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SCORE

Webquest Formula: To what extent does the Webquest follow the Webquest formula

Introduction

The Introduction builds on learner's prior knowledge by explicitly mentioning important concepts or principles, and effectively prepares the learner for the lesson by foreshadowing new concepts and principles.

Introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.

Introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.

Task

Task clearly requires synthesis of multiple sources of information, taking a position, and going beyond the data to make a generalization or creative product. Task requires higher-level thinking.

Task is clear and requires analysis of information and/or putting together information from several sources.

Task requires simply comprehending web pages and answering questions, not higher level thinking.

Process

The process provides 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.

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.

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.

Resources

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.

There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.

Resources provided are not sufficient for students to accomplish the task.

Evaluation

Exceptionally well-developed and comprehensive rubric containing clear criteria; creativity and imagination evident

Rubric is complete, contains clear criteria for each main outcome of the WQ

Rubric not available or not developed sufficiently; criteria not clear; some WQ outcomes not addressed by criteria

Conclusion

Clear closure and tie in with the Introduction. Suggests how learning could be synthesized and generalized to other areas.

Sums up the learners' experiences. Makes some reference to the ideas expressed in the Introduction.

Minimal conclusion. No tie in with the Introduction.

Teaching and Learning – information supplied to teachers

Teachers Information

Completeness of information:

ü       Context

ü       Standards

ü       Objectives

Exceptionally comprehensive contextual information and inclusion of appropriate standards and objectives.

Information in each section is complete; standards and objectives relate clearly to content and process of WQ.

Incomplete information, not all sections present or developed to a reasonable level; standards or objectives don't match WQ content or process;

Description of process

The group documents how members brainstormed, discussed and produced the Webquest. Provides evidence that group members helped one another, shared ideas, developed and evaluated their finished product.

The project is clearly a group effort.

The group documents how members divided tasks, shared the workload and managed problems in a way that advanced the group goal.

The group documents their process of Webquest development but the group required teacher assistance with dividing tasks and resolving difficulties.

Few people contributed their fair share of work.

Bibliography

Sources of information are clearly identified and cited properly cited so that the reader can determine the credibility and authority of the information presented.

Most sources of information and graphics are correctly cited and documented to make it possible to check their accuracy.

Some information and graphics are not (correctly) cited.

Task and Topic – to what extent are the topic & tasks interesting, clearly explained & doable

Clarity and specificity 
of process

Exceptionally detailed, clear and specific development of the process steps

The process is developed in a clear, specific, step-by-step manner so that students would have no doubt about how you expect them to accomplish the WQ tasks.

Process not clear or complete; steps not developed or not specific enough to communicate the plan to students.

Roles / Expertise

The Process identifies the roles that students will choose from.  Roles provide multiple perspectives from which to view the topic. 

Step by step instructions for each role are provided. 

Roles are "real-world"  and match the issues and resources. Roles require interdependent teamwork.

The Process identifies the roles that students will choose from. 

Step by step instructions for each role are provided. 

Roles are "real-world."  Roles require interdependent teamwork.

The Process does not identify the roles that students will choose from.  Step by step instructions for each role are not provided.

Creativeness of task

Task is challenging, creative and imaginative and appealing to the student

Task is reasonably challenging and interesting to the student

There is little in the task, which would motivate the student to undertake it.

Technology – how successfully can one move around and out of the Webquest

Navigation & Flow

Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.

There are a few places where the learner can get lost and not know where to go next.

Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear.

Mechanical Aspects

No mechanical problems noted.

There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.

There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.

Graphics

Appropriate or appealing graphics

Images add to the overall impact; no unnecessary distractions

Some unneeded visual distractions

; Images inappropriate, distracting, or lacking;

Presentation – how the pages look on the website

Grammar

No misspellings, grammatical, or punctuation errors are obvious.

A few words are misused or misspelled.  A few grammatical errors are evident

There are numerous grammatical errors including spelling, punctuation, and sentence structure.

Web design skill:

Good contrast for readability

Exceptional aesthetics and design used in creating the WQ. Differences in type, size and colour of fonts are used well.

Strong contrast between text and background, choice of font and size enhances, matches the content

Font style and sizes used consistently; sufficient contrast for good readability of text.

Font styles and sizes inconsistent.  Contrast too low for reading text on screen.

Poor choice of font and size.

Background interferes with the readability.

Layout

Use of tables

Pages well laid out using tables where necessary. Bullet points and small paragraphs used effectively.

Excellent readability.

Some tables are used to format information and lay out sections of pages. Some problems with blocks of text or readability.

Tables not used to solve information formatting or page layout problems. Poor readability of information.

TOTAL / 54