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Beginning 1 (C) |
Developing 2 (B) |
Accomplished 3 (A) |
Exemplary 4 (A+) |
Score |
Overall Technical Quality: Visual appeal, Navigation and flow, Mechanics
(Weight = x1)
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Visual appeal is limited, progress through lesson is confusing, more than 5 broken l inks/images, misspellings and/orgrammatical errors.
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Some variation in type size, color, and layout, a few places break the flow of the lesson, no more than 3 broken links/images, misspellings and/or grammatical
errors.
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Some variation in type size, color, and layout, no break in the flow of the lesson, no more than 1 broken link/image, misspelling and/or grammatical
error.
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Interesting variation in presentation, no breaks in the flow of the lesson, no broken links/images, errors in English.
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Interdisciplinary and Thematic Learning
(Weight = x4)
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Learning opportunities are in one or two content areas and are organized around a topic.
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Learning opportunities are in three content areas and are organized around a topic.
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Learning opportunities are in four content areas and are organized around a topic or theme, OR have five content areas and a topic.
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Learning opportunities are in five content areas and are organized around a theme.
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Effectiveness of Top Page
(Weight = x1)
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Contains title and author's name.
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Contains title, subject and grade level of project, author's name and email.
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Contains all required components AND the title is effective for "hooking" students' interest OR a relevant graphic is used.
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Contains all required components AND the title is effective for "hooking" students' interest AND a relevant graphic is used.
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Effectiveness of Introduction
(Weight = x3)
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Description of the learning experience is strictly factual, with no appeal to relevance or social importance.
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Description of the learning experience includes a scenario, but it is incomplete or not realistic.
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Scenario relates somewhat to the learner's experience and/or describes a compelling question or problem.
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Scenario draws reader into the lesson by relating to the learner's interests/ goals and/or engagingly describes a compelling question or problem.
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Cognitive Level of the Task
(Weight = x4)
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Task requires simple comprehension or retelling of information found on web pages and answering factual questions.
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Task is doable but is limited in significance to students' lives. The task requires application of information and/or compiling information from several sources.
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Task is doable and elicits thinking that goes beyond rote memory. The task requires analysis of information from several sources and development of a product that uses the learning in a meaningful way.
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Task is doable and engaging, and elicits thinking that goes beyond rote memory. The task requires synthesis of multiple information sources and/or taking a position, and/or going beyond the data given and making a generalization or creative product.
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Relevance and Quality of Resources
(Weight = x3)
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Too few or too many resources are provided for students to complete the task in a timely manner. Links are mundane, no better than can be found in class encyclopedias.
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Some connection exists between resources and information needed for students to accomplish the task. Some resources don't add new information. Some links provide information not ordinarily found in a classroom.
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There is a reasonable connection between resources and information needed for students to complete the task. Most resources add new information. Most links provide information not ordinarily found in a classroom.
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Clear, meaningful connections exists between all resources and information students need to complete task. Links make good use of the Web's timeliness and colorfulness. Varied resources provide useful information for students to think deeply.
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Effectiveness and Clarity of the Process
(Weight = x4)
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Process lacks clarity OR doesn't explain the task fully enough for students to complete the task.
Activities are of limited significance to one another AND/OR to the accomplishment of the task.
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Strategies OR their clarity are insufficient to ensure that all students will gain the knowledge needed to complete the task.
Some of the activities do not relate directly to accomplishment of the task.
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Strategies are clearly expressed for students to access and gain the knowledge needed to complete the task.
Activities relate directly to accomplishment of the task.
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Process clearly describes how to accomplish task and provides students coming in at different entry levels with strategies to access and gain the knowledge needed to complete the task.
Activities are clearly related and designed to take students from basic knowledge to higher level thinking.
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Evaluation
(Weight = x3)
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Little or no evaluation methods for assessing learning of the objectives.
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Some evaluation criteria are provided. May use a rubric.
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Evaluation criteria are clearly stated for all objectives. May use a rubric.
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Rubric contains clearly stated relevant criteria for measuring all objectives.
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Conclusions
(Weight = x1)
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No conclusions are provided.
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A summary is provided but it doesn't help students understand what they should have learned.
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Summary helps students fit their learning into the larger picture of knowledge using the concept.
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Summary helps students fit their learning into the larger picture of knowledge using the concept AND provides opportunities to extend their learning.
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Credits
(Weight = x1)
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No credits provided.
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References, source of images, special thanks, OR link to the WebQuest Page is provided.
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The link to the WebQuest Page AND at least one other credit is provided.
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The link to the WebQuest Page AND credits for images and other materials are provided.
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