When you have finished this WebQuest, you will be asked to fill in the Evaluation sheet below. You will be asked to state which Level you feel you are working at.  

As you can see by the statements below, the level you are awarded for this task is affected by the way you do the work. 

Think about which of these statements are true for you now, and think what you might do to get the highest level for this task.

Level 3

ÿ       I can add text and images to my work so it makes sense.

ÿ      I make changes to my work.

ÿ      I have shared my work with other people.

ÿ      I can use a website to find information.

ÿ      I can enter data and develop formulas on a spreadsheet model with help.

ÿ      I can use a spreadsheet model to answer questions.

ÿ      I can explain how ICT helps me with my work.


ÿ      I can maintain consistent person and tense in my writing.

ÿ      I am able to use the main features of story structure to organise events, build-ups and endings.

ÿ      I can use settings and characterisation to engage reader’s interest, such as using the weather to create atmosphere.

ÿ      I am able to use paragraphs to structure narrative.

ÿ      I show imagination through the use of detail.

ÿ      I can plan my writing.

ÿ      I can edit my writing in relation to audience and purpose, improving or deleting.

Level 4

ÿ       I can find and add images to my text to make it more meaningful.

ÿ      I am often checking and improving my work.

ÿ      I am able to suggest good and bad points in other peoples’ work.

ÿ      I design my work to make it suit different audiences.

ÿ      I choose my questions carefully before using ICT to search for information.

ÿ      I check my questions by looking at the results I get.

ÿ      I check my results to see if they can be trusted.

ÿ      I know what a computer model is (using a spreadsheet).

ÿ      I can suggest how changes to a computer model might alter what happens (before I do them).

ÿ      I know different ways to use ICT to get information from others to others.


ÿ      I can suggest insights into character development through describing how characters look, react, talk or behave, rather than by telling the reader.

ÿ      I can use setting to create and reflect changes in mood.

ÿ      I use paragraphs to structure plot, by shifting paragraphs for change of time, scene, action, mood or person.

ÿ      I review and edit my writing, matching my work to the needs of the reader.

ÿ      I refine my own writing and evaluate my work.

Level 5

ÿ       I am always ready to change the layout and structure of my work to make it more effective.

ÿ      I am always looking at my work to see how I can improve it.

ÿ      I look to improve my work as I am going along, and also when I am nearly finished.

ÿ      I can adapt the design of my work to make it suit different audiences or different purposes.

ÿ      Before using ICT to search for information, I choose my questions very carefully to make sure I get the information I need.

ÿ      I know how to decide if information on a website is accurate and reliable.

ÿ      I am able to use a model to draw and explain conclusions.

ÿ      I was able to add more variables to the spreadsheet model to make it more realistic.

ÿ      I can tell when ICT will be helpful for different sorts of work I need to do.


ÿ      I am able to write sentences in an appropriate and effective style, in relation to text type, audience and purpose.

ÿ      I can use conditional sentences and the passive voice.

ÿ      I can use a range of connecting words and phrases appropriately.

ÿ      In narrative, I am able to create characters with some significant interaction between them, through direct or reported speech, building characterisation through action, description and characters’ responses.

ÿ      I can keep my writing lively, to interest, inform or persuade the reader.

ÿ      I plan quickly and effectively, including the conclusion.

ÿ      I discuss and select appropriate style and form to suit specific purpose and audience, drawing on knowledge of different texts.