research**


 * Step 1: Find and Evaluate a Source.**

1. How do you find an author of a website? Where do you look?

2. If there is no author, who else may be responsible for the site? How do you find out information about the source?

3. How do you know if the creator of the web site is legitimate? What kinds of information do you look for and where do you find it?

4. What are some possible purposes for a web site? Which of these would be ok for a web site for a school assignment?

5. How do you ultimately determine if the site’s creator (author or source) is credible?


 * Step 2: Evaluate the site’s timeliness.**

6. What dates do you look for to determine if the site is timely?

7. How do you judge if the site is too old to use?


 * Step 3: Evaluate the site’s content.**

8. What does it tell you if a site has a lot of grammar errors?

9. If you don’t know the material very well, how can you still tell if the content is accurate (at least to some degree)?

10. How can you tell if the site is meant for your age group? What makes a site too simplistic, too advanced or just right for your research needs?

11. How can you tell if a site will have enough of the information you need for your research? How can you tell if the site is too simplistic or too detailed for your needs?

12. How can you tell if the ideas on the site are current? When would the currency of the ideas be LESS important in your research?

13. How would you know if a web site is too subjective or inappropriate to use? What are the “red flags” that should steer you away from a site?

14. If a site has a list of resources used (bibliography, Works Cited, references),what does this tell you? If a site does not have this list, what does that tell you?

15. If a site has external links that are broken, what does that tell you?

16. What if, after examining the site, you don’t know if it’s acceptable?

Name: **Web Site Final Assessment**

Directions: Take out a pen. Read all directions carefully. Answer the following questions about the following web site: [|**http://www.law.umke.edu/faculty/projects/ftrials/salem/htm**]


 * Point values are written in parentheses. Total = 34 points**

The learning targets are written first and are followed by specific questions for you to answer. Your answers will show me if you have met the target.


 * Overall Learning Goal:**
 * to evaluate a web site and determine if it is acceptable to use for academic research**

A. I can find the source of a web site. Write the name of the author or source for the web site. (1)
 * 1. Learning Target 1: I can find and evaluate the creator of a web site. (8)**

B. I can find the source’s documented expertise, if it is posted. Explain what you found and what it tells you about the source. (2)

C. I can determine the purpose of the source. This site appears to be (circle one) educational, commercial, informational, persuasive, other. (1)

D. I can evaluate the purpose of a web site. Is the purpose suitable for academic research? Explain. (2)


 * Target 1: Put it all together: Explain why this source is or is not credible. (2)


 * 2. Learning Target 2:**
 * I can determine if a web site is timely enough to use for academic research.(6)**

A. I can locate important dates. (3) What dates did you find? Write them here: Date of posting Date of copyright Date of maintenance

B. I can evaluate the timeliness of a web site. Explain what the above dates tell you about the timeliness of the site. (2)

The dates are acceptable /not acceptable for academic research. (1)
 * Target 2: Circle one:


 * 3. Learning Target 3: I can read and evaluate the content of a web site. (20)**

A. I can perform a cursory check of the site’s accuracy in grammar and content. After skimming over the site, did you find any red flags? Explain. (2)

B. Without being an expert in the content, I can evaluate the accuracy of the site based on what I do know and what other sources say. (2) Is this site accurate as far as you can tell? Circle one: Yes No Explain your answer.

C. I can determine the site’s intended audience by looking at the vocabulary, images, and depth and breadth of content. (2) What is the target audience for this site? Explain your answer.

D. After reading the site critically, I can determine if the site’s content is timely. Does the content seem up-to-date? Explain your answer. (2)

If it is not up-to-date, does it matter for your subject? Explain. (1)

E. After reading the site carefully, I can evaluate its objectivity and appropriateness. Circle one: The site is / is not objective. Explain. (2)

Circle one: The site is / is not appropriate (professional, non-commercial) (2) Explain.

F. I can locate and evaluate the site’s resources (bibliography, Works Cited, etc.(3) Circle one: The site does / does not cite its sources. Circle one: If the sources are cited, is it done correctly? Yes No Explain your reaction to the site’s use of other resources and the documentation of these resources.


