use Google sites create WebQuest

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WebQuestFeedbackRubric.pdf

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WebQuest Feedback

Prior to reading lesson plan and viewing your artifact, I expect the following conditions to be

met. If they are not met, your work will be considered “late” (and incur all late penalties) until

these following three conditions are met.

• All work (unless it is germane to the lesson) must be written in formal English and observe standard formal conventions of punctuation, spelling and grammar.

• Please proofread your work before posting. Remember, grammar and spelling checkers may not catch all of your errors.

WebQuest Feedback Rubric

Beginning Developing Accomplished

Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked

to it.)

WebQuest

Elements

0 points

Missed the

opportunity to

provide

foundational

elements of a

WebQuest

including an

Introduction, Task,

Procedure,

Resources,

Evaluation, and

Conclusion.

10 point

Contained some of

the elements of a

WebQuest, however,

lacked key elements.

20 points

Appropriate elements to identify

this web-based activity as a

WebQuest.

Overall

Visual

Appeal

0 points

Missed the

opportunity to

provide a legible

website. Color is

garish and/or a

typographic choice

impedes (fonts)

legibility.

Background

interferes with the

readability.

10 point

Graphic elements do

not distract from

legibility or content.

20 points

Appropriate and thematic

graphic elements are used to

make visual connections that

contribute to the understanding

of concepts, ideas and

relationships.

Navigation

& Flow

0 points

Missed the

opportunity to

provide navigation

and flow. Getting

through the lesson

is confusing and

unconventional.

Pages can't be

found easily and/or

the way back isn't

clear.

10 point Navigation

is apparent, however,

there are a few places

where the learner can

get lost and not know

where to go next.

20 points

Navigation is seamless. It is

always clear to the learner what

all the pieces are and how to get

to them.

Introduction

Motivational

Effectiveness

Introduction

0 point

Missed the

opportunity to

provide a

compelling

introduction: The

introduction is

purely factual, with

no appeal to

relevance or social

importance

The scenario posed

is transparently

bogus and doesn't

respect the media

literacy of today's

learners.

10 points

A good attempt at an

introduction, but

perhaps not

exemplary. The

introduction relates

somewhat to the

learner's interests

and/or describes a

compelling question

or problem.

20 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 point

Missed the

opportunity to

provide a clear

indication of the

direction of the

WebQuest. The

introduction doesn't

prepare the reader

for what is to come,

or build on what the

learner already

knows.

10 points

The introduction

makes some

reference to learner's

prior knowledge and

previews to some

extent what the

lesson is about.

20points

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.)

Cognitive

Level of the

Task

0 point

Task requires

simply

comprehending or

retelling of

information found

on web pages and

answering factual

questions.

10 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.

20 points

Task is doable and engaging,

and elicits thinking that goes

beyond rote 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.

Process (The process is the step-by-step description of how students will accomplish the task.)

Scaffolding

of Process

0 point

Missed the

opportunity to

provide a clearly

delineated process.

The process lacks

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.

10 points

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.

20 points

Process includes 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.

Resources (Note: you should evaluate all resources linked to the page, even if they are in

sections other than the Process block. Also note that books, video and other off-line resources

can and should be used where appropriate.)

Relevance &

Quantity and

Quality of

Resources

0 point

Missed the

opportunity to

provide compelling

resources.

Resources provided

are not sufficient

for students to

accomplish the

task.

There are too many

resources for

learners to look at

in a reasonable

time.

Links are mundane.

They lead to

information that

could be found in a

classroom

encyclopedia.

10 points

There is some

connection between the

resources and the

information needed for

students to accomplish

the task. Some

resources don't add

anything new, while