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CATEGORY

Accomplished

Developing

Beginning

Comments

Score

Overall Visual Appeal

Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently. (11-12 pts)

Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout. (8-10 pts)

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. Background interferes with the readability. (≤7 pts)

 

 

Navigation & Flow

Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them. (11-12 pts)

There are a few places where the learner can get lost and not know where to go next. (8-10 pts)

Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear. (≤7 pts)

 

 

Mechanical Aspects

No mechanical problems noted. (6 pts)

There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. (5 pts)

There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. (≤4 pts)

 

 

Motivational Effectiveness

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. (5-6 pts)

The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem. (3-4 pts)

The introduction is purely factual, with no appeal to relevance or social importance OR The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners. (≤2 pts)

 

 

Cognitive Effectiveness

The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about. (8-9 pts)

The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about. (6-7 pts)

The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows. (≤5 pts)

 

 

Connection of Task to Standards

The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards. (11-12 pts)

The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards. (8-10 pts)

The task is not related to standards. (≤7 pts)

 

 

Cognitive Level of Task

Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The 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. (16-18 pts)

Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources. (11-15 pts)

Task requires simply comprehending or retelling of information found on web pages and answering factual questions. (≤10 pts)

 

 

Clarity of Process

Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next. (11-12 pts)

Some directions are given, but there is missing information. Students might be confused. (8-10 pts)

Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this. (≤7 pts)

 

 

Scaffolding of Process

The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it. (18-20 pts)

Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task. Some of the activities do not relate specifically to the accomplishment of the task. (12-17 pts)

The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task. (≤11 pts)

 

 

Richness of Process

Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task. (7-8 pts)

Some separate tasks or roles assigned. More complex activities required. (5-6 pts)

Few steps, no separate roles assigned. (≤4 pts)

 

 

Relevance & Quantity of Resources

There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight. (11-12 pts)

There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new. (8-10 pts)

Resources provided are not sufficient for students to accomplish the task. OR There are too many resources for learners to look at in a reasonable time. (≤ 7 pts)

 

 

Quality of Resources

Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply. (16-18 pts)

Some links carry information not ordinarily found in a classroom. (11-15 pts)

Links are mundane. They lead to information that could be found in a classroom encyclopedia. (≤10 pts)

 

 

Clarity of Evaluation Criteria

Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. (18-20 pts)

Criteria for success are at least partially described. (12-17 pts)

Criteria for success are not described. (≤11 pts)

 

 

Teacher Page

Grade level, subject area, and content standards are clearly delineated. "Advice" for other teachers using this webquest is specific and helpful. Citations for helpful resources are listed and linked when appropriate. (14-15 pts)

Grade level, subject area, and content standards are mentioned but not delineated. "Advice" for other teachers using this webquest is present but somewhat generic. Citations for helpful resources are listed bit not linked when appropriate. (10-13 pts)

Grade level, subject area, and content standards are not mentioned. "Advice" for other teachers using this webquest is absent or not at all useful. Citations for helpful resources are not listed. (≤9 pts)

 

 

Conclusion

The project is tied up cleanly and students who wish to know more about the subject are provided with "more" to look at on their own. (5 pts)

Either the project is not tied up very cleanly OR students who wish to know more about the subject are not provided with "more" to look at on their own. (2-4 pts)

The project is not tied up very cleanly AND students who wish to know more about the subject are not provided with "more" to look at on their own. (≤1 pt)

 

 

Pilot Test

Two pilot tests were done, and the testers responded to specific prompts with their insights about the project. (15 pts)

 

Either two pilot tests were not done, OR the testers did not respond to specific prompts with their insights about the project. (0 pts)