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A Rubric for Evaluating WebQuests

Name of Evaluator: Chrissia Haughton


Name of WebQuest: Writing a Letter
Name of WebQuest Author: Amanda Baines
URL of WebQuest:​Writing a Letter

Beginning Developing Accomplished Notes/Score

Overall Aesthetics
Refers to the WebQuest site itself, not to the external resources linked to it.

Overall 0 points 2 points 4 points 4 Points


visual
appeal There are few or Graphic Appropriate and The webquest
no graphic elements thematic graphic was aligned with
elements. No sometimes, but elements are the thematic
variation in not always, used to make elements that
layout or contribute to the visual connections were used to
typography. understanding that contribute to create a visual
of concepts, the understanding connection that
Or ideas and of concepts, ideas provided
relationships. and relationships. comprehension
Color is garish There is some Differences in of how to write a
and/or variation in type type size and/or letter. The story
typographic size, color, and color are used book was a great
variations are layout. well and use of engaging
overused & consistently. the young
legibility suffers. learners on what
Background it means to write
interferes with a letter and how
the readability. to conduct one
as well. Great us
of soft colors
that correlates
with the other
images from the
site.
Navigation 0 points 2 points 4 points 4 Points
& Flow Getting through There are a few Navigation is It was very easy
the lesson is places where seamless. It is to get around
confusing and the learner can always clear to and I knew
unconventional. get lost and not the learner what where to go
Pages can't be know where to all the pieces are when I wanted
found easily go next. and how to get to to find out
and/or the way them. information from
back isn't clear. each content of
the page.

Mechanical 0 points 1 point 2 points 2 Points


Aspects There are more There are some No mechanical
than 5 broken broken links, problems noted. No mechanical
links, misplaced misplaced or problems found
or missing missing images, within the site.
images, badly badly sized
sized tables, tables,
misspellings misspellings
and/or and/or
grammatical grammatical
errors. errors.

Introduction
Motivational 0 points 1 point 2 points 2 Points
effectiveness
of The Introduction Introduction The
introduction introduction is relates draws the introduction
purely factual, somewhat to reader into the was a great
with no appeal the learner's lesson by attention
to relevance or interests and/or relating to the getter. A
social describes a learner's friendly
importance compelling interests or welcome to
question or goals and the students
OR problem. engagingly and readers
The scenario describes a and a break
posed is compelling down of what
transparently essential the webquest
bogus and question or is about.
doesn't problem.
respect the
media literacy
of today's
learners.

Cognitive 0 points 1 point 2 points 2 Points


Effectiveness The The The The
of the introduction introduction introduction introduction
Introduction doesn't makes some builds on builds on prior
prepare the reference to learner's prior knowledge and
reader for learner's prior knowledge and prepares
what is to knowledge and effectively learners for
come, or build previews to prepares the the webquest.
on what the some extent learner by
learner what the lesson foreshadowing An image of
already is about. what the the book that
knows. lesson is correlates with
about. the lesson is
provided and a
connection is
made with the
characters
from the story
with the young
learner.
Task
The task is the end result of student efforts... not the steps involved in getting
there.

Connection 0 points 2 point 4 points 2 Points


of Task to The task is not The task is The task is The task is
Standards related to referenced to referenced to standard
standards. standards but is standards and based but not
not clearly is clearly visible on the
connected to connected to site. The
what students what students objectives are
must know and must know clear on what
be able to do to and be able to students must
achieve do to achieve know to
proficiency of proficiency of achieve
those standards those proficiency.
standards.

Cognitive 0 points 3 points 6 points 6 Points


Level of the Task requires Task is doable Task is doable The learner is
Task simply but is limited in and engaging, engaged with
comprehending its significance to and elicits videos and the
or retelling of students' lives. thinking that story book,
information The task goes beyond the task is
found on web requires analysis rote doable.
pages and of information comprehensio Learners use
answering and/or putting n. The task synthesis of
factual together requires mulgiple
questions. information from synthesis of sources of
several sources. multiple information
sources of such as, the
information, videos on
and/or taking parts of a
a position, letter and
and/or going what to write
beyond the in a letter,
along with a
data given and diagram of
making a “letter man”,
generalization which reminds
or creative learners of the
product. different parts
of the letter. A
friendly tune is
also provided
for learners to
sing along to
while working
and checking
for all parts of
the letter.

Process
The process is the step-by-step description of how students will accomplish the
task.

