Evaluation

Evaluation

When evaluating this lesson, it is important to look for evidence that the student has made the effort to synthesize the factual knowledge they have gained from research into an understanding of the viewpoints and perspectives of the group they studied. You will know that this lesson has been successful if the groups demonstrate during their presentations the realization that there is not one particular "right" answer to the two final questions, and that whatever solution that is chosen, people are harmed. Through this you will know that the group examined the issue from all sides.

This is the student evaluation form used with students during this WebQuest.

TASK	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
The Word document includes information describing the groups values, beliefs, and perspectives regarding the dropping of the bomb. It also describes historical events that the group was included in and that led to their perspective.	The Document includes only sketchy details of historical events and does not really touch on the groups perspective.	Historical details are included, and some information is included on their beliefs.	Historical details are included, and information on their beliefs, values, and perspectives is discussed.	Historical details are included, and information on their beliefs, values, and perspectives is discussed. The report has clearly pointed out the relevance and connection between these 2 elements.
The word document has gone through an editing process and contains no incorrect spellings or grammar.	Only brief editing has occurred, there are frequent misspellings and grammatical errors.	More time has been spent on the editing process, yet there are still misspellings and grammatical errors.	The student has spent adequate time editing and there are only infrequent spelling or grammar errors.	The document has been very well edited and there are only one or two errors in spelling and grammar.
One of the included artifacts is a recreation made by the student that represents the art from the group studied.	The artifact is made without much detail, and only loosely represents the group's art.	The artifact includes some detail, and more closely represents the group's art.	The artifact is detailed and represents the group's art.	The artifact is very detailed and it is obvious to the observer that it represents the group's art.
Two artifacts are included that have been saved and printed from a website researched that are of importance to the group studied.	Only one artifact is present.	Two artifacts are presented, but it is unclear how they are important to the group studied.	Two artifacts are presented, and it is clear how they are important to the group studied.	Two artifacts are presented, and it is extremely clear to the observer how they are important to the group studied.
A graphic organizer is included that depicts a sequence of historical events or represents relationships between groups or people of the group studied.	The organizer is not ordered and organized and does not adequately represent the topic.	The organizer is somewhat organized and loosely represents the topic.	The organizer is well organized and helps the reader to understand the topic presented.	The organizer is extremely well organized and is a learning tool for the reader in understanding the topic presented.
Each member of the group presents their information in 5-10 minutes, and includes the three artifacts, organizer, and information from the Word document.	The presentation is less than 5-10 minutes, and some elements are missing.	The presentation is less than 5-10 minutes, all of the elements are included.	The presentation is 5-10 minutes in length, and includes all of the elements.	The presentation is 5-10 minutes, all of the elements are included, and the information presented is clear and concise.
The group demonstrates cooperative group working skills, and have supported each other to complete all elements of the project, including the group answer to the final questions.	One member of the group may have made all of the decisions, the group did not discuss plans of action, was off task frequently or argued in an unconstructive manner.	The group was off task frequently, did not work as a unit at all times.	The group made decisions together and was on task the majority of the time.	The group made all decisions together, was on task almost all of the time, and supported each other through the completion of the project.

Students will receive an individual grade based on their completion of the Word document, graphic organizer, and the three artifacts. A combined group grade is assigned based on the total group presentation, the groups collective answer to the final two questions, and the cooperative group skills demonstrated by the group. It is recommended that you develop and use a T-chart to record observations of students using specified behaviors. Let the students know ahead of time exactly what skills you will be looking for. Use skills that you have been working on in your classroom.