Scoring Rubric for WebQuest Authoring EDU2022/section_____/date_______

Name of Author:________________________ Name of WebQuest:_______________________________

Category	High Quality 5 4	Quality 4 3	Fair 3 2	Minimal 2 1	Missing 0
Introduction The introduction arouses student interest and motivation. Thoughtful participation is invited.	The introduction relates to the learner’s interests and sets up a clever scenario for engagement in an important question or problem.	The introduction relates somewhat to the learner’s interests and sets up a scenario for engagement in an important question or problem.	The scenario posed is farfetched or dull or does not appeal to the learner, does not pose an essential question.	The introduction is purely factual, with no appeal, relevance, or social importance.	The introduction is not included.
Task The task entails the intellectual work which the students undertake. The task states the possible outcomes of the WebQuest in the context of the scenario.	The task is doable and engaging, elicits higher order thinking, and is significant to students’ lives. The task requires synthesis of multiple sources of information, supporting a position, or using data to formulate a general- ization or creative product.	The task is doable but has limited significance to students’ lives. The task requires analysis of information and putting together information from several resources.	The task requires comprehending information found, answering factual questions or retelling information. Higher order thinking is not evident.	The task requires the student to complete worksheets or answer questions but does not require application of the information.	Task is irrelevant, tedious, or trivial.
Process The teacher/author/ evaluator may test the WQ process by completing model Web Quest products which s/he creates by following each step of the process recommended to the students.	Every step is stated clearly so that students will know exactly where they are at each stage of the process and know what to do next. High motivation and student choice is maintained in the description of the process.	Most steps are clear, but missing information which may lead to student confusion or result in a weaker product. Motivation for the task is less evident in the language and graphics. Few student choices are offered.	The process is not clearly stated. Gaps are evident. Students have few steps to follow so that the product risks losing value for the students.	Process is unclear and uninteresting.	Directions are missing.

Resources* & navigation Specific resources must be thoroughly researched and evaluated by the teacher/author before being offered to students.	Quality sites aid the students in completing the task at a high level of analysis. Sites are appealing to the students. Links are excellent and extend understanding of topic. Internal links or targets and external links are secure.	Resources provide information that will aid the students in completing the task. Sites are appealing for children. Links lead to other relevant sites. Links or targets within the WQ are secure. Number of sites is adequate.	Sites provide basic information. Internal or external links may be missing or difficult to navigate. Reading levels may be inappro- priate for the students.	Sites selected do not provide the information students will need to solve the task. Sites lack readability and easy navigation. Internal navigation of the WQ is neglected.	Minimal number and quality of sites. Navigation is not developed within the site.
Evaluation Evaluation enables students to envision quality results and to agree with teacher expectations.	The rubric clearly and thoroughly measures student products and processes and requires complete and accurate citation of sources.	The rubric is adequately stated and fits products and processes. Citation of sources is required.	Criteria for success are adequately described but may not fit the products or processes.	Criteria for success are vague, too brief, or poorly aligned with task and process elements.	Criteria are not included.
Conclusion The conclusion provides students’ shared reflections and analyses of the projects.	The conclusion reflects and reviews the processes, extends what was learned, applies findings, leads to further questions.	The conclusion is a reflection of the process and extends what was learned.	The conclusion is a list of what was accomplished, but does not reflect on the process or extend the student’s thinking.	The conclusion is vague.	There is no conclusion.
Grammar & Spelling	There are no distracting spelling or grammatical errors.	There are 1-3 non-distracting spelling or grammatical errors.	There are 4-6 spelling or grammatical errors.	There are more than six grammatical or spelling errors.	Every page contains mechanical errors.
Visual Appeal Graphics enhance understanding. Guidelines for consistency and appeal in Web page design are followed.	Thematic graphics make visual connectons that contribute to the understanding of concepts. Spacing, color, and font choices are effective and consistent.	Graphics may be merely decorative, making few connections to understanding concepts. Spacing, fonts, and colos are used well and consistently.	Graphics, color, and font are inconsistent. Distractions and lessened readability may result. Spacing is uneven. Extra scroll space remains on pages.	Graphic elements are weak. Page design is not evident.	Graphics are random and intentional page design is not evident. .

*The teacher/author of the WebQuest may incorporate teacher resources as well as student resources. Teacher resources include statements of the state and national curriculum and technology standards which are met by the WebQuest.

Original WebQuest rubric by Bernie Dodge, modified version 1.03 by Dodge associates last updated on June 19, 2001.

Further modifications by Mrs. Reid and Mrs. Barford, EC/ELE/MLE, 2003.