Clarity of 0 points 2 points 4 points 4 points


process
Process is not Some Every step is Steps are
clearly stated. directions are clearly stated. clearly stated
Students would given, but Most students with provided
not know exactly there is would know resources.
what they are missing exactly where Learners are
supposed to do information. they were in the guided
just from Students process and through each
reading this. might be what to do next. step and know
confused. when to move
on.
Scaffolding 0 points 3 points 6 points 6 points
of Process The process Strategies and The process The process
lacks organizational
provides students allows different
coming in at students with
strategies and tools embedded different entry
organizational in the process different levels
levels with
tools needed are insufficient strategies and all the skills
for students to ensure that organizational tools and tools to
to gain the all students will to access and gain have and build
the knowledge on knowledge
knowledge gain the needed to
needed to knowledge that is needed
complete the task.
complete the needed to to complete the
Activities are task.
task. complete the clearly related and
Activities are task. designed to take
the students from From task 1 to
of little Some of the task 4, learners
basic knowledge to
significance to activities do not higher level are guided to
one another relate thinking. watch videos
and/or to the specifically to Checks for first to inform
accomplishme the understanding are them on the
nt of the task. accomplishment built in to assess
different parts
of the task. whether students
are getting it.
of a letter and
an interactive
game that
allows them to
practice their
learning skill to
build
independency
through the
task. The
“letter man” is
used a s rubric
or guide for
learners to
reassure that
all parts of a
letter is
provided when
creating one
themselves.
Richness of 0 points 1 points 2 points 1 Points
Process Few steps, no Some separate Different roles There are not
separate roles tasks or roles are assigned to many roles
assigned. assigned. More help students assigned to
complex understand learners during
activities different this task.
required. 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.)

Relevance & 0 points 2 point 4 points 3 Points


Quantity of Resources There is some There is a All resources
Resources provided are connection clear and provide
not sufficient between the meaningful connection for all
for students resources and connection learners on the
to accomplish the information between all different parts of
the task. needed for the resources a letter. Every
students to and the resources allows
OR learners to gain a
accomplish the information
There are too task. Some needed for deeper
many resources don't students to understanding of
resources for add anything accomplish the what is in a
learners to new. task. Every letter, how to
look at in a resource write a letter,
reasonable carries its and what it
time. weight. should look like.
Quality of 0 points 2 points 4 points 3 Points
resources Links make Most links were
Links are Some links excellent use excellent use of
mundane. carry of the Web's the webquest and
They lead to information not timeliness and very engaging,
information ordinarily colorfulness. Some links
that could be found in a however were
found in a classroom. Varied not active and
classroom resources could not be
encyclopedia. provide viewed from site.
enough
meaningful
information for
students to
think deeply.

Evaluation

Clarity of 0 points 3 point 6 points 4 Points


evaluation Criteria for success Criteria is stated
criteria Criteria for Criteria for are clearly stated clearly in the
success are success are in the form of a rubric but lacks
not at least rubric. Criteria connection from
described. partially include qualitative task. The task
described. as well as states students
quantitative
will learn the 5
descriptors.
parts of a letter
The evaluation however, the
instrument clearly rubric criteria is of
measures what
how a letter is
students must
written. The task
know and be able
to do to accomplish should state that
the task. learners will write
a letter after
learning about the
parts of the letter.
A criteria could
have been added
on how well
students learned
from the
resources
provided and if
they used it to
help them create
their final writing
piece that is then
graded from the
rubric provided.

Total Score 43/50

Name of Evaluator: Chrissia Haughton


Name of WebQuest: Writing a book about U. A. E
Name of WebQuest Author: ​Maitha AlMarri
URL of WebQuest: ​Writing a book about U.​ ​A. E

Beginning Developing Accomplished Notes/Score

Overall Aesthetics
Refers to the WebQuest site itself, not to the external resources linked to it.
Overall 0 points 2 points 4 points 4 points
visual The webquest
appeal There are few or Graphic Appropriate was aligned with
no graphic elements and thematic the thematic
elements. No sometimes, graphic elements that
variation in layout but not elements are were used to
or typography. always, used to make create a visual
contribute to visual connection that
Or the connections provided
understandin that comprehension
Color is garish g of concepts, contribute to of how to write
and/or typographic ideas and the a book about
variations are relationships. understanding the UAE. Asking
overused & There is some of concepts, help from the
legibility suffers. variation in ideas and students was a
Background type size, relationships. great way of
interferes with the color, and Differences in engaging the
readability. layout. type size young learners.
and/or color Great us of
are used well colors that
and correlates with
consistently. the countries
flag.

