Skip to main content
sign in
Username
Password
forgot?
Sign up
Share
help_outline
help
Pricing
Request Info
Please enable JavaScript on your web browser
menu
iRubric: WEBQUEST rubric
find rubric
Your browser does not support iframes.
edit
print
share
Copy to my rubrics
Bookmark
test run
assess...
delete
Do more...
WEBQUEST
WEBQUEST
The WebQuest format can be applied to a variety of teaching situations. If you take advantage of all the possibilities inherent in the format, your students will have a rich and powerful experience. This rubric will help you pinpoint the ways in which your WebQuest isn't doing everything it could do.
Rubric Code:
E2WX53W
By
elimuds
Ready to use
Public Rubric
Subject:
Education
Type:
Project
Grade Levels:
Graduate
Your browser does not support iframes.
Desktop Mode
Mobile Mode
Overall Aesthetics
Beginning
0 pts
Developing
2 pts
Accomplished
4 pts
Overall Visual Appeal
Beginning
There are few or no graphic elements. No variation in layout or typography.<BR>
OR<BR>
Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability.
Developing
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.
Accomplished
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.
Navigation & Flow
Beginning
Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear.
Developing
There are a few places where the learner can get lost and not know where to go next.
Accomplished
Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.
Mechanical Aspects
Beginning
There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.
Developing
There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.
Accomplished
No mechanical problems noted.
Introduction
Rhyme & Reason
Beginning
Does not create a poetic scheme that links with a reason.
Developing
Creates a poetic scheme, but lacks reason or vice versa.
Accomplished
The introduction demonstrates creative thought and poetic scheme throughout. There is evidence of reason to lure the reader to move on.
Motivational Effectiveness of Intro
Beginning
The introduction is purely factual, with no appeal to relevance or social importance <BR>
OR<BR>
The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners.
Developing
The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.
Accomplished
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 Intr
Beginning
The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.
Developing
The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.
Accomplished
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
Beginning
Task requires simply comprehending or retelling of information found on web pages and answering factual questions.
Developing
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.
Accomplished
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.<BR>
<BR>
See WebQuest Taskonomy
Process
(The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process
Beginning
Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.
Developing
Some directions are given, but there is missing information. Students might be confused.
Accomplished
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.
Process
Beginning
0 pts
Developing
3 pts
Accomplished
6 pts
Scaffolding of Process
Beginning
The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task.<BR>
Activities are of little significance to one another and/or to the accomplishment of the task.
Developing
Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task.<BR>
Some of the activities do not relate specifically to the accomplishment of the task.
Accomplished
The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task.<BR>
Activities are clearly related and designed to take the students from basic knowledge to higher level thinking.<BR>
Checks for understanding are built in to assess whether students are getting it.
Richness of Process
Beginning
Few steps, no separate roles assigned.
Developing
Some separate tasks or roles assigned. More complex activities required.
Accomplished
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 Process block. Also note that books, video and other off-line resources can and should be used where appropriate.)
Beginning
0 pts
Developing
2 pts
Accomplished0
4 pts
Relevance & Quantity of Resources
Beginning
Resources provided are not sufficient for students to accomplish the task. <BR>
OR<BR>
There are too many resources for learners to look at in a reasonable time.
Developing
There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.
Accomplished0
There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.
Quality of Resources
Beginning
Links are mundane. They lead to information that could be found in a classroom encyclopedia.
Developing
Some links carry information not ordinarily found in a classroom.
Accomplished0
Links make excellent use of the Web's timeliness and colorfulness.<BR>
Varied resources provide enough meaningful information for students to think deeply.
Evaluation
Beginning
0 pts
Developing
4 pts
Accomplished
6 pts
Rubric
Beginning
Criteria for success are not described.
Developing
Criteria for success are at least partially described.
Accomplished
Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors.<BR>
The evaluation instrument clearly measures what students must know and be able to do to accomplish the task.
Subjects:
Computers
Education
Types:
Project
Discuss this rubric
You may also be interested in:
More rubrics by this author
More Computers rubrics
More Project rubrics
Do more with this rubric:
Preview
Preview this rubric.
Edit
Modify this rubric.
Copy
Make a copy of this rubric and begin editing the copy.
Print
Show a printable version of this rubric.
Categorize
Add this rubric to multiple categories.
Bookmark
Bookmark this rubric for future reference.
Assess
Test run
Test this rubric or perform an ad-hoc assessment.
Grade
Build a gradebook to assess students.
Collaborate
Apply this rubric to any object and invite others to assess.
Share
Publish
Link, embed, and showcase your rubrics on your website.
Email
Email this rubric to a friend.
Discuss
Discuss this rubric with other members.
Do more with rubrics than ever imagined possible.
Only with iRubric
tm
.
Copyright © 2024
Reazon Systems, Inc.
All rights reserved.
n60
Your browser does not support iframes.
Your browser does not support iframes.
Your browser does not support iframes.