WEBQUEST PROJECT ASSESSMENT

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WEBQUEST PROJECT ASSESSMENT

• Maria G. Butler CCS Department
  Butler2_at_mail.sdsu.edu

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INTRODUCTION

• Most students have studied U.S. slavery however,
  little attention has been devoted to the study of
  African slavery in Mexico. Therefore, this
  lesson compared two slave systems before
  emancipation Colonial New Spain (Mexico) and
  British/U.S. slavery (period covered 1500
  1800 C.E.)

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ASSESSMENT APPROACH

• To promote active learning
• Students had to research, evaluate, relate
  historical information learned by writing a paper
  and produce a collaborative PowerPoint
  presentation
• Evaluation Rubric was used to assess student work
• Student Collaborative Rubric evaluated each
  others PowerPoint responsibilities

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ASSESSMENT REASON

• A great scoring tool.
• Improve student learning.
• Students understand expectations of the project.
  

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STUDENT FEEDBACK (One on one discussion)

• Approximately 50 lower division students
  participated in the WebQuest Project. The
  comment most often expressed was Many students
  were prepared to hate the assignment. However,
  once students did the research and took on roles
  assigned, they really enjoyed doing the work.
  All said they learned more than cramming for an
  exam and probably will remember information they
  researched.

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Outcome

• Based on face validity and compared to previous
  exams which include
• Written reports
• In class essay
• Multiple Choice/TF
• Students scored higher.

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PROJECT LIMITATIONS

• Too much information
• If student didnt read the entire project, some
  points could be missed.
• Insert more hyperlinks
• For better clarity and easier access of
  information.

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IMPROVING ASSESSMENT

• Some evaluation categories and content
  information needs to be adjusted