Lisa Quraish completed an evaluation of a WebQuest site using a rubric from Roblyer and Doering (2010). [1] The site had some visual and navigation issues, including a cluttered color scheme and instructions located at the bottom of a page. [2] However, the introduction was engaging and prepared learners well, and the tasks aligned with standards while requiring higher-level thinking. [3] The process allowed for scaffolding but could be clarified, and students had roles that promoted collaboration. Resources were relevant but many links were broken, and the evaluation criteria were clear and assignment-specific.

1. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
WebQuest Evaluation
“Use Rubric for Evaluating WebQuests Table 8.4, Roblyer and Doering (2010, pp. 254-255) to evaluate this website
http://questgarden.com/80/56/4/090414191926/.
Post a completed version of the rubric and written observations on the Discussion Board. Remember to back up your claims with
quotes from the textbook.”
Completed Rubric Evaluating http://questgarden.com/80/56/4/090414191926/
Beginning Developing Accomplished Score
Overall Aesthetics
Overall Visual 0 pts 2pts 4pts 2pts – There are a number of graphic elements used related to the
Appeal concept. Poor choice of color scheme. The red of the text clashes
with the maroon background, as does the mustard colored title and
beige backgrounds and navigation links. According to Smaldino,
Lowther, and Russell (2012) it is helpful to think “in terms of a
background color, a color for the images or text appearing against
that background, and a color for highlights.” This site has too
many colors and they are not all compatible. The text is also
rather small for extensive on screen reading.
Navigation and 0 pts 2pts 4pts 2pts –Navigation is seamless, however, the instructions at the very
Flow bottom of the “Process” page are necessary prior to beginning
research, so should be placed elsewhere, either before listing the
research links or in a separate tab. Also, links to outside resources
should open to new tabs so that the WebQuest can remain open.
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2. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
Mechanical 0 pts 1pt 2pts 0pts – There are 13 broken links and/or videos unavailable, and
Aspects one link that leads to the wrong page (a poem that has previously
been linked to).
Introduction
Motivational 0 pts 1pt 2pts 2pts – The introduction draws the reader into the lesson by
Effectiveness of outlining an interesting and creative project that students will
Introduction enjoy completing. The first paragraph should be moved to the
teacher page or to its own “Objectives” tab.
Cognitive 0 pts 1pt 2pts 2 pts – The Introduction effectively prepares the learner for the
Effectiveness of lesson.
Introduction
Task
Connection of 0 pts 2pts 4pts 4pts – The standards align very well with the student tasks.
Task to
Standards
Cognitive Level 0 pts 3pts 6pts 6pts – This project requires students to research, collaborate,
of Tasks select, justify, create, and present. This project requires going
beyond the data given to make a creative product.
Process
Clarity of 0 pts 2pts 4pts 1pts – Information essential to beginning the Process step is listed
Process at the bottom of the “Process” page. Students need to be able to
work as they read through the page from top to bottom. They
shouldn’t have to scroll up and down. Also, since the hyperlinks
take you to a page within the same screen/tab, students have to
continually push backspace or remember to right click “open link
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3. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
in a new tab.” Teacher is needed to clarify when to do which step
in the process, so not a fully stand-alone lesson.
Scaffolding of 0 pts 3pts 6pts 6pts – The process allows students with no, little, or extensive
Process background knowledge to benefit from the same task/assignment.
Activities promote higher level thinking.
Richness of 0 pts 1pt 2pts 2 pts – Students have more than one role themselves in the
Process completion of this assignment and also have roles that differ
amongst students so that collaboration and learning from one
another can take place.
Resources
Relevance and 0 pts 2pts 4pts 4 pts – The resources have been chosen well and give a good
Quantity of number of options to each assigned art expert. (Many links
Resources currently not working, see “Mechanical Aspects”).
Quality of 0 pts 2pts 4pts 4 pts – Working links are of high quality and lend much support to
Resources the lesson. Please address broken links and unavailable videos.
Evaluation
Clarity of 0 pts 3pts 6pts 6 pts – A clear evaluation rubric with a rating scale based on level
Evaluation of performance descriptors (Smaldino, et al., 2012) is easily
Criteria located under the “Evaluation tab.” The rubric is not generic, but
is assignment specific and easy for students to follow and judge
their work against.
Total Score 41/50
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4. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
References
Roblyer, M.D, & Doering, A.H. (2010). Integrating Educational Technology into Teaching. Boston, MA: Allyn & Bacon.
Smaldino, S.E., Lowther, D.L., & Russell, J.D. (2012). Instructional Technology and Media for Learning. Boston, MA: Pearson
Education, Inc.
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