Evaluation - Our Exploration of Australia

Our Exploration of Australia

Criterion	Performance Rating
	Accomplished	Developing	Beginning	Score
Overall Visual Appeal	5 4 Appealing graphic elements are included appropriately and fit the topic. The graphics are supportive of the quest and give the reader information or perspectives not otherwise available. Graphics are not distracting and use of animation is limited and appropriate. Differences in type size and/or color are used well.	3 2 There are few graphic elements. The graphics are related to the topic of the quest. Animation is used sparingly and only where appropriate to the topic rather than being decoration.	1 0 There are few or no graphic elements or graphics and animation are distracting and overused.
Spelling and Grammar (These error must be corrected before the WebQuest can be posted)	3 The spelling and grammar has been checked carefully and there are no errors.	2 1 No more than 2 spelling or grammar errors.	0 The spelling and/or grammar errors in this WebQuest distract from the meaning and don't model appropriate language.
Internal navigation (these errors must be corrected before the WebQuest can be posted)	8 7 Navigation buttons are consistent from page to page and there are no dead links. Scaffolding tools and links open in a new window so getting back to the quest is seamless.	6 5 4 Navigation buttons are consistent from page to page and there are no dead links. Some scaffolding tools and links open in the same window requiring user to back out of pages.	2 0 Navigation buttons and anchors are inconsistent from page to page and/or are dead links.
			Total Score

Introduction (5 points total)
Criterion	Performance Rating
	Accomplished	Developing	Beginning	Score
Motivational effectiveness of introduction	5 4 Introduction draws the reader into the lesson by relating to the learner's interests or goals and engagingly describes a compelling essential question or problem.	3 2 Introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.	1 0 Introduction is purely factual, with no appeal to learners' interest or a compelling question or problem.
			Total Score

Task (20 points total) The task is the end result of student efforts... not the steps involved in getting there.
Criterion	Performance Rating
	Accomplished	Developing	Beginning	Score
Clarity of task	20 19 18 17 The written description of the end/culminating product describes clearly and creatively the goal of this WebQuest.	16 15 14 13 12 The written description of the task adequately describes the end/culminating project, but does not engage the learner.	10 5 0 After reading the task it is still unclear what the end/culminating project of the WebQuest will be, or the task seems to take a different direction than the process does.
			Total Score

Process (37 points total) The process is the step-by-step description of how students will accomplish the task. Resources should be embedded in the process and should include links to the Web, books, video and other offline materials where appropriate.
Criterion	Performance Rating
	Accomplished	Developing	Beginning	Score
Clarity of process	10 9 Every step is clearly stated. Most students would know exactly where they were in the process and what to do next.	8 7 6 Some directions are given, but there is missing information. Students might be confused.	5 0 Process is not clearly stated. Students would not know exactly what they are suppose to do just from reading this or every step students take is described in such detail that no choice or creativity is possible.
Cognitive level of process	12 11 10 Many levels of thinking are required. Students use the information they acquire to create a way to communicate knowledge not already available in grade-level resources.	9 8 7 More higher order activities required. The products have directions that require little individuality or group discussion. Steps require analysis of information and/or putting together information from several sources.	5 0 Lower levels of thinking are required to complete the task. Students are summarizing information acquired rather than developing learning.
Collaboration	6 Group work with positive interdependence and individual accountability are essential to task completion.	3 Students work in groups, but roles are not established and/or interdependency is not an essential part of the task.	0 Work is done by individuals or students work in a group but each one does the same work and creates an individual product.
Quality of resources	4 5 or more age-appropriate resources are included, including offline resources.	3 2 Each role or activity has only 2-3 resources. No offline resources are included.	1 0 Links are mundane. They lead to information that could be found in a classroom encyclopedia. The design includes links that are not appropriate for the grade level.
Quality of resources	5 Resources make excellent use of the Web's timeliness and perspectives. Sites are organized to coordinate with the roles students take in the task. Links are listed by the name or content of site, not by the URL.	4 3 Some links carry information not ordinarily found in a classroom. Links are listed by the name or content of site, not by the URL.	2 0 Links are mundane. they lead to information that could be found in a classroom encyclopedia. The design includes links that are not appropriate for the grade level.
			Total Score

Evaluation (12 points total)
Criterion	Performance Rating
	Accomplished	Developing	Beginning	Score
Clarity of evaluation criteria	6 Criteria for gradation of success are clearly stated, perhaps in the form of a rubric for self-, peer-, or teacher- use. State and ISTE standards are clearly addressed in the scoring guide.	3 Criteria for success are at least partially described. However goals and standards set in WebQuest are not present in the evaluation.	0 Students have no idea how they will be judged.
Coordination of state content standards and ISTE technology standards	6 Standards identified are the basis for the task and steps in the process. Each standard identified has a scoring guide section that addresses the evaluation of the standard.	3 Identified standards are part of the task but not fully addressed in the scoring guide.	0 Standards identified are not requirements in the task, process or scoring guide.
			Total Score

Teacher page/Conclusion (10 points total)
Criterion	Performance Rating
	Accomplished	Developing	Beginning	Score
Teacher page	6 State and ISTE standards are listed in words, not number, and the link back to the standards website is given. All graphics, clipart, backgrounds and must have copyright information clearly displayed. Extension activities, differentiation ideas and questions for further study are included.	3 Standards are not listed in words, not numbers, but either background information is missing or credit is not given for all graphics, clipart, backgrounds and music.	0 State and ISTE standards and background information necessary before students begin the quest are not given. Sources for graphics, clipart, backgrounds, music or original/similar WebQuest are not credited.
Conclusion	4 Conclusion gives enough information, links or questions for students to attempt further study. A culminating message clearly relates students' knowledge to other topics or situations.	2 Conclusion is given but it does not give enough information for students to attempt further study. There is a culminating message but it is not clear how the students' new knowledge can transfer to other topics.	0 No conclusion is given or it is not detailed enough to give students ideas for further study and/or the culminating message concerning transfer of knowledge is not present.
			Total Score

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