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iRubric: WEBQUEST rubric

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WEBQUEST WEBQUEST 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. Rubric Code: UXB9459 By annelahr Ready to use Public Rubric Subject: Computers Type: Project Grade Levels: Undergraduate, Graduate

Overall Aesthetics
	Beginning 0 pts	Developing 2 pts	Accomplished 4 pts
Overall Visual Appeal	Beginning 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.	Developing 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.	Accomplished 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.
Navigation & Flow	Beginning Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear.	Developing There are a few places where the learner can get lost and not know where to go next.	Accomplished Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.
Mechanical Aspects	Beginning There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	Developing There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	Accomplished No mechanical problems noted.
Introduction
Rhyme & Reason	Beginning Does not create a poetic scheme that links with a reason.	Developing Creates a poetic scheme, but lacks reason or vice versa.	Accomplished The introduction demonstrates creative thought and poetic scheme throughout. There is evidence of reason to lure the reader to move on.
Motivational Effectiveness of Intro	Beginning 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.	Developing The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.	Accomplished 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 Intr	Beginning The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.	Developing The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.	Accomplished The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Connection of Task to Standards	Beginning The task is not related to standards.	Developing 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.	Accomplished 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.
Cognitive Level of the Task	Beginning Task requires simply comprehending or retelling of information found on web pages and answering factual questions.	Developing 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.	Accomplished 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. See WebQuest Taskonomy
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process	Beginning Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.	Developing Some directions are given, but there is missing information. Students might be confused.	Accomplished 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.
Process
	Beginning 0 pts	Developing 3 pts	Accomplished 6 pts
Scaffolding of Process	Beginning 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.	Developing 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.	Accomplished 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.
Richness of Process	Beginning Few steps, no separate roles assigned.	Developing Some separate tasks or roles assigned. More complex activities required.	Accomplished Different roles are assigned to help students understand different 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.)
	Beginning 0 pts	Developing 2 pts	Accomplished0 4 pts
Relevance & Quantity of Resources	Beginning 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.	Developing There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.	Accomplished0 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.
Quality of Resources	Beginning Links are mundane. They lead to information that could be found in a classroom encyclopedia.	Developing Some links carry information not ordinarily found in a classroom.	Accomplished0 Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply.
Evaluation
	Beginning 0 pts	Developing 4 pts	Accomplished 6 pts
Rubric	Beginning Criteria for success are not described.	Developing Criteria for success are at least partially described.	Accomplished 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.

Keywords:

Modified by Laura Bellofatto, Nick Bohl, Mike Casey, Marsha Krill, and Bernie Dodge

Subjects:

Computers

Types:

Project

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