Navigation 0 points 2 points 4 points 4 points


& Flow Getting through There are a Navigation is
the lesson is few places seamless. It It was very easy
confusing and where the is always to get around
unconventional. learner can clear to the and I knew
Pages can't be get lost and learner what where to go
found easily not know all the pieces when I wanted
and/or the way where to go are and how to find out
back isn't clear. next. to get to information
them. from each
content of the
page.
Mechanical 0 points 1 point 2 points 2 points
Aspects There are more There are No No mechanical
than 5 broken some broken mechanical problems found
links, misplaced or links, problems within the site.
missing images, misplaced or noted.
badly sized tables, missing
misspellings images, badly
and/or sized tables,
grammatical misspellings
errors. and/or
grammatical
errors.

Introduction

Motivational 0 points 1 point 2 points 2 points


effectiveness
of The introduction Introduction Introduction The
introduction is purely factual, relates draws the introduction
with no appeal to somewhat reader into the was a great
relevance or to the lesson by attention
social importance learner's relating to the getter. Setting
interests learner's up students to
OR and/or interests or do some
The scenario describes a goals and investigation
posed is compelling engagingly on finding clues
transparently question or describes a to help create
bogus and problem. compelling a book,
doesn't respect essential prepared
the media question or students on
literacy of today's problem. what the quest
learners. was about.
Cognitive 0 points 1 point 2 points 2 points
Effectiveness The introduction The The
of the doesn't prepare introduction introduction The
Introduction the reader for makes builds on introduction
what is to come, some learner's prior builds on prior
or build on what reference to knowledge and knowledge and
the learner learner's effectively prepares
already knows. prior prepares the learners for the
knowledge learner by webquest.
and foreshadowing
previews to what the
some extent lesson is about.
what the
lesson is
about.

Task
The task is the end result of student efforts... not the steps involved in getting
there.

Connection 0 points 2 point 4 points 2 points


of Task to The task is The task is The task is
Standards not related referenced to referenced to The task is
to standards. standards but is standards and is standard based
not clearly clearly but not visible
connected to connected to on the site. The
what students what students objectives are
must know and must know and clear on what
be able to do to be able to do to students must
achieve achieve know to
proficiency of proficiency of achieve
those standards those standards. proficiency.
Cognitive 0 points 3 points 6 points 6 points
Level of the Task Task is doable Task is doable The learners
Task requires but is limited in and engaging, are engaged
simply its significance and elicits with their
comprehendi to students' thinking that personal roles
ng or lives. The task goes beyond to completing
retelling of requires rote the
information analysis of comprehension. assignment.
found on information The task Learners use
web pages and/or putting requires synthesis of
and together synthesis of multiple
answering information multiple sources sources of
factual from several of information, information
questions. sources. and/or taking a such as
position, and/or websites on
going beyond information on
the data given Dubai, that
and making a includes
generalization or demographic,
creative product. population, and
currency just to
name a few.

Process
The process is the step-by-step description of how students will accomplish the
task.

Clarity of 0 points 2 points 4 points 4 points


process
Process is not Some directions Every step is Steps are clearly
clearly are given, but clearly stated. stated with
stated. there is missing Most students provided
Students information. would know resources.
would not Students might exactly where Learners are
know exactly be confused. they were in guided through
what they the process and each step and
are supposed what to do know what to do
to do just next. and how to
from reading bring individual
this. work together to
create a final
product as a
whole.

Scaffolding 0 points 3 points 6 points 6 points


of Process The process The process allows
The process Strategies and
provides students different students
lacks organizational
coming in at with different
strategies tools embedded different entry levels, to be in
and in the process levels with different roles,
organization are insufficient strategies and using all the skills
al tools to ensure that organizational and tools to build
tools to access and on knowledge that
needed for all students will
gain the is needed to
students to gain the knowledge needed
gain the knowledge complete the task.
to complete the
knowledge needed to task.
The task allows
needed to complete the Activities are students to get in
complete task. clearly related and character and solve
the task. Some of the
designed to take a “mission!”
the students from
Activities activities do not Students build off
basic knowledge to
each other’s
are of little relate higher level
knowledge of
significance specifically to thinking.
individual task and
to one the Checks for can identify when
another accomplishment understanding are mission is
and/or to of the task. built in to assess
complete.
whether students
the
are getting it.
accomplish Activities are
ment of the related and guide
task. students from basic
knowledge to
higher level
thinking.

