BrendlePerformanceObjectives

Instructional Design Unit


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

If the student completes this process and does not find any reasons to abandon the site, it can be used for high school level research.

.Performance Objectives based on the task analysis:
 * ** Task Analysis ** || ** Performance Objectives ** ||
 * ** Step **** I. A student will locate and evaluate the __source__ of the site. ** || IA. Given a computer with a website pulled up, the student will locate the source of the site, if one exists, with 100% accuracy using the target skills in this subset. (This is like a yes/no question: there is an source or not: they can do this with 100% accuracy.) ||
 * ** IA. Locate and evaluate the author. **

IA1. Locate an author. IA1a. If there is an author, the student should continue to evaluate. IA1b. If there is no identifiable author, the student should try to identify a source (skip to IB). || IA1. Given a computer with a website pulled up, the student will locate the author of the site, if one exists. ||
 * IA2. Locate the author's credentials/ documented expertise. || IA2. Given a computer with a website pulled up, the student will locate and read information about the author’s credentials, if this information is posted. ||
 * IA3. If they are found, evaluate the author's credentials/ documented expertise. Small A, B, C, and D are types of acceptable credentials. || IA3. Given a computer with a website with author information pulled up, the student will locate and evaluate the author’s credentials, if they are posted. ||
 * IA3a. Locate information about a related job: the author has or had a job that relates directly to the site's content. || IA3a. Given a computer with a website pulled up to author information, the student will determine if the author has or had employment that directly relates to the content of the website, if this information is posted. ||
 * IA3b. Locate information about the author’s education: the author has a degree in a related field from an accredited school. || IA3b. Given a computer with a website pulled up to author information, the student will determine if the author has a degree from an accredited institution that relates to the content of the site, if this information is posted. ||
 * IA3c. Locate information about content-related experiences: the author has life experiences that make him an expert in the site's content. || IA3c. Given a computer with a website pulled up to author information, the student will determine if the author has had experiences that relate directly to the content of the site, if this information is posted. ||
 * IA3d. Locate the author’s publications: the author has written and published materials on the subject (with a credible publisher). || IA3d. Given a computer with a website pulled up to author information, the student will determine if the author has published materials related to the content of the site, if this information is posted. ||
 * IA4. Decide if the author is credible. || IA4. Given a computer with a website pulled up to the author information, the student will decide if the author has documented expertise and will explain verbally or in writing the rationale behind his decision. ||
 * IA4a. If the site does not provide convincing documented expertise, the student can try locating said information off –site or should not use the site. STOP

IA4b. If the author does have documented expertise in at least one of the above areas, the student may continue the site analysis (Go to Step II). || IA4. Given a computer with a website pulled up, the student will explain if the site has a credible author. || IB1a. Determine who is sponsoring the site. (ie, the History Channel, NOVA, a college or university, a business, an institution) IB1b. If a source is indicated on the site, the student should continue the evaluation. (Go on the IB2). IB1c. If a source is not indicated on the site, the student should not use this site. STOP || IB1 (a, b, and c): Given a computer with a website without a personal author, the student will locate information about the responsible source of the site, if this information exists, and decide if the source is credible enough to continue the evaluation. || IB2a. If the source is a commercial site whose sole purpose is promoting or selling something, the student should not use this site. STOP IB2b. If the purpose appears honest after a cursory look, the student may continue. || IB2 (a and b): Given a computer with a website pulled up, the student will determine the purpose of the source, decide if the purpose is educationally sound, and explain his rationale verbally or in writing. ||
 * ** IB. If no personal author can be located, locate and evaluate the source (an organization or corporation) responsible for the site. ** || IB. Given a computer with a website pulled up to a site with no personal author, the student will locate and evaluate the source (an organization or corporation) responsible for the site. ||
 * IB1. Locate a responsible source (organization or corporation)
 * IB2. Determine the purpose of the source: commercial, educational, informational, persuasive, entertainment, other.
 * IB3. Locate and evaluate the source's credibility. || IB3. Given a computer with a website pulled up, the student will locate and evaluate the source's credibility by completing the target skills in this subset (IB3a and b). ||
 * IB3a. Locate and read information on the site about the source. || IB3a. Given a computer with a website pulled up to a site without a personal author, the student will locate posted information about the source and read this information. ||
 * IB3b. Evaluate the source's credibility by examining documented expertise in the field: writers, producers, funding, research, publications, affiliations, broadcasts, etc. || IB3b. Given a computer with a website pulled up to a site without a personal author, the student will evaluate the source’s credibility based on posted information and will explain his evaluation verbally or in writing. ||
 * IB4. Decide if the source is credible.

