The WebQuest format
can be applied to a variety of teaching situations. If you take
advantage of all the possibilities inherent in the format, your
students will have a rich and powerful experience. This rubric will
help you pinpoint the ways in which your WebQuest isn't doing everything
it could do. If a page seems to fall between categories, feel free
to score it with in-between points.
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Beginning
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Developing
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Accomplished
|
Score
|
| Overall
aesthetics (This refers to the WebQuest page itself,
not the external resources linked to it.) |
| Overall
visual appeal
|
0 points
Background is gray. There are few or no
graphic elements. No variation in layout or typography.
OR
Color is garish and/or typographic variations
are overused and legibility suffers. |
1 point
There are a few graphic elements. There
is some variation in type size, color, and layout.
|
2 points
Appealing graphic
elements are included appropriately. Differences in type size
and/or color are used well.
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|
| Introduction
|
Motivational
effectiveness of introduction |
0 points Introduction is
purely factual, with no appeal to relevance or social importance.
|
1
point Introduction relates
somewhat to the learner's interests and/or describes a compelling
question or problem. |
2 points The Introduction
draws the reader into the lesson by relating to the learner's
interests or goals and/or engagingly describing a compelling
question or problem. |
|
Cognitive
effectiveness of the introduction |
0 points
Introduction doesn't
prepare the reader for what is to come, or build on what the
learner already knows. |
1 point Introduction makes
some reference to learner's prior knowledge and previews to
some extent what the lesson is about. |
2 points The Introduction
builds on learner's prior knowledge by explicitly mentioning
important concepts or principles, and effectively prepares
the learner for the lesson by foreshadowing new concepts and
principles. |
|
| Task
(The task is the end result of student efforts...
not the steps involved in getting there.) |
Cognitive
level of the task |
0 points Task requires simply
comprehending web pages and answering questions. |
3 points Task requires analysis
of information and/or putting together information from several
sources. |
6 points Task requires synthesis
of multiple sources of information, and/or taking a position,
and/or going beyond the data given and making a generalization
or creative product. |
|
Technical
sophistication of task |
0 points Task requires simple
verbal or written response. |
1 point Task requires use
of word processing or simple presentation software. |
2 points Task requires use
of multimedia software, video, or conferencing. |
|
| Process
(The process is the step-by-step description of how
students will accomplish the task.) |
Clarity
of Process |
0 points Process is not clearly
stated. Students would not know exactly what they were supposed
to do just from reading this. |
1 point Some directions are
given, but there is missing information. Students might be
confused. |
2 points Every step is clearly
stated. Most students would know exactly where they were in
the process and what to do next. |
|
Richness
of process |
0 points Few steps, no separate
roles assigned. |
3 pointa Some separate tasks
or roles assigned. More complex activities required. |
6 points Lots of variety
in the activities performed. Different roles and perspectives
are taken. |
|
|
Resources (Note: you should
evaluate all resources linked to the page, even if they are
in sections other than the Resources block. Also note that books,
video and other offline resources can and should be used where
appropriate.) |
| Quantity
of resources |
0 points Few online resources
used. |
1 point Moderate number of
resources used. |
2 points Many resources provided,
including off-line resources. |
|
| Quality
of resources |
0 points Links are mundane.
They lead to information that could be found in a classroom
encyclopedia. |
2 points Some links carry
information not ordinarily found in a classroom. |
4 points Links make excellent
use of the Web's timeliness and colorfulness. |
|
|
Evaluation |
| Clarity
of Evaluation Criteria |
0 points Students have no
idea on how they'll be judged. |
1 point Criteria for success
are at least partially described. |
2 points Criteria for gradations
of success are clearly stated, perhaps in the form of a rubric
for self-, peer-, or teacher use. |
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| Total
score |
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