Webquests/index/Qual research/rubric
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< Webquests | index | Qual research
| Rubric for assessing webquest along with logic rule for converting rubric scores to grades (to be shared with learners before, during, and after webquest or activity) |
| Category | Level 1 | Level 2 | Level 3 | Level 4 |
|---|---|---|---|---|
| Focus of presentation (written) | Purpose unclear or not stated, does not speak to intended audience | Some indication of purpose, does not adequately address intended audience (includes inappropriate content) | Adequately states purpose, fits most needs of audience | Fulfills purpose with only minor omissions, directed towards appropriate audience. |
| Flow of presentation | Disorganized, lacking professionalism, hard to follow (not user-friendly). | Information presented lacks some professionalism in quality & organization, address some of the relevant content areas, able to follow (not intuitive) | Information in logical sequence, most relevant content areas are addressed, able to follow with only minor distractions | Logically organized, interesting sequence, addresses all relevant content area and easy to follow with no distractions |
| Language use (written) | Poor control of language, with frequent grammatical and spelling problems. Unfocused narrative with no connection to purpose. Reader is unengaged from the story/journey. | Occasional major or frequent minor English errors. Simplistic story with limited connection to purpose. Brings reader into limited aspects of the story/journey. | Effective control of language. Full development of story with connection to purpose. Brings reader into most aspects of the story/journey. | Outstanding control of language. Engaging and full development of story with strong connection to purpose. Brings reader fully into each aspect of the story/journey. |
| Level of understanding* | Is able to articulate understandings falling under one facet. | Is able to articulate understandings under two-to-three facets but typically requiring only lower level critical thinking skills. | Is able to articulate understandings under four-to-six facets but typically requiring only lower level critical thinking skills. | Is able to articulate understandings under four-to-six facets but excercises a higher order of thinking. |
| Reflective skill set | Little or no response to the experience of any activity. | Few