IB4a. If the source does not have any documented expertise, the student should not use the site. STOP IB4b. If the source does have documented expertise, the student may go on to IC. || IB4 (a and b): Given a computer with a website pulled up, the student will decide if the source has documented credibility, decide whether or not to continue analyzing the site, and explain his rationale verbally or in writing. ||
 * Step** ** II. A student will locate and evaluate the __timeliness of the site__ itself. ** || II. Given a computer with a website pulled up, the student will locate appropriate dates and evaluate the __timeliness of the site__ itself using the target skills listed in this subset. Locating the dates will be done with 100% accuracy as the dates are there or not. ||
 * IIA1. Locate and evaluate the dates associated with the site.
 * IIA1. Locate and evaluate the dates associated with the site.

IIA1a. Locate these dates: posting, copyright, last maintenance. IIA1b. If no dates are posted, the student should not use the site. STOP || IIA1 (a and b): Given a computer with a website pulled up, the student, with 100% accuracy, will locate the date/s of the site’s posting, copyright, and last maintenance, if this information is posted. ||
 * IIA2. Evaluate the dates for currency.

IIA2a. If the dates are current and the site is maintained, the student can continue the analysis. IIA2b. If the site is outdated or not maintained, the student should not use the site. STOP || IIA2 (a and b): Given a computer with a website pulled up, the student will evaluate posted dates for currency and will explain verbally or in writing his rationale as to if the site is current or outdated. || IIIB1a. If the content is written for children younger than a teen, the student should not use this site as he will not be able to cite from it in academic research for high school. STOP || IIIA1 and IIIA1a. Given a computer with a website pulled up, the student will evaluate the site’s content for age-appropriateness and will, verbally or in writing, explain if the site is appropriate for him to use. || IIIA2a. Determine if the site provides an adequate amount of content information. IIIA2b. Determine if the site provides in-depth information on the topic. IIIA2c. Determine if the site uses field-specific terminology (vocabulary). || IIIA2a-c. Given a computer with a website pulled up to a site with age-appropriate content and utilizing the student’s prior knowledge, the student will read the content; determine if the content is thorough (determined by field-specific terminology and breadth, width, and depth of the material); and explain his evaluation of the content’s thoroughness verbally or in writing. ||
 * ** Step III. A student will read and evaluate the __content__ of the site. ** || III. Given a computer with a website pulled up, the student will read and evaluate the content of the site by performing each of the target skills listed in this sub-set. ||
 * IIIA. Evaluate the content based on ** intended audience ** and ** thoroughness. ** || IIIA. Given a computer with a website pulled up, the student will evaluate the content for intended audience and thoroughness to determine if the content is appropriate for high school level research. ||
 * IIIA1. Determine the target audience on the following criteria: maturity of vocabulary, width and breadth of content, and depth of content explanation.
 * IIIA1b. If the content is written for teens or adults, the student should continue the content analysis. || (no objective: a directional step in the process) ||
 * IIIA2. If the content is written for teens or adults, evaluate the thoroughness of the site's content.
 * IIIB. Evaluate the ** accuracy ** of the content.

