WebQuest+Rubric

EDU6611 Section Three: WebQuest Grading Rubric  || || **  Target  (3 pts)    ** || ** Acceptable  (2 pts)    ** || ** Unacceptable  (1 pt)    ** || ** Overall Aesthetic Appeal   ** || Targeted performance is evidenced by ... Layout, design and multimedia elements contribute to students' meaningful understanding of standards based concepts, ideas and relationships. Navigation is always clear to the learner. All links work. ||  Acceptable performance is evidenced by ...The majority of layout, design and multimedia elements contribute to students' meaningful understanding of standards based concepts, ideas and relationships. Navigation is clear to the learner. Minimal number of broken links or lack of clarity to learner (less than 3 for entire project). ||  Unacceptable performance is evidenced by ... Layout, design, multimedia, and editing elements compete with learners ability to master standards identified in quest. More than 3 broken links. || ** Introduction   ** || Targeted performance is evidenced by ...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. The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about. ||  Acceptable performance is evidenced by ...The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem. The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about. ||  Unacceptable performance is evidenced by ...The introduction is purely factual, with no appeal to relevance or social importance

OR

The scenario posed is transparently fictitious and doesn't respect the media literacy of today's learners. The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows. || ** Task Characteristics   ** || Targeted performance is evidenced by ... The task is clearly connected to what students must know and be able to do to achieve proficiency of Alabama Course of Study and National Technology Standards.

Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information producing a unique, thoughtful product. ||  Acceptable performance is evidenced by ...The task is connected to what students must know and be able to do to achieve proficiency of Alabama Course of Study and National Technology Standards. 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. ||  Unacceptable performance is evidenced by ... The link between standards and task is unclear. Task requires factually based restatement of facts. || ** Process   ** || Targeted performance is evidenced by ... Directions are clear. Students are clearly guided through each step of the process. 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.

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. Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task. ||  Acceptable performance is evidenced by ...Some directions are given, but there is missing information. Students might be confused. 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. Some separate tasks or roles assigned. More complex activities required. ||  Unacceptable performance is evidenced by ... Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this. 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. Few steps, no separate roles assigned. || ** Resources   ** || Targeted performance is evidenced by ... There is a clear and meaningful connection between all the resources and the information needed for students and other teachers to accomplish the task. Every resource carries its weight. Links make excellent use of the Web's timeliness and colorfulness.

Varied resources provide enough meaningful information for students to think deeply. ||  Acceptable performance is evidenced by ... There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new. Some links carry information not ordinarily found in a classroom. ||  Unacceptable performance is evidenced by ... Resources provided are not sufficient for students to accomplish the task.

OR

There are too many resources for learners to look at in a reasonable time. AND Links are mundane. They lead to information that could be found in a classroom encyclopedia. || ** Evaluation Criteria   ** || Targeted performance is evidence by ... 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. ||  Acceptable performance is evidenced by ... Criteria for success are described. ||  Unacceptable performance is evidence by ... Criteria for success are not clearly described. ||