A WebQuest About Evaluating Web Sites

Introduction | Task | Resources | Process | Evaluation | Conclusion

Introduction

If you are like most students, you are relying heavily on resources from the Web for your research. Not all Web resources are created equal. If fact, there are great variations in the quality of the resources you access. The rule of thumb is "when in doubt, doubt." When you carefully select your resources, when you understand their strengths and limits, you create better products.

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The Task

You will be working in groups of four to evaluate a group of Web pages on the topic of tobacco and smoking. Each of you will be examining sites from a different perspective. You will be ranking the sites and comparing your rankings with the rest of the class.

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Resources

You will each be responsible for completing an evaluation chart, focusing on the perspective you assume within your group.

You will use the websites below about smoking and tobacco to fill out your evaluation chart:

Smoking and tobacco sites:

• American Lung Association (Tobacco Control section) http://www.lungusa.org/tobacco/
• Smoking from all Sides http://www.cs.brown.edu/~lsh/smoking.html
• Big Drug's Nicotine War http://www.forces.org/evidence/pharma/index.htm
• Phillip Morris Tobacco Company page on Youth Smoking Prevention http://www2.philipmorrisusa.com/en/prc/could/index.asp
• Children Opposed to Smoking Tobacco  http://www.costkids.org/

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The Process

• Your group of 4 students will evaluate the selected Web sites.
• Divide your group into the following four specialties to cover ground more efficiently.

1. Content specialist: Does the site cover the topic thoroughly? Can you understand what is being said? Is it written above or below your level of understanding? What is unique about this site? Does it offer something others do not? Are the links informative? Currency: Can you tell: the date the information was created? the date the material was last updated? Are these dates meaningful in terms of the subject matter? Would you get better information in a book? an encyclopedia? If you were doing a research paper on this topic, would you use this site?

2.Authority/Credibility specialist: Who is responsible for this site? Who sponsors it? Hint: you may have to search for this one Does the creator/sponsor seem to be an authority on the subject? Have the authors of the site cited their own sources? Can you contact the author/organization through a real world postal address or phone number? What is the domain name? Does it end in .com, .gov, .edu, .org, .net? Is it someone's personal webpage? If you were doing a research paper on this topic, would you use this site?

3. Purpose specialist: What is the purpose of this site? (to persuade, inform, explain, sell, promote, other?) Is it a personal, commercial, government or organization site? Is only one side of the information presented? Does it appear that any information is purposely left out? Is there a hidden message? Is it trying to persuade you or change your opinion? Does the site include both facts and opinions? Can you tell the difference? Are claims supported with facts? If you were doing a research paper on this topic, would you use this site?

4. Usability/design specialist Is the site easy to navigate (user-friendly)? Are the different areas of the site well-labeled? Do all the design elements (graphics, art, buttons, etc.) enhance the message of the site? Is there consistency in the basic formats of each page? Are there any errors in spelling or grammar? Do the pages appear clean, uncluttered? Do the links on the site work? If you were doing a research paper on this topic, would you use this site?

• Each student in the group should complete his/her own organizer through the perspective they are assigned.
• As you examine each site, record any relevant information in your evaluation sheet.
• When you are finished, begin to rank the sites 1 through 5, with 1 being the best. It may be easier to think to yourself, "Which are the two best sites in the set; which are the two worst." Then, get together with your group to see how they ranked their sites.
• Decide as a group which site you think is the best and worst. Make sure each member gets a chance to contribute and to lead the group toward reaching a consensus about the best and worst sites.
• Be prepared to discuss/compare your group's findings and rankings with the rest of the class during the class discussion period.

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Evaluation

You will be evaluated on your group work, your completed organizer, and your participation in large group discussion. Make sure your group is able to defend its choices in the discussion ranking the sites.

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Conclusion

You will find yourself using the Internet for information. The Internet is only one of a variety of information options. Remember that journals, books, videos and other sources are available as well. Evaluating information is a skill you will be using throughout your lifetime.

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Adapted from Springfield High School Township Virtual Library: http://mciunix.mciu.k12.pa.us/~spjvweb/jvles.html