IIIB1. Skim for blatant errors in grammar and content that reduce the site's credibility. IIIB2. Read critically: Look for inaccuracies in content. Assess if the ideas are developed and supported with logical reasoning. IIIB3. Decide to use the site or not. IIIB3a. If the content has grammatical errors or appears to have inaccurate or inadequate content, do not use it. STOP. IIIB3b. If the content uses appropriate grammar and does not appear to have inaccurate or inadequate content, continue to IIIC. || IIIB– IIIB3b: Given a computer with a website pulled up and utilizing the student’s prior knowledge, the student will read the content, evaluate the content, and explain verbally or in writing if the content is accurate, logical, and well-reasoned. ||
 * IIIC. Evaluate the ** objectivity and appropriateness ** of the content and graphics.

IIIC1. If the content includes inappropriate bias, prejudice, intolerance, anger, violence, or explicit materials, the student should not use this site. STOP IIIC2. If the content is professional, educational, informative, and appropriately objective, the student may continue his analysis. || IIIC. Given a computer with a website pulled up to a site with age-appropriate and thorough content, the student will evaluate the objectivity and appropriateness of the content and graphics and will explain his evaluation verbally or in writing. ||
 * IIID. Evaluate the ** timeliness ** of the content.

IIID1. Determine if the ideas and arguments are current or outdated based on prior knowledge, other research, and secondary source documentation. IIID2. Determine if the graphics/ visuals are current or outdated. || IIID1 and IIID2: Given a computer with a website pulled up to a site with age-appropriate and thorough content, the student will evaluate the timeliness of the content and graphics (based on prior knowledge, other research, and secondary source documentation) and will explain his evaluation verbally or in writing. ||
 * IIID3. If the content appears to be current, the student should proceed to IIIF. || (no objective: this is a directional step in the process) ||
 * IIID4. If the content appears to be outdated, the student will evaluate the importance of timeliness to the content. (ie, scientific topics must have more timeliness than a deceased author's biography) || IIID4: Given a computer with a website pulled up to a site with age-appropriate and thorough content, the student will determine if the level of timeliness is reasonable for the content and will explain his evaluation verbally or in writing. ||
 * IIIE. Locate and evaluate the ** sources, research, and external links ** on the site. || IIIE. Given a computer with a website pulled up and having read the content, the student will evaluate the sources, research and external links provided on the site. ||
 * IIIE1. Determine if all borrowed ideas and statistics are cited using an acceptable citation format. || IIIE1. Given a computer with a website pulled up, the student will determine if all borrowed ideas and statistics, if they exist, are cited using an acceptable format and will explain his findings verbally or in writing. ||
 * IIIE2. Locate a bibliography, Works Cited, or resource list, if it exists.

IIIE2a. Evaluate these resources on timeliness and credibility. || IIIE2 – IIIE2a. Given a computer with a website pulled up, the student will locate and evaluate the bibliography, Works Cited, or resource list, if it exists; evaluate the resources on their timeliness and credibility; and explain his evaluation verbally or in writing. || IIIE4a. Minor errors in bibliography are ok, but if the site's sources are unclear or improperly documented, the student should do not use the site. STOP. IIIE4b. If no problems are discovered, the student can use the site. || IIIE4. Given a computer with a website pulled up and having evaluated the research, sources, and links, the student will decide if the site’s research and documentation is valid and acceptable for use for high school research and will explain his evaluation verbally or in writing. || The student will independently determine if a website is acceptable to use in high school level academic research. ** ||
 * IIIE3. Determine if external links work, if they exist, and are credible. || IIIE3. Given a computer with a website pulled up, the student will determine if all external links, if they exist, are valid and credible and will explain his evaluation verbally or in writing. ||
 * IIIE4. Decide if the sources, research, and links are acceptable.
 * If the student completes this process and does not find any reasons to abandon the site, it can be used for high school level research. || Goal: Given a computer with a website pulled up, the student will evaluate if the website is acceptable for high school research.