 * **__Explain if you would use this site in academic research and why. (4)__**

__**Web Site Evaluation: Prerequisite Assessment KEY**__

Directions: Complete the following questions to show what you know about finding good web sites. I will use this information to plan our research unit.

Directions: Match each choice from the word bank with the choice that best defines / explains it. Each word bank choice is used only once.
 * Part 1: Terminology** (words I will use in this unit)

1. Q vocabulary, words used in a certain subject, discipline, field

2. F a reference to the research / sources used by an author (after the quote,paraphrase or summary)

3. L date the content was made visible on the web site

4. Z attitude of the author and/or whole site

5. R to find

6. D tendency or inclination that prevents an unprejudiced consideration

7. J date when something becomes legally published and protected from theft

8. H believable, trustworthy

9. CC list of sources used (quoted, paraphrased, summarized) in one’s paper

10. A connections a person or group has

11. I ideas, subject matter of the web site

12. U the intention of the creator of the site, may be clear or subtle

13. AA web site’s address

14. N information about the web site’s creator (education, jobs, experience,publications) that proves the creator knows what he/she is talking about

15. X type and age of reader the creator of the site is writing for

16. G experience and education that makes a source qualified, these are listed in a resume or an “about the author” section

17. B person who wrote the information on the site

18. P to look at information critically and judge it

19. K another way to say group, business, or company that may be in charge of the site

20. Y the state of being current, not outdated

21. S having no slant or strong opinion, considering all sides of an issue

22. DD person in charge of the technological part of the web site and its maintenance

23. M date the site was last checked for problems and/or revised or updated

24. E list of sources read/ consulted in research (but not paraphrased, summarized,or quoted)

25. BB legal soundness or force, just, weighty, well-founded, logical

26. W having a slant or strong opinion, looking at something in a limited way

27. C organization, corporation, university, or person who created the content of the site, the source of the information

28. V using others’ ideas (sources and articles) in your own writing, synthesizingideas of several works

29. T entity that is in charge of getting the site/ material out to the public

30. O indicates the type of organization, geographic location, or both, and is officially designated in the suffix


 * Part 2: Basic Computer Skills**

Directions: Follow these directions to show you can complete each task.

1. Log in to a school computer. 2. Pull up the following site: http:www.steinbeck.org. 3. Go to “Exhibits and Programs.” 4. Go to “Exhibition Hall.” 5. Write down the answers to these questions: A. How long is the introductory film? _10 minutes_ B. How many seats are in the theater? _ 48 seats_ 6. Log out and turn in your paper.

KEY: possible answers Web Site Evaluation / Pre-test

Answer these questions on your own loose leaf paper in blue or black ink.


 * To the grader: * Answers will vary.**


 * Overall Learning Goal:**
 * to evaluate a web site and determine if it is acceptable to use for academic research**


 * Step 1: Find and Evaluate a Source.**

1. How do you find an author of a website? Where do you look?

Name in byline at top, at bottom, in “about us” or about the author May be on another page of the site, may have to go backward to find source

2. If there is no author, who else may be responsible for the site? How do you find out information about the source?

Corporation =NOVA, Disney Channel, History Channel Business = retailer University or school = OSU Law School Focus group, agency, foundation = Steinbeck Museum Look for “about us” and contact information. Look for purpose or mission.

3. How do you know if the creator of the web site is legitimate? What kinds of information do you look for and where do you find it?

Look for evidence of expertise. Look for credentials that qualify the source to write about the content: job, education, experiences, and publications.

4. What are some possible purposes for a web site? Which of these would be ok for a web site for a school assignment?

Education, information, entertainment, argument, persuasive, commercial

Ok = educational, informative Others are questionable and need to be evaluated more critically. Commercial is questionable as the site may slant information in order to get you to buy something. Overly argumentative or persuasive may not be objective enough.

5. How do you ultimately determine if the site’s creator (author or source) is credible?

Pull all the information together. Does he know enough to be considered an expert? Is his intention good and honest?


