A Draft Rubric for Evaluating WebQuests

	Beginning	Developing	Accomplished	Score
Overall Aesthetics
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 graphic 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.	(2)
Grammar and Mechanics
Organization	0 points Organization is weak	1 point Somewhat organized	2 points Strong organization	(2)
Spelling and Grammar	0 points There are several spelling and/or other grammatical errors.	1 point There are few spelling and/or grammatical errors.	2 points There are no spelling and/or grammatical errors.	(2)
Introduction
Motivational effectiveness of Introduction	0 points  Introduction is purely factual, with no 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.	(2)

Cognitive effectiveness the Introduction	0 points  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.	(2)
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Cognitive level of the task	0 points Students are only asked to use lower levels of Bloom’s taxonomy. They basically find information and write it down.	3 points Students may be required to transform some of what they are learning for presenting, but transformation is not explicitly required as part of the Task	6 points Explicit use of transformation is built in to the Task. Students are asked to evaluate, synthesize and analyze.	(6)
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.	(2)
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 where they were in the process and what to do next.	(2)
Richness of process	0 points 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.	(6)
Roles	0 points No roles	2 points Well-defined roles, but little or no interaction	4 points Clearly defined roles with conflicting motivations for completing the Task.	(4)
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.	(2)
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.	(4)
Learning Outcomes
Correlation with standards	0 points There is no link to district course outlines or state standards.	2 points There are no overt references to district course outlines and/or state standards, but an experienced teacher could identify potential standards-based learning outcomes.	4 points There are explicit references to district course outlines and/or state standards.	(4)
Clarity of evaluation criteria	0 points Students have no idea how they will 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.	(2)
Total Score				(42)