A Rubric for Evaluating WebQuest

Topic:

Name of group members:

Does Not Meet Beginning Developing Accomplished Score

Expectations 2 points 3 points 4 points
1 points

Overall
Aesthetics
(This refers to the
WebQuest page
itself, not the
external
resources linked
to it.)

Overall Visual There are few or Color is garish Graphic elements Appropriate and
Appeal no graphic and/or sometimes, but not thematic graphic
elements. No typographic always, contribute elements are used to
variation in variations are to the understanding make visual
layout or overused and of concepts, ideas connections that
typography. legibility suffers. and relationships. contribute to the
Background There is some understanding of
interferes with variation in type concepts, ideas and
the readability. size, color, and relationships.
layout. Differences in type size
and/or color are used
well and consistently.

Navigation & Pages can't be Getting through There are a few Navigation is seamless.
Flow found easily the lesson is places where the It is always clear to the
and/or the way confusing and learner can get lost learner what all the
back isn't clear. unconventional. and not know where pieces are and how to
to go next. get to them.
 Mechanical There are more There are 3 or 4 There 1 or 2 broken No mechanical
Aspects than 5 broken broken links, links, misplaced or problems noted.
links, misplaced misplaced or missing images,
or missing missing images, badly sized tables,
images, badly badly sized misspellings and/or
sized tables, tables, grammatical errors.
misspellings misspellings
and/or and/or
grammatical grammatical
errors. errors.

Does Not Meet Beginning Developing Accomplished Score

Expectations 5-6 points 7-8 points 9-10 points
0 points

Introduction
Motivational The scenario posed The introduction is The introduction is The introduction
Effectiveness of is transparently purely factual, with well designed but draws the reader
Introduction bogus and doesn't no appeal to does not engage into the lesson by
respect the media relevance or social students very much relating to the
literacy of today's importance. Does as it relates only learner's interests or
learners. Students not reflect an somewhat to the goals and/or
are not engaged in understanding of learner's interests engagingly
the introduction intended audience’s and/or describes a describing a
interests and needs. compelling question compelling question
or problem. or problem.

Cognitive The introduction The introduction The introduction The introduction

Effectiveness of doesn't prepare the makes some builds on learner's builds on learner's
the Introduction reader for what is reference to learner's prior knowledge and prior knowledge and
to come, or build prior knowledge and effectively prepares effectively prepares
on what the learner previews to some the learner by the learner by
already knows. extent what the foreshadowing what foreshadowing what
lesson is about. the lesson is about. the lesson is about.

Clarity Lacks clarity and Clearly written and Clearly written, well Clearly written, well
detail needed for a well thought out, but thought out, detailed thought out, detailed
clear introduction lacking sufficient paragraph to paragraph to
 detail to give introduce the activity introduce the
students and or lesson to the activity or lesson to
teachers all they students. the students.
need to know Included a
motivational hook.

Expectations No expectations Expectations are Provides generally Provides very clear

are provided vague and it is clear, but somewhat expectations to
unclear what broad expectations to students as to what
students will be students as to what they will be doing.
doing they will be doing.

The “Big An essential or Only indirect Communicates Communicates

Question” (the guiding question reference is made to broadly/in general explicitly and
essential or around which the “the Big Question” “the Big Question” clearly “the Big
guiding whole WebQuest is Question” around
question) centered is not which the whole
provided. WebQuest is
centered.

Does Not Meet Beginning Developing Accomplished Score

Expectations 5-6 points 7-8 points 9-10 points
0 points

Task (The
task is the end
result of
student
efforts... not
the steps
involved in
getting there.)

Connection of The task is not
Task to related to
Expectations expectations
The task is The task is referenced The task is referenced
referenced to some to all expectations and to all expectations
of the expectations vaguely connected to and is clearly
and vaguely what students must connected to what
connected to what know and be able to do students must know
students must know and be able to do to
 and be able to do to to achieve proficiency achieve proficiency of
achieve proficiency of those expectations. those expectations.
of those
expectations.