 * Step 2: Evaluate the site’s timeliness.**

6. What dates do you look for to determine if the site is timely?

Look for date of posting, date of copyright, and date of maintenance.

7. How do you judge if the site is too old to use?

If the site has been abandoned and is receiving no maintenance, this would be a red flag. If all the original dates are over 10 years old, the material may be too old.


 * Step 3: Evaluate the site’s content.**

8. What does it tell you if a site has a lot of grammar errors?

The author / web master is either uneducated or careless, neither of which is a good sign.

9. If you don’t know the material very well, how can you still tell if the content is accurate (at least to some degree)?

You can use common sense about the topic. You can compare the information to other sources you have read about this topic. You can look for discrepancies within the article. You can compare the material to an encyclopedia.

10. How can you tell if the site is meant for your age group? What makes a site too simplistic, too advanced or just right for your research needs?

A teen-appropriate site will have the following qualities: the interface will be scholarly, not childish. The vocabulary will include field-specific terminology, not watered-down words or be only field jargon (ie, medical journals may be too difficult for teens).

After a quick look, the site seems to have enough information and goes beyond simple explanations.

11. How can you tell if a site will have enough of the information you need for your research? How can you tell if the site is too simplistic or too detailed for your needs?

It helps to start with a research question [but I don’t know if I’m getting into that here]. By skimming through, you can see the level of depth, breadth, and detail covered on the site. Are there a lot of links to a lot of information or is it all-inclusive?

Sites for younger kids may offer only basic information, and collegiate/ professional sites may look more dense and go into much more detail than you need.

12. How can you tell if the ideas on the site are current? When would the currency of the ideas be LESS important in your research?

The ideas need to be timely. As you read up on your topic, you will see what is being said about the topic and get a feel for what ideas are old and which are newer. This is very important when dealing with research: what are the newest researchers saying? Some fields don’t change as much, so information about Shakespeare, for example, won’t change unless some new documents have been found. Currency is a must in the sciences, pure and social.

13. How would you know if a web site is too subjective or inappropriate to use? What are the “red flags” that should steer you away from a site?

Look for advertising. Look for bad language or explicit graphics. Look for creepy pictures or text (there is a lot of that out there). After reading the first few paragraphs, you should know the site’s intentions. Stay away from wanna-be experts, self-proclaimed experts, and the like. Stay away from angry, hostile, or ignorant sites.

14. If a site has a list of resources used (bibliography, Works Cited, references), what does this tell you? If a site does not have this list, what does that tell you?

A good academic site will have a list of resources and it will be written in a standard form identifiable to students (APA or MLA). If there are NO sources mentioned, do not use the site for academic purposes.

15. If a site has external links that are broken, what does that tell you?

The site is not maintained and should not be used.

16. When in doubt, don’t use the site. There are plenty of good sites out there.

Name: __Key___**Web Site Final Evaluation**

Directions: Take out a pen. Read all directions carefully. Answer the following questions about the following web site: [|**http://www.law.umle.edu/faculty/projects/ftrials/salem/htm**]


 * Point values are written in parentheses. Total = 34 points**


 * Overall Learning Goal:**
 * to evaluate a web site and determine if it is acceptable to use for academic research**


 * site: []**

__**1. Learning Target 1: I can find and evaluate the creator of a web site. (8)**__ A. I can find the source of a web site. Write the name of the author or source for Site A. __Douglas O. Linder (1)__

B. I can find the source’s documented expertise, if it is posted. Explain what you found and what it tells you about the source. (2)

He is a law professor at University of Missouri – Kansas City. He has taught a course on famous trials and should be an expert on this trial. He seems credible.

C. I can determine the purpose of the source. (1) This site appears to be educational and informative. It was created for his law students.

__educational,__ commercial, __informational__, persuasive, other?

D. I can evaluate the purpose of a web site. Is the purpose suitable for academic research? Explain. (2) The purpose seems honest and, as it was made for students, it is very appropriate for academic use.

