WebQuest Rubric

	Unsatisfactory	Satisfactory	Exceptional
Technical Aspects
Instructional Value	The project does not relate to a lesson.	The project relates to a lesson (or lessons) that incorporates a specific curriculum objective.	The project relates to a lesson (or lessons) that incorporates a specific curriculum objective and standard from the NJCCCS.
Formatting	The project contains three or more spelling/grammatical errors. The project contains fewer than three hyperlinks to web sites.	The project contains fewer than three spelling/grammatical errors. The project contains three to five hyperlinks to web sites.	The project contains NO spelling/grammatical errors. The project contains more than five hyperlinks to web sites.
Submission	The project is not e-mailed by the project due date.	The project is e-mailed to the instructor as an attachment by the project due date.	The project is e-mailed to the instructor as an attachment by the project due date. A completed WebQuest Rubric is submitted with the project.
Components
Identifying Information	Author's name, school/department, or contact info., grade level, and subject are not clearly labeled.	Author's name, school/department or contact info.,, grade level, and subject are clearly labeled.	Author's name, school/department or contact infol.,, grade level, and subject are clearly labeled. Contact information for the teacher is provided.
Introduction/ Overview	The Introduction does not provide a summary of the WebQuest. The Introduction is not engaging. The Introduction does not relate to prior knowledge.	The Introduction contains a clear concise summary of the WebQuest. The Introduction is engaging. The Introduction relates to prior knowledge.	The Introduction contains a clear concise summary of the WebQuest. The Introduction is engaging. The Introduction builds on prior knowledge. The Introduction appeals to the students’ interests. The Introduction foreshadows new concepts and principles that will be learned in the WebQuest.
Focus/Essential Question	The Focus/Essential Question is not related to the standard/objective being addressed. The Focus/Essential Question does not target higher order thinking skills.	The Focus/Essential Question relates to the standard/objective being addressed. The Focus/Essential Question targets higher order thinking skills.	The Focus/Essential Question aligns to the standard/objective being addressed. The Focus/Essential Question targets higher order thinking skills. The Focus/Essential Question signals a direction for learning.
Time Frame	The Time Frame is ambiguous or unrealistic.	The Time Frame is clear and appropriate.	The Time Frame is clear and appropriate. The Time Frame includes expectations for teacher preparation time.
Resources/ Materials	The Resource/Materials section is missing or incomplete.	The Resource/Materials section provides a detailed list of the essential resources needed for the WebQuest. The Resource/Materials section includes Internet and traditional resources. Internet resources provide interactivity, multiple perspectives, or current information.	The Resource/Materials section provides a detailed list of the essential resources needed for the WebQuest. The Resource/Materials section includes Internet and traditional resources. Internet resources provide interactivity, multiple perspectives, or current information. Internet resources provide information usually not available in the classroom. The Resource/Materials section provides a list of enrichment resources that would benefit the WebQuest.
Task/ Culminating Assessment/ Learners' Workshop	The Task does not define the product that the students will complete. The criteria for the task are not indicated.	The Task defines an authentic product that the students will complete in teams. The task requires analysis. The product relates to the Focus/Essential Question and the objective being addressed. The product allows opportunity for application and original thinking. The product requires students to use technology. The criteria for the task are generated by the teacher and included in the Evaluation Instrument.	The Task defines several authentic products that the students can choose from. The students will complete the product by working in teams. The task requires analysis and synthesis. The product relates to the Focus/Essential Question and the objective being addressed. The product allows opportunity for application and original thinking. The product requires students to use technology. The criteria for the task are generated by the teacher. Benchmarks are established by students and teacher. Evaluation instrument reflects the criteria and the benchmarks.
Process/ Instructional Activities	The Process does not identify the common foundation of knowledge needed prior to completing the WebQuest. The Process does not identify the roles that students will choose from. Step by step instructions for each role are provided. The Process does not provide students with the opportunity to receive feedback from others.	The Process identifies the common foundation of knowledge needed prior to completing the WebQuest The Process identifies the roles that students will choose from. Step by step instructions for each role are provided. Roles are "real-world." Roles require interdependent teamwork. The Process provides students with the opportunity to receive feedback from the teacher. The Process requires higher order thinking skills. The Process encourages the use of graphic organizers.	The Process identifies the common foundation of knowledge needed prior to completing the WebQuest. The Process identifies the roles that students will choose from. Roles provide multiple perspectives. Step by step instructions for each role are provided. Roles are "real-world." Roles require interdependent teamwork. The Process provides students with the opportunity to receive feedback from the teacher and other students. The Process provides an opportunity for students to work individually and cooperatively in multiple groups. The Process encourages the use of graphic organizers. The Process requires higher order thinking skills.
Evaluation	The Evaluation instrument is incomplete or missing.	The Evaluation instrument (a rubric) details how students will be evaluated.	The Evaluation instrument (a rubric) details how students will be evaluated. Opportunities for formative assessment exist.
Conclusion/ Learners' Sharing	The Conclusion is incomplete or missing.	The Conclusion encourages students to reflect on what they have learned. The Conclusion suggests how this learning could transfer to other topics.	The Conclusion ties back to the Introduction. The Conclusion encourages students to reflect on what they have learned. The Conclusion suggests how this learning could transfer to other topics. The Conclusion makes a connection to future learning.