WebQuest Grading Rubric

Webquest Rubric for Grading

0 Doesn't Meet 1 Meets 2 Goal Your Score

Timeliness of submission (50%)
Work is submitted significantly late and/or is incomplete.

Work is submitted on time and is complete.

Building Blocks and Organization (5%)
The web quest is missing a number of the building blocks. The writing does not flow clearly.
All the standard web quest building blocks (introduction, task, process, etc.)are present.
All the standard web quest building blocks (introduction, task, process, etc.)are present,and each is detailed with clear writing. There is a strong sense of flow from one section to the next.

Student Task (5%)
The student task is unclear. There is little or no sense of how students work will be evaluated.
Both the student task and the evaluation procedure are clear.
The student task is clear, and the evaluation instrument shows a depth of thought about the nature of the assignment and possible student responses to it.

Scaffolding (5%)
The task is not broken down into steps.
The task is broken down into manageable steps.
A lot of thought has gone into the sequence and what students require. The task is scaffolded in such a way as to both challenge and guide students.

Thinking Tasks (5%)
The task does not require much higher order thinking.
The task requires a significant amount of higher order thinking as students solve a problem.
The task is entirely about solving a problem. Higher order thinking is embedded in the work throughout.

Use of the Medium (5%)
The web is extraneous; the task could be done without the internet, and/or the sites found are very poor.
The sites found are of high quality and utilize the unique characteristics of the internet.
The sites found are exceptional. The strengths of the internet are apparent from beginning to end.

Teacher Information (5%)
Little useful information is provided for the teacher.
Clear instructions are provided for other teachers, and specific curricular connections are made.
The teacher information is exceptionally useful and well thought out.

Visual Content (5%)
The pages are difficult to read and visually unappealing.
The pages are easy to read and are visually appealing.
The pages are especially appealing. All the visuals have been chosen to communicate information related to the web quest as a whole.

Technical Proficiency (5%)
There are significant problems with links and/or images.
There are no problems with links and/or images.
There are no problems with links and/or images. The page is especially professional.

Writing Mechanics (5%)
More than two writing errors are found.
No writing errors are found on the pages.
The writing is error free and especially lucid.

Clarity and Ease of Navigation (5%)
The pages are not user-friendly.
Care has been giving to making the pages easy to navigate.
The user interface is especially clear and easy to use.

	0 Doesn't Meet	1 Meets	2 Goal	Your Score
Timeliness of submission (50%)	Work is submitted significantly late and/or is incomplete.		Work is submitted on time and is complete.
Building Blocks and Organization (5%)	The web quest is missing a number of the building blocks. The writing does not flow clearly.	All the standard web quest building blocks (introduction, task, process, etc.)are present.	All the standard web quest building blocks (introduction, task, process, etc.)are present,and each is detailed with clear writing. There is a strong sense of flow from one section to the next.
Student Task (5%)	The student task is unclear. There is little or no sense of how students work will be evaluated.	Both the student task and the evaluation procedure are clear.	The student task is clear, and the evaluation instrument shows a depth of thought about the nature of the assignment and possible student responses to it.
Scaffolding (5%)	The task is not broken down into steps.	The task is broken down into manageable steps.	A lot of thought has gone into the sequence and what students require. The task is scaffolded in such a way as to both challenge and guide students.
Thinking Tasks (5%)	The task does not require much higher order thinking.	The task requires a significant amount of higher order thinking as students solve a problem.	The task is entirely about solving a problem. Higher order thinking is embedded in the work throughout.
Use of the Medium (5%)	The web is extraneous; the task could be done without the internet, and/or the sites found are very poor.	The sites found are of high quality and utilize the unique characteristics of the internet.	The sites found are exceptional. The strengths of the internet are apparent from beginning to end.
Teacher Information (5%)	Little useful information is provided for the teacher.	Clear instructions are provided for other teachers, and specific curricular connections are made.	The teacher information is exceptionally useful and well thought out.
Visual Content (5%)	The pages are difficult to read and visually unappealing.	The pages are easy to read and are visually appealing.	The pages are especially appealing. All the visuals have been chosen to communicate information related to the web quest as a whole.
Technical Proficiency (5%)	There are significant problems with links and/or images.	There are no problems with links and/or images.	There are no problems with links and/or images. The page is especially professional.
Writing Mechanics (5%)	More than two writing errors are found.	No writing errors are found on the pages.	The writing is error free and especially lucid.
Clarity and Ease of Navigation (5%)	The pages are not user-friendly.	Care has been giving to making the pages easy to navigate.	The user interface is especially clear and easy to use.