Rubric for Web Quest

This rubric will help you evaluate the web quests that you find on the Internet, and it will help you design your web quest page by providing guidelines.

This is adapted from Randy Hansen and Michael Weglein

Beginning Developing Accomplished Score

Overall Aesthetics (This refers to the Web Quest page itself, not the links)

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.

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 of 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.

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.
3 points
Task requires analysis of information and/or putting together information from several sources.
6 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
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.

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 off-line 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.

Total Score

Created August 9, 1999

	Beginning	Developing	Accomplished	Score
Overall Aesthetics (This refers to the Web Quest page itself, not the links)
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.
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 of 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.
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.	3 points Task requires analysis of information and/or putting together information from several sources.	6 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	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.
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 off-line 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.
Total Score