The source is a law professor who has taught about trials. His facts will be accurate. His purpose is educational.
 * Target 1: Put it all together: Explain why this source is or is not credible. (2)

__**2. Learning Target 2:**__ __**I can determine if a web site is timely enough to use for academic research.(6)**__

A. I can locate important dates. What dates did you find? Write them here: (3) Date of posting: ? unclear Date of copyright: ? Douglas Linder 1995 – 2010. Date of maintenance: SWT page says 9/ 2009.

B. I can evaluate the timeliness of a web site. Explain what the above dates tell you about the timeliness of the site. (2)

While the date on the SWT is a year old, the homepage says the site was updated in 2010 and the copyright expires in 2010, so it is being maintained. ISTE Publications voted the site one of 101 Best Web Sites in 2005 – 2006.

The dates __are acceptable__ /not acceptable for academic research. (1)
 * Target 2: Circle one:


 * 3. Learning Target 3: I can read and evaluate the content of a web site.**

A. I can perform a cursory check of the site’s accuracy in grammar and content. After skimming over the site, did you find any red flags? Explain. (2)

No, the site’s content and grammar are fine.

B. Without being an expert in the content, I can evaluate the accuracy of the site based on what I do know and what other sources say. (2) Is this site accurate as far as you can tell? Circle one: __Yes__ No Explain your answer.

The headings are in line with my prior knowledge. There do not appear to be any inconsistencies within the text. C. I can determine the site’s intended audience by looking at the vocabulary, images, and depth and breadth of content. (2) What is the target audience for this site? Explain your answer.

The author said the intended audience was his law school students. However, the vocabulary is not law jargon; it is accessible to high school students. The site contains a lot of information, including primary documents. It may have too much information depending on the student’s purpose.

D. After reading the site critically, I can determine if the site’s content is timely. Does the content seem up-to-date? Explain your answer. (2)

The content is timely as the event is historical and no new evidence has been documented in other sources.

If it is not up-to-date, does it matter for your subject? Explain. (1) See above.

E. After reading the site carefully, I can evaluate its objectivity and appropriateness. Circle one: The site __is__ / is not objective. Explain. (2) The site is totally matter-of-fact. It looks at all sides of the issue in an educational way.

Circle one: The site __is__ / is not appropriate (professional, non-commercial) Explain. (2)

It is totally non-commercial (no ads at all). It is professional and easy to read.

F. I can locate and evaluate the site’s resources (bibliography, Works Cited, etc.) (3) Circle one: The site __does__ / does not cite its sources. Circle one: If the sources are cited, is it done correctly? __Yes__ No

There is a lengthy bibliography with books, movies, periodicals, and web links. It is a great source of more sources!

Explain your reaction to the site’s use of other resources and the documentation of these resources.

The author was careful to say where he got all his information.


 * **Final evaluation: Explain if you would use this site in academic research and why. (4)**

This site is great for research. It has factual, objective content written in a clear way (meant for students).


 * Brendle: Directions for Assessment Implementation and Grading**

Directions for the students are on the assessments.

Directions for the person giving and grading the assessments are below.


 * 1) Prerequisite assessment (formative)

Prepare the computer lab for the students. Turn on all the computers if they are not already on. Students should sit one to a computer and have a writing utensil. Distribute the handout with the evaluation. They will pull up this website and answer questions about it. [|http://www.steinbeck.org] Give the students about 20 minutes to complete the assessment. When done, the students should log out and give you the assessment. Grade the assessments using the answer key provided.


 * 1) Pre-unit assessment (formative)

Prompt them to read all directions carefully and have a writing utensil. Distribute the assessment. Students will complete it in writing. Give the student about 20 minutes to complete this. Provide feedback based on the answer key provided. Answers will vary, but the kids should have some of the key ideas presented.


 * 1) Final assessment (summative)

Prepare the computer lab for the students. Turn on all the computers if they are not already on. Students should sit one to a computer and have a writing utensil. Distribute the assessment handout. They will pull up this website and answer questions about it.

[|**http://www.law.umke.edu/faculty/projects/ftrials/salem/htm**] . They will have 30 minutes to complete their answers. Once they are done, they should log off and turn in the evaluation.

Grade the assessment based on the answer key provided. Point values are indicated. Some answers may vary, but the core ideas must be present to earn credit.