Cognitive Task requires Task is doable but is Task is doable and Task is doable and
Level of the simply limited in its relates to the students' engaging, and elicits
Task comprehending significance to lives. The task requires thinking that goes
or retelling of students' lives. The some analysis of beyond rote
information task requires some information and/or comprehension. The
found on web analysis of putting together task requires
pages and information and/or information from a few synthesis of multiple
answering putting together sources. Challenges sources of
factual information from a student to engage in information, and/or
questions. few sources. Tends some higher-level taking a position,
to direct student to thinking & problem and/or going beyond
perform simple, low solving, but much of the data given and
level tasks. their task requires making a
simple tasks (e.g., fill in generalization or
the blank) creative product.

Process (The
process is the
step-by-step
description of
how students
will accomplish
the task.)

Clarity of Process is not A few Provides most of the Every step is clearly
Process clearly stated. directions are necessary details. Most stated. All necessary
Students would given, but students would know detail on each step is
not know there is exactly where they are provided so each step
exactly what missing at each step of the can be clearly understood
they were information. process and know what and followed by students
supposed to do Students might to do next. Some and by teachers. All
just from be confused. clarification is needed students and teachers
reading this. by the teachers in class would know exactly
 to help students follow where they are at each
the steps. step of the process and
know what to do next.

Does Not Meet Beginning Developing Accomplished Score

Expectations 5-6 points 7-8 points 9-10 points
0 points

Scaffolding of Process Activities are of The process Strategies and The process
little lacks strategies organizational provides students
significance to and tools embedded in coming in at
one another organizational the process are different entry
and/or to the tools needed for insufficient to levels with
accomplishment students to gain ensure that all strategies and
of the task. the knowledge students will gain organizational tools
needed to the knowledge to access and gain
complete the needed to complete the knowledge
task. the task. needed to complete
Some of the the task.
activities do not Activities are
relate specifically clearly related and
to the designed to take the
accomplishment of students from basic
the task. knowledge to
higher level
thinking.
Checks for
understanding are
built in to assess
whether students
are getting it.

Richness of Process No separate Few steps or Some separate Different roles are
roles assigned. roles are tasks or roles assigned to help
assigned. assigned. More students understand
complex activities different
required. perspectives and/or
share responsibility
 in accomplishing
the task.

Resources (Note: you

should evaluate all
resources linked to the
page, even if they are in
sections other than the
Process block. Also note
that books, video and
other off-line resources
can and should be used
where appropriate.)

Relevance & Quantity of Resources There are too There is some There is a clear and
Resources provided are not many resources connection meaningful
sufficient for for learners to between the connection between
students to look at in a resources and the all the resources
accomplish the reasonable time. information needed and the information
task. for students to needed for students
accomplish the to accomplish the
task. Some task. Every
resources don't add resource carries its
anything new. weight.

Does Not Meet Beginning Developing Accomplished Score

Expectations 5-6 points 7-8 points 9-10 points
0 points

Quality of Links are generally not Links are mundane. Some links carry Links make excellent
Resources appropriate for They lead to information not use of the Web's
intended students (too information that could ordinarily found timeliness and
simple/advanced or be found in a in a classroom. colorfulness.
age inappropriate) classroom Varied resources
encyclopedia. provide enough
meaningful
information for
students to think
deeply.
Evaluation
Clarity of Students have no
Evaluation idea on how they'll
Criteria be evaluated
because Criteria for
success are not
described.
Conclusion
Clarity of No conclusion
Conclusion provided
Presentation No preparation.
Just winged it
Total Score
Criteria for Criteria for success Criteria for success are
success are at are clearly stated in clearly stated in the
least partially the form of a rubric. form of a rubric. Criteria
described and It relates somewhat include qualitative as
weakly relates to to the task. well as quantitative
the task. descriptors.
The evaluation
instrument clearly
measures what students
must know and be able
to do to accomplish the
task.
Minimal Returns to the Clear tie to the
conclusion. No concepts from the introduction. Makes the
mention of introduction. Sums students’ cognitive tasks
student thinking up the experiences overt and suggests how
or symmetry to and learning that was this learning could
introduction undertaken transfer to other
domains/issues.
Minimal effort Very well prepared. Extremely well
put into Provided a brief prepared. Provided
presentation. overview of thorough overview of
Answered peer’s WebQuest. Provided WebQuest. Provided
questions. complete answers to complete answers to
peer’s questions. peer’s questions.
/68