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Bethel Crockett
WebQuest Evaluation of Bat Quest: In Search of Stellaluna  http://projects.edtech.sandi.net/chavez/batquest/navigator.html
A Draft Rubric for Evaluating WebQuests

The WebQuest format can be applied to a variety of teaching situations. If you take advantage of all the possibilities inherent in the format, your students will have a rich and powerful experience. This rubric will help you pinpoint the ways in which your WebQuest isn't doing everything it could do. If a page seems to fall between categories, feel free to score it with in-between points.
Beginning
Developing
Accomplished
Score
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.) 
Overall visual appeal 
0 points

Background is gray. There are few or no graphic elements. No variation in layout or typography.

OR

Color is garish and/or typographic variations are overused and legibility suffers. 

1 point

There are a few graphic elements. There is some variation in type size, color, and layout.

 

2 points

Appealing graphic elements are included appropriately. Differences in type size and/or color are used well.

 

2 points

The Stellaluna webquest page is aesthetically appealing in the use of color, fonts, and graphics.  The layout  and menus are easy to use and follow; they are not overly cluttered by too many graphics or choices.   The web page design should be both attractive to and useable by the second and third graders for whom it was designed.
Note: this webquest is also available in Spanish.

Introduction 
Motivational effectiveness of Introduction 
0 points

Introduction is purely factual, with no appeal to relevance or social importance. 

1 point

Introduction relates somewhat to the learner's interests and/or describes a compelling question or problem. 

2 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. 

2 points

The webquest is based upon a popular children's book, Stellaluna by Janell Cannon.  The introduction is written at a reading level which should be comfortable to most second and third graders. One theme of the webquest deals with building a positive self-concept and recognizing and using one's individual talents, concepts which are continually reinforced in elementary school classrooms.  This webquest also engages students in an interesting science topic (bats); teachers might consider using this webquest around Halloween when students are highly motivated to read and learn about bats.

Cognitive effectiveness of the Introduction 
0 points

Introduction doesn't prepare the reader for what is to come, or build on what the learner already knows. 

1 point

Introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about. 

2 points

The Introduction builds on learner's prior knowledge by explicitly mentioning important concepts or principles, and effectively prepares the learner for the lesson by foreshadowing new concepts and principles. 

2 points
The introduction briefly summarizes the self identification problems confronting the Stellaluna character who as a baby bat  is separated from her mother and is raised instead by a family of birds. In clear, concise language the introduction goes on to invite  students to help Stellaluna, first by learning about bats and then by sharing that information with Stellaluna in an informative letter.
Note: an on-line copy of the book is available in the Conclusion section of the webquest.
Task (The task is the end result of student efforts... not the steps involved in getting there.) 
Cognitive level of the task 
0 points

Task requires simply comprehending web pages and answering questions. 

3 points

Task requires analysis of information and/or putting together information from several sources. 

6 points

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. 

4 points
A list of five topics that students will investigate in this webquest are clearly and concisely specified in the task section of this webquest.    Students are invited to work alone or with a partner to find and read information from multiple sources in order to answer questions.  However, no mention is made of how or where the information is to be recorded. Equally puzzling is why the author omits mentioning the final product, a letter to Stellaluna.
Technical sophistication of task 
0 points

Task requires simple verbal or written response. 

1 point

Task requires use of word processing or simple presentation software. 

2 points

Task requires use of multimedia software, video, or conferencing. 

.5 points
Although the information the students are to learn is clearly specified, the method of recording the information is not given.  The final product, a letter to Stellaluna, is not introduced to students until the Process section of the webquest.  The webquest does not specify whether the letter should be hand written or word processed.  Perhaps this is a deliberate omission by the author, allowing teachers who use the webquest to adapt it to their own purposes and resources.
 
Process (The process is the step-by-step description of how students will accomplish the task.) 
Clarity of Process 
0 points

Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this. 

1 point

Some directions are given, but there is missing information. Students might be confused. 

2 points

Every step is clearly stated. Most students would know exactly where they were in the process and what to do next. 

2 points
The webquest breaks the tasks down into a very do-able and teachable format.  Teachers can easily assign a task for a day, or divide the tasks up among the children.  The directions for each activity are clear, concise, and on an appropriate reading level.  Icons in this section suggest that students record the information by paper and pencil.  On-line resources are imbedded in the activities, simplifying the task for young children. 
Richness of process 
0 points

Few steps, no separate roles assigned. 

3 points

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

6 points

Lots of variety in the activities performed. Different roles and perspectives are taken. 

3 points
In the Process section, students are invited to work alone, with a partner, or in a small group.  Roles for elaborate group work are not delineated by this webquest;  however, since most second and third graders may not be very "webquest experienced,"  uncomplicated options are probably appropriate.  The teacher resource page gives additional suggestions as to how the webquest might be adapted to one computer classrooms, and encourages flexibility in how the webquest is used in different circumstances. 
 
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Resources block. Also note that books, video and other off-line resources can and should be used where appropriate.) 
Quantity of resources 
0 points

Few online resources used. 

1 point

Moderate number of resources used. 

2 points

Many resources provided, including off-line resources. 

2 points
Resources are imbedded in the Process section of the webquest.  Additional resources are found in the Resource section of the webquest as well as in the Conclusion section where they are categorized as games, quizzes, and literature resources.  Students are also encouraged to visit the library for print resources.  In addition, on-line and off-line resources for teachers and students are specified on the Teacher Resource page.
Quality of resources 
0 points

Links are mundane. They lead to information that could be found in a classroom encyclopedia. 

2 points

Some links carry information not ordinarily found in a classroom. 

4 points

Links make excellent use of the Web's timeliness and colorfulness. 

4 points
The links on this webquest are varied, interesting, and age-appropriate.  They include both picture, text, and sound.  While most links contain scientific information about bats, fictional stories about bats are also included as well as games and crossword puzzle activities. 
Evaluation 
Clarity of Evaluation Criteria 
0 points

Students have no idea on how they'll be judged. 

1 point

Criteria for success are at least partially described. 

2 points

Criteria for gradations of success are clearly stated, perhaps in the form of a rubric for self-, peer-, or teacher use. 

1 point
Although students are told that they are earning point towards a certificate, specific evaluation criteria and rubrics are not present on the website.  The Teacher Resource page refers to links for blackline masters to accompany each activity as well as to a Certificate of Completion.  However, the links for these materials are not working or available.  In addition, the point value assigned each activity is different in the children's page and the teacher page. Nevertheless this webquest is engaging and could be easily adapted to my computer lab situation.
Total Score 

This is Version 1.01. Last updated January 18, 1998 by Bernie Dodge.