|
Total: 25 points
Technical aspects (4 points
total): Ease of use, layout, readability, effective us of digital
medium
|
0
|
Not
all links work. Graphic requirement is not met. There may be some
spelling or grammatical errors. Color scheme may be garish, distracting
or difficult to read. Text layout prevents optimal readability.
Navigating the page and getting through the lesson may be confusing.
Does not utilize the affordances of the web-based environment
(hyperlinks, multimedia, online resources, etc)
|
|
1-2
|
All
links work and graphic requirement is met. There may be spelling or
grammatical errors and/or text layout prevents optimal readability
and/or the color scheme may be garish, distracting or difficult to
read. There may be places where the learner can get lost and not know
what to do next. Utilizes the affordances of the web-based environment
to some extent.
|
|
3-4
|
All
links work and graphic requirement is met. Layout of page is clear and
easy to both read and follow. Color scheme and design are aesthetically
pleasing. Navigation is seamless and it is clear to the learner how to
work through the WebQuest. Takes advantage of affordances of web-based
environment.
|
Introduction
(2 points total): Effectiveness of Introduction
|
0
|
The introduction is not relevant to student interests
or generally motivating. Introduction doesn't prepare the reader for
what is to come. |
|
1
|
The
introduction relates somewhat to student interests and/or describes a
compelling question or problem. Previews to some extent what the lesson
is about. |
|
2
|
The
introduction draws the student into the lesson by relating to interests
or goals and/or engagingly describing a compelling question or problem.
Effectively prepares the learner for the lesson by foreshadowing new
concepts and principles. |
Task
(4 points total): Cognitive level of the task, Extent of Collaboration
(Note: In WebQuest lingo, the "task"
is the end result of the students' efforts . . . not the steps
involved in getting there.)
|
0
|
Task requires simply comprehending webpages or other materials
and answering factual questions. The task is not related
to standards (i.e. learning outcomes as described in the
IRP's). The task requires little or no group work. |
|
1-2
|
Task requires
analysis of information and/or putting together information
from several sources. The task is referenced to standards
(i.e. learning outcomes as described in the IRP's), but
does not clearly indicate what students must know and
be able to do to achieve proficiency related to those
standards. The task requires group work, but not necessarily
collaboration, thining together, etc.
|
|
3-4
|
Task elicits thinking that goes beyond simple comprehension or
recall -- it 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. The task clearly indicates what students must
know and be able to do to achieve proficiency related
to standards (i.e. learning outcomes as described in the
IRP's). The task requires collaboration.
|
Process (2 points
total): Clarity and richness of the process
(Note: In WebQuest lingo, the "process" is a step-by-step
description of how students will accomplish the task.)
|
0
|
Process is not clearly stated. The activities described
are of little significance to one another and/or to the accomplishment
of the task. Students are not provided with strategies or
organizational tools to support learning the knowledge they need to
accomplish the task. Students would not know exactly what they were
supposed to do. |
|
1
|
Some
directions are given, but there is missing information. Some activities
are not related to the accomplishment of the task. Strategies and
organizational tools provided may not be adequate to support learning
the knowledge students need to accomplish the task. Students might be
confused. |
|
2
|
Every step
is clearly stated. Activities are clearly related to one
another and to the overall task. Strategies and organizational
tools embedded in the process support students from different
entry levels to gain knowledge needed to complete the
task. Most students would know exactly where they were
in the process and what to do next. |
Resources (4 points
total): Quantity and quality of resources
(All resources linked to the page will be evaluated -- even
those in sections other than "Resources". Books, video and other
off-line resources should be used where appropriate.)
|
0
|
Less than the required number of on-line resources used
and/or on-line resources are trivial, mundane, containing information
easily found in an ordinary classroom. |
|
1-2
|
Required
number of on-line resources. Most links are tightly focused with the
learning outcomes. Some on-line resources contain information not
ordinarily found in a classroom. |
|
3-4
|
Includes
on-line and off-line resources which are all tightly focused with the
learning outcomes. On-line resources provide data, information or
perspectives generally not available in the classroom and/or best
presented in an on-line medium. |
Evaluation
(2 points total): Clarity of evaluation criteria
|
0
|
Students have no idea on how they'll be judged. |
|
1
|
Criteria
for success are at least partially described. |
|
2
|
Criteria
for levels of success are clearly stated, perhaps in the form of a
rubric for self-, peer-, or teacher use. The evaluation instrument
clearly measures what students must know and be able to do to
accomplish the task. |
Conclusion
(2 points total)
|
0
|
Does not summarize what was learned and/or accomplished
from the task. |
|
1
|
Summarizes
what was learned and/or accomplished from the task. |
|
2
|
Summarizes what was learned and/or accomplished from
the task and provides questions or comments (which might possibly be
used in class discussion) to help students reflect upon, extend and/or
generalize what was learned. |
Appropriation
of the WebQuest framework (5 points
total)
| 0-1 |
The submission is not consistent with the unique goals of a WebQuest.
It has the appearance of a traditional lesson plan shoehorned
into the WebQuest framework. |
|
1-3 |
The submission makes good use of the WebQuest framework to accomplish
something more than, or at least different from, what
could be accomplished with a traditional lesson. |
|
4-5 |
The submission makes excellent use of the WebQuest framework to
accomplish something substantially more than, or different
from, what could be accomplished with a traditional lesson.
For example, it offers students an experience that is
both authentic to some grownup, real-life experience and
supports them in achieving deep understanding of something
in the prescribed curriculum. |
The original rubric on which this one was based was created
on January 18, 1998 by Bernie Dodge. Dodge and his colleagues
updated the rubric on June 19, 2001. Modifications based on
the 1998 version were made by...
Kevin O'Neill on March 6, 2001
Cheryl Amundsen in May 2001
Laura D'Amico in October 2001 (also informed by the
June 19, 2001 version)
Kevin O'Neill on Feb 7, 2002
Cher Hill on Feb 2, 2004
Kevin O'Neill on May 5, 2004
|