Teacher Evaluation of WebQuest
(based on rubric concept by Bernie Dodge)
| Beginning (0) | Developing (2) | Accomplished (4) | Score | |
| Overall Aesthetics | ||||
| Overall Visual Appeal | Few or no graphics. No variation in layout or typography. No color interest. Background interferes with the readability. | Some graphic elements but not always. Graphics contribute to understanding of concepts, ideas and relationships. Some variation in type size, color, and layout. | Graphic elements are appropriate. Visual connections that contribute to understanding of concepts, ideas and relationships. Type size and/or color are used well and consistently. | |
| Navigation & Flow | Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear. | Few places where the learner can get lost and not know where to go next. | Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them. | |
| Mechanical Aspects | More than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. | Some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. | No mechanical problems noted. | |
| Introduction | ||||
| Motivational Effectiveness | Purely factual, with no appeal to relevance or social importance. Scenario posed is transparently phony. Does not motivate learner. | Relates somewhat to the learner's interests and/or describes a compelling question or problem. | Draws reader into the lesson by relating to the learner's interests or goals. Engages the learner by offering compelling questions/problems. | |
| Cognitive Effectiveness | Does not prepare the reader for what is to come, or build on what the learner already knows. | Makes some reference to learner's prior knowledge and to some extent what the lesson is about. | Builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about. | |
| Task | ||||
| Connection to Standards | The task is not related to standards. | Referenced to standards but is not clearly connected to what students must know and be able to do to achieve said standards | Referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards. | |
| Cognitive Level | Task requires simply comprehending or retelling of information found on web pages and answering factual questions. | Is doable but is limited to relevance in student’s life. | Is doable and engaging, and elicits thinking that goes beyond rote comprehension. | |
| Process | ||||
| Clarity | Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this. | Some directions are given, but there is missing information. Students might be confused. | 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 | The process lacks strategies and organizational tools. Activities are of little significance to one another. | Strategies and organizational tools are inadequate to ensure that all students will gain the knowledge needed to complete the task. Some activities do not relate specifically to the accomplishment of the task. | Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. | |
| Richness | Few steps, no separate roles assigned. | Some separate tasks or roles assigned. More complex activities required. | Different roles are assigned to help students understand different perspectives; shared responsibilities. | |
| Resources | ||||
| Relevance & Quantity | Resources provided are not sufficient for students to accomplish the task. Or there are too many resources. | There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new. | There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. | |
| Quality | Links are ordinary. They lead to information that could be found in a classroom encyclopedia. | Some links carry information not ordinarily found in a classroom. | Links make excellent use of the Web's quality resources. Variety of resources help students think critically. | |
| Evaluation | ||||
| Clarity of Criteria | Criteria for success are not described. | Criteria for success are at least partially described. | Criteria for success are clearly stated in the form of a rubric. Evaluation instrument clearly measures what students must know and be able to do to accomplish the task. | |
| TOTAL SCORE | ||||