| |
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 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. |
2 point 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.
|
4 points 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.
See Fine
Points Checklist. |
|
| Introduction |
Motivational Effectiveness of Introduction |
0 points The introduction is purely factual, with no
appeal to relevance or social importance. |
1 point The 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 The introduction doesn't prepare the reader for
what is to come, or build on what the learner already knows. |
1 point The 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 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 |
0 points The
task is not related to NC standards. |
2 point The
task is referenced to NC standards but is not clearly connected to what students must know
and be able to do to achieve proficiency of specific NC standards. |
4 points The
task is referenced to NC standards and is clearly connected to what students must know and
be able to do to achieve proficiency of specific NC standards.
NC
Standard Course of Study |
|
Cognitive Level of the Task |
0 points Task requires simply comprehending or retelling
of information found on web pages and answering factual questions. |
3 points 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. |
6 points Task is doable and engaging, and elicits thinking
that goes beyond rout 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.
WebQuest Taskonomy |
|
| 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 are at each step of the process and know what to do next. |
|
Scaffolding of Process |
0 points The process lacks literacy 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. |
3 points Literacy 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. |
6 points The process provides students coming in at
different entry levels with literacy 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. See:
Process
Guides
WebQuest tools |
|
Richness of Process |
0 points Few steps, no separate roles assigned. |
1 points Some separate tasks or roles assigned. More
complex activities required. |
2 points 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 Resources block. Also note that
books, video and other offline resources can and should be used where appropriate.) |
Relevance of Resources |
0 points Resources provided are not sufficient for
students to accomplish the task. |
2 point There is some connection between the resources
and the information needed for students to accomplish the task. |
4 points There is a clear and meaningful connection
between all the resources and the information needed for students to accomplish the task. |
|
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.
Varied resources provide enough
meaningful information for students to think deeply. |
|
| Evaluation |
Clarity of Evaluation Criteria |
0 points Criteria for success are not described. |
2 point Criteria for success are at least partially
described. |
4 points 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.
WebQuest student page |
|
| Total
Score |
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