Questions are
provided for
students to answer
as a check for
understanding
method​.
Richness of 0 points 1 points 2 points 2 points
Process Few steps, Some separate Different roles
no separate tasks or roles are assigned to Students are
roles assigned. More help students strategically
assigned. complex understand placed in groups
activities different of three to assure
required. perspectives that every part of
and/or share the assignment is
responsibility in completed.
accomplishing Different roles
the task. are assigned to
each member of
the group and
they have a
responsibility to
make the product
complete.

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.)

Relevance & 0 points 2 point 4 points 4 points


Quantity of Resources There is some There is a clear
Resources provided are connection and meaningful All resources
not sufficient between the connection provide
for students to resources and between all the connection
accomplish the information resources and for all
the task. needed for the information learners on
students to needed for the country
OR Dubai. Every
accomplish the students to
There are too task. Some accomplish the resources
many resources don't task. Every allows
resources for add anything resource carries students to
learners to new. its weight. learn about
look at in a the UAE
reasonable while
time. creating a
book for a
someone who
would like to
know more
information
on UAE.

Quality of 0 points 2 points 4 points 4 points


resources Links make
Links are Some links carry excellent use of Mostly all
mundane. information not the Web's links were
They lead to ordinarily found timeliness and excellent use
information in a classroom. colorfulness. of the
that could be webquest
found in a Varied resources and very
classroom provide enough engaging.
encyclopedia. meaningful
information for
students to
think deeply.

Evaluation

Clarity of 0 points 3 point 6 points 6 points


evaluation Criteria for
criteria Criteria for Criteria for success are Criteria is stated
success are not success clearly stated in clearly in the
described. are at the form of a rubric.
least rubric. Criteria
partially include
described. Criteria shows
qualitative as
both qualitative
well as
and quantitative
quantitative
descriptors.
descriptors.

The evaluation
The rubric shows
instrument
what students
clearly measures
what students must know.
must know and
be able to do to
accomplish the
task.
Total Score 48/50

Name of Evaluator: Chrissia Haughton


Name of WebQuest: Write Your Own Story
Name of WebQuest Author: Casey Sieb
URL of WebQuest: ​Write Your Own Story

Beginning Developing Accomplished Notes/Score

Overall Aesthetics
Refers to the WebQuest site itself, not to the external resources linked to it.

Overall 0 points 2 points 4 points 2 points


visual The webquest
appeal There are few Graphic Appropriate sometimes
or no graphic elements and thematic aligned with the
elements. No sometimes, but graphic thematic
variation in not always, elements are elements that
layout or contribute to used to make were used to
typography. the visual create a visual
understanding connections connection that
Or of concepts, that contribute provided
ideas and to the comprehension
Color is garish relationships. understanding of how to write
and/or There is some of concepts, your own story
typographic variation in ideas and following Dr.
variations are type size, color, relationships. Seuss.
overused & and layout. Differences in
legibility type size
suffers. and/or color
Background are used well
interferes with and
the readability. consistently.
Navigation 0 points 2 points 4 points 4 points
& Flow Getting There are a few Navigation is
through the places where seamless. It is It was very easy
lesson is the learner can always clear to to get around
confusing and get lost and not the learner and I knew
unconventional know where to what all the where to go
. Pages can't go next. pieces are and when I wanted
be found easily how to get to to find out
and/or the way them. information
back isn't from each
clear. content of the
page.

Mechanical 0 points 1 point 2 points 2 points


Aspects There are more There are some No mechanical No mechanical
than 5 broken broken links, problems problems found
links, misplaced or noted. within the site.
misplaced or missing
missing images, badly
images, badly sized tables,
sized tables, misspellings
misspellings and/or
and/or grammatical
grammatical errors.
errors.
Introduction

Motivational 0 points 1 point 2 points 1 points


effectiveness
of The Introduction Introduction The introduction
introduction introduction relates draws the reader relates somewhat
is purely somewhat into the lesson by to the learners
factual, with to the relating to the interest. There is
no appeal to learner's learner's interests little evidence of
relevance or interests or goals and compelling
social and/or engagingly questions or
importance describes a describes a problems.
compelling compelling
OR question or essential question
The scenario problem. or problem.
posed is
transparentl
y bogus and
doesn't
respect the
media
literacy of
today's
learners.

Cognitive 0 points 1 point 2 points 2 points


Effectiveness The The The introduction
of the introduction introduction builds on The introduction
Introduction doesn't makes learner's prior builds on prior
prepare the some knowledge and knowledge and
reader for reference to effectively prepares learners
what is to learner's prepares the for the webquest.
come, or prior learner by
build on knowledge foreshadowing
what the and what the lesson is
learner previews to about.
already some
knows. extent what
the lesson
is about.
Task
The task is the end result of student efforts... not the steps involved in getting
there.

Connection 0 points 2 point 4 points 2 points


of Task to The task is not The task is The task is
Standards related to referenced to referenced to The task is
standards. standards but is standards and standard
not clearly is clearly based and
connected to connected to are visible on
what students what students the site. The
must know and must know and objectives
be able to do to be able to do to are not clear
achieve achieve on what
proficiency of proficiency of students
those standards those must know to
standards. achieve
proficiency on
writing their
own book.
Cognitive 0 points 3 points 6 points 3 points
Level of the Task requires Task is doable Task is doable
Task simply but is limited in and engaging, The task is
comprehendin its significance to and elicits doable but
g or retelling students' lives. thinking that limits its
of information The task requires goes beyond significance
found on web analysis of rote to students’
pages and information comprehension lives. The
answering and/or putting . The task task requires
factual together requires analysis of
questions. information from synthesis of information
several sources. multiple and putting
sources of together
information, information
and/or taking a from several
position, sources.
and/or going
beyond the
data given and
making a
generalization
or creative
product.

Process
The process is the step-by-step description of how students will accomplish the
task.
Clarity of 0 points 2 points 4 points 3 points
process
Process is not Some directions Every step is Some directions
clearly stated. are given, but clearly stated. are given, but
Students there is missing Most students the information
would not information. would know could be more
know exactly Students might exactly where clear. The
what they are be confused. they were in process explains
supposed to the process the different
do just from and what to do resources they
reading this. next. will use but
links to the
resources are
not listed in this
location.
Students will
need lots of
assistance and
the assignment
isn’t made for
independent
practice.
Scaffolding 0 points 3 points 6 points 2 points
of Process The process The process ​lacks
The process Strategies
lacks and
provides students strategies and
coming in at tools needed for
strategies organization different entry
and al tools students to gain
levels with
organizationa embedded strategies and knowledge to
l tools in the organizational tools complete task.
to access and gain
needed for process are
the knowledge The process
students to insufficient needed to complete
gain the to ensure explains the history
the task.
knowledge that all that will be
Activities are clearly discussed and that
needed to students will related and
complete the gain the students should
designed to take the
task. knowledge students from basic know how to
needed to knowledge to higher rhyme when
Activities are level thinking. writing, but there
of little complete
the task. Checks for are no resources
significance understanding are provided that
to one Some of the built in to assess includes rhyming.
another activities do whether students
and/or to the not relate are getting it.
accomplishm specifically
ent of the to the
task. accomplish
ment of the
task.

Richness of 0 points 1 points 2 points 0 points


Process Few steps, no Some Different roles
separate separate are assigned to Few steps, now
roles tasks or help students separate roles
assigned. roles understand assigned.
assigned. different
More perspectives
complex and/or share
activities responsibility in
required. 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.)

Relevance & 0 points 2 point 4 points 2 points


Quantity of Resources There is some There is a clear
Resources provided are connection and meaningful Some
not sufficient between the connection connection is
for students to resources and between all the found between
accomplish the information resources and provided
the task. needed for the information resources but
students to needed for could be more
OR sufficient for
accomplish the students to
There are too task. Some accomplish the students to
many resources don't task. Every complete the
resources for add anything resource carries task.
learners to new. its weight.
look at in a
reasonable
time.

Quality of 0 points 2 points 4 points 4 points


resources Links make
Links are Some links excellent use of Mostly all links
mundane. carry the Web's were excellent
They lead to information not timeliness and use of the
information ordinarily found colorfulness. webquest and
that could be in a classroom. very engaging.
found in a Varied Include games,
classroom resources read alouds,
encyclopedia. provide enough and examples.
meaningful
information for
students to
think deeply.

Evaluation
Clarity of 0 points 3 point 6 points 2 points
evaluation Criteria for success Criteria for
criteria Criteria for Criteria for are clearly stated success are
success success are in the form of a described but do
are not at least rubric. Criteria not align with the
described. partially include qualitative task from the
described. as well as process.
quantitative
descriptors.
The evaluation
The evaluation instrument
instrument clearly measures what
measures what
students should
students must
know but the
know and be able
to do to resources, task,
accomplish the and process, does
task. not appear to help
students be
successful for this
webquest.

Total Score 29/50

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