|
Beginning |
Developing |
Accomplished |
Score |
| Overall
Aesthetics (This refers to the WebQuest page itself, not the external
resources linked to it.) |
| Overall
visual appeal |
0 points
Background is gray. 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. |
1 point
There are a few elements. There is some variation in type size,
color, and layout.
|
2 points
Appealing graphic elements are included appropriately. Differences
in type size and/or color are used well. |
|
| Introduction |
| Motivational
effectiveness of Introduction |
0 points
Introduction is purely factual, with no appeal to relevance or social
importance. |
1 point
Introduction relates somewhat to the learner's interests and/or describes
a compelling question or problem. |
2 points
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 or the Introduction |
Introduction
doesn't prepare the reader for what is to come, or build on what the
learner already knows. |
1 point
Introduction makes some reference to learner's prior knowledge and
previews to some extent what the lesson is about. |
2 points
The Introduction builds on learner's prior knowledge by explicitly
mentioning important concepts or principles, and effectively prepares
the learner for the lesson by foreshadowing new concepts and principles. |
|
| Task
(The task is the end result of student efforts...not the steps involved
in getting there.) |
| Cognitive
level of the task |
0 points
Task requires simply comprehending web pages and answering questions |
1 point
Task requires analysis of information and/or putting together information
from several sources. |
2 points
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. |
|
| Technical
sophistication of task |
0 points
Task requires simple verbal or written response. |
1 point
Task requires use of word processing or simple presentation software. |
2 points
Task requires use of multimedia software, video, or conferencing. |
|
| Process
(The process is the step-by-step description of how students will
accomplish the task.) |
| Clarity
of Process |
0 points
Process is not clearly stated. Students would not know exactly
what they were supposed to do just from reading this. |
1 point
some directions are given, but there is missing information.
Students might be confused. |
2 points
Every step is clearly stated. Most students would know exactly
where they were in the process and what to do next. |
|
| Richness
of Process |
Few steps, no
separate roles assigned. |
3 points
Some separate tasks or roles assigned. More complex activities required. |
6 points
Lots of variety in the activities performed. Different roles
and perspectives are taken. |
|
| Resources
(Note: you should evaluate all resources linked to the page, even
if they are in sections other than the Resources block. Also
note that books, video and other offline resources can and should
be used where appropriate.) |
| Quantity
of resources |
0 points
Few online resources used |
1 point
Moderate number of resources used. |
2 points
Many resources provided, including off-line resources. |
|
| Quality
of resources |
0 points
Links are mundane. They lead to information that could be found in
a classroom encyclopedia |
2 points
Some links carry information not ordinarily found in a classroom.
|
4 points
Links make excellent use of the Web's timeliness and colorfulness. |
|
| Evaluation |
| Clarity
of Evaluation Criteria |
0 points
Students have no idea on how they'll be judged. |
1 point
Criteria for success are at least partially described. |
2 points
Criteria for gradations of success are clearly stated, perhaps in
the form of a rubric for self-, peer-, or teacher use. |
|