Author/Title of Evaluated Webquest: _____________________________
Aesthetics Low (0 points) Medium (2 points) High (4 points)
Getting through the lesson is There are a few places Navigation is seamless. It is
confusing and where the learner can get always clear to the learner
unconventional. Pages can't lost and not know where to what all the pieces are and
and Flow be found easily and/or the go next. how to get to them.
way back isn't clear.
There are more than 5 There are some broken links,
broken links, misplaced or misplaced or missing No mechanical problems
missing images, badly sized images, badly sized tables, noted.
Aspects tables, misspellings and/or misspellings and/or
grammatical errors. grammatical errors.
Graphic elements Appropriate graphic
sometimes, but not always, elements contribute to the
contribute to the understanding of concepts,
Graphics understanding of concepts, ideas and relationships.
(bonus points) ideas and relationships. Differences in type size
There is some variation in and/or color are used well
type size, color, and layout. and consistently.
Score: /8 (include bonus points)
Introduction Low (0 points) Medium (2 points) High (4 points)
No attempt made to appeal The introduction relates The introduction draws the
to learners. somewhat to the learner's reader into the lesson by
interests and/or describes a relating to the learner's
Motivation compelling question or interests and/or engagingly
problem. describing a compelling
question or problem.
Task Low (0 points) Medium (2 points) High (5 points)
Required outcome is unclear The task targets higher order The task clearly states what
or unstated. thinking, but is not clearly students must know and be
connected to what students able to do by the end of the
Clarity must know and be able to WebQuest.
do to achieve proficiency of
Task requires simply Task is doable but is limited Task is doable and
comprehending or retelling in its significance to students' engaging, and elicits
of information found on web lives. thinking that goes beyond
Deeper pages and answering factual rote comprehension.
Tied to the The task is not tied to the The task is related to the The task is referenced to
core curriculum core curriculum but is not curriculum standards and is
clearly connected to what clearly connected to what
students must know and be students must know and be
able to do to achieve able to do to achieve
proficiency of those proficiency of those
Appropriate The task is inappropriate for The task is relevant to student The task is readable by the
the grade-level (either too interests, but doesn’t match intended grade level and
hard or too easy) student abilities (too hard or shows a deep understanding
level too easy). of student abilities and
Process Low (0 points) Medium (2 points) High (4 points)
Process is not clearly stated. Some directions are given, Every step is clearly stated.
Students would not know but there is missing Most students would know
exactly what they were information. Students might exactly where they are at
supposed to do just from be confused. each step of the process and
reading this. know what to do next.
Activities are of little Some of the activities do not Activities are clearly related
significance to one another relate specifically to the and designed to take the
and/or to the accomplishment of the task. students from basic
accomplishment of the task. knowledge to higher level
Roles & Roles are clear and realistic. Roles match the issues and
They may be limited in resources. The roles provide
scope but do evoke conflict. multiple perspectives from
(bonus points) which to view the topic.
Score: /8 (include bonus points)
Evaluation Low (0 points) Medium (2 points) High (4 points)
Criteria for success are not Criteria for success are at The evaluation instrument
described. least partially described. clearly measures what
students must know and be
Purposeful able to do to accomplish
Conclusion Low (0 points) Medium (2 points) High (4 points)
Minimal conclusion. No Returns to the intro ideas. Clear tie-in to the intro.
mention of student thinking May sum up the Makes the students'
or symmetry to intro. experiences and learning cognitive tasks overt and
Purposeful that was undertaken. suggests how this learning
could transfer to other
Credits Low (0 points) Medium (2 points) High (4 points)
Choice of This activity could probably Some resources reflect Uses the Web to access
be done better without the features of the Web that sites that build deeper
Web. make it particularly useful. understanding of the topic.
Resources are insufficient There is some connection There is a clear and
or there are too many between the resources and meaningful connection
resources for learners to the information needed for between all the resources
Quantity look at in a reasonable students to accomplish the and the information needed
time. task. Some resources don't for students to accomplish
add anything new. the task. Every resource
carries its weight.
Links are mundane. They Some links carry Varied resources provide
lead to information that information not ordinarily enough meaningful
could be found in a found in a classroom. information for students to
classroom encyclopedia. think deeply.
Total score: /60