A Standardized Rubric for Evaluating Webquest Design: Reliability Analysis of ZUNAL Webquest Design Rubric

Abstract

Executive SummaryCurrent literature provides many examples of rubrics that are used to evaluate the quality of webquest designs. However, reliability of these rubrics has not yet been researched. This is the first study to fully characterize and assess the reliability of a webquest evaluation rubric. The ZUNAL rubric was created to utilize the strengths of the currently available rubrics and improved based on the comments provided in the literature and feedback received from the educators.The ZUNAL webquest design rubric was developed in three stages. First, a large set of rubric items was generated based on the operational definitions and existing literature on currently available webquest rubrics (version 1). This step included item selections from the three most widely used rubrics created by Bellofatto, Bohl, Casey, Krill & Dodge (2001), March (2004), and eMints (2006). Second, students (n=15) enrolled in a graduate course titled "Technology and Data" were asked to assess the clarity of each item of the rubric on a four-point scale ranging from (1) "not at all" to (4) "very well/very clear." This scale was used only during the construction of the ZUNAL rubric; therefore, it was not a part of the analyses presented in this study. The students were also asked to supply written feedback for items that were either unclear or unrelated to the constructs. Items were revised based on the feedback (version 2,). Finally, K-12 classroom teachers (n=23) that are involved with webquest creation and implementation in classrooms were invited for a survey that asked them to rate rubric elements for their value and clarity. Items were revised based on the feedback. At the conclusion of this three-step process, the webquest design rubric was composed of nine main indicators with 23 items underlying the proposed webquest rubric constructs: title (4 items), introduction (1 item), task (2 items), process (3 items), resources (3 items), evaluation (2 items), conclusion (2 items), teacher page (2 items) and overall design (4 items). A three-point response scale including "unacceptable", "acceptable", and "target" was utilized.After the rubric was created, twentythree participants were given a week to evaluate three pre-selected webquests with varying quality using the latest version of the rubric. A month later, the evaluators were asked to re-evaluate the same webquests.Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@Inform...

First-year students' experience of a WebQuest to explore the University's online resources and virtual learning environment

“…The cornerstone of a well-designed WebQuest is the nature of the overall activity and tasks. The tasks should not merely require the student to present the information sourced from the internet, but rather apply it to a problem, challenge or skill 16,17 . The task stimulates the student's critical thinking, approach to problem-solving and judgement, and action in the task context is required 14,15,17 .…”

“…The tasks should not merely require the student to present the information sourced from the internet, but rather apply it to a problem, challenge or skill 16,17 . The task stimulates the student's critical thinking, approach to problem-solving and judgement, and action in the task context is required 14,15,17 . Consequently, WebQuests are deemed to motivate students through presenting an authentic real-world challenge [16][17][18] .…”

“…The task stimulates the student's critical thinking, approach to problem-solving and judgement, and action in the task context is required 14,15,17 . Consequently, WebQuests are deemed to motivate students through presenting an authentic real-world challenge [16][17][18] . Aina and Sofowora 18 surveyed 90 students to see whether they found the WebQuest to be beneficial to their learning, resulting in 49.1% strongly agreeing and 23.6% somewhat agreeing with the statement.…”

“…The primary justification for selecting the WebQuest as the mode of delivery is that it is said to drive the intrinsic motivation of the student to participate in the learning process as it stimulates interest in the content and enhances enjoyment of the challenge that the WebQuest presents 19 . Kobylinski 20 and Unal et al 17 emphasised that the design of the WebQuest plays an important role as it can impact the students' enjoyment and thus motivation to participate. In the Kobylinski 20 study, the WebQuest was deemed to be simplistic and not modern, impacting the students' interest in participating.…”

Webquest e história em quadrinhos na formação de recursos humanos em Enfermagem

“…The information for the resolution of this challenge/problem are available on the web and the students will analyze and reflect them to consensually find the solution (8) . Webquest is classified as short when it takes from one to three classes to be explored by students and its goal is the integration of knowledge, and long, when it takes from a week to a month, having as goal the extension and refinement of knowledge (9) . In general, it has elements such as "Introduction" (features the theme and determines the activity to be performed), "Task" (describes what is expected from the students at the end of the Webquest, and which tools should be used to do it), "Process" (steps to be taken to solve the challenge and so develop the task, and also some resources are indicated, such as websites and other references for consultation), "Evaluation" (indicates how the student will be evaluated), "Conclusion" (summary of the subject researched and explored in the Webquest, and also a space to encourage students to continue reflecting on the subject), and "Credits" (displays all the references used in the construction of the Webquest, and acknowledgements) (8) .…”