Evaluation
The rubric below will be used to evaluate your webquest, but can also be adapted for classroom use.


Beginning
Developing (B - C)
 Accomplished (A)
 Score
Aesthetics
Overall Visual Appearance
 There are few or no graphic elements.  No variation in layout or typography.




0 - 5 points
 Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships.  There is some variation in type size, color and/or layout.

6 - 7 points
 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.
8 points
Navigation & Flow

 Getting through the lesson is confusing and unconventional.  Pages can't be found easily and/or the way back isn't clear.
0 - 5 points  
There are few places where the learner can get lost and not know where to go next.

6 - 7 points
 Navigation is seamless.  It is always clear to the learner what all the pieces are and how to get to them.

8 points
Mechanical Aspects

 There are more than 4 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.
0 - 2 points
 There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.
3 points
 No mechanical problems noted.



4 points
Introduction
Motivational Effectiveness
 The introduction is purely factual, with no appeal to relevance or social importance.
or
The scenario posed is not genuine and doesn't respect the media literacy of today's learners.
0 - 2 points
 The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.



3 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.


4 points
Cognitive Effectiveness of the Introduction
 The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.


0 - 2 points
 The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.

3 points
 The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.
4 points
Task
Connection of Task to Standards
 The task is not related to the Historical Thinking Benchmarks, Massachusetts History & Social Science Curriculum Frameworks, current district initiatives, and a book(s) read during the book discussion study group.



0 - 2 points 
The task is somewhat referenced to the Historical Thinking Benchmarks, Massachusetts History & Social Science Curriculum Frameworks, current district initiatives, and a book(s) read during the book discussion study group but is not clearly connected to what students must know and be able to do to achieve proficiency.
6 - 7 points 
The task is referenced to the Historical Thinking Benchmarks, Massachusetts History & Social Science Curriculum Frameworks, current district initiatives, and a book(s) read during the book discussion study group and is clearly connected to what students must know and be able to do to achieve proficiency.
8 points
Cognitive Level of the Task
 Task requires simply comprehending or retelling of information found on web pages and answering factual questions.




0 - 8 points 
Task is doable but is limited in its significance.  The task requires analysis of information and/or putting together information from several sources.



9 - 10 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.
11 - 12 points
Process
Clarity of Process
 Process is not clearly stated.  Students would not know exactly what they were supposed to do just from reading this.
0 - 5 points
 Some directions are given, but there is missing information.  Students might be confused.

 6 - 7 points
 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.
8 points
Scaffolding of 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.


0 - 6 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.

7 - 8 points
 The process provides students at different 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.
9 - 10 points
Richness of Process
 Few steps, no separate roles assigned.



2 points
 Some separate tasks or roles assigned.  More complex activities required.


3 points
 Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.
4 points
Resources
Relevance & Quantity of Resources
 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.
0 - 5 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.


6 - 7 points
 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.

8 points
Quality of Resources
 Links are mundane.  they lead to information that could be found in a classroom encyclopedia or textbook.


0 - 5 points
 Some links carry information not ordinarily found in a classroom.




6 - 7 points
 Links make excellent use of the Web's timeliness and colorfulness.

Varied resources provide enough meaningful information for students to think deeply.
8 points
Evaluation
Clarity of Evaluation Criteria
 Criteria for success are not described.






0 - 6 points
 Criteria for success are at least partially described.






7 - 8 points
 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.
9 - 10 points
Credits
Format and thoroughness of credits
Does not use correct bibliographic format or sources are not listed.




2 points
Inconsistently uses APA, MLA, Turabian or Chicago format to list sources of any images, music or text used in the website or as information sources or does not give credit for all sources used.
  3 points
Correctly uses MLA, Turabian or Chicago format to list sources of any images, music or text you have used in the website or as information sources.

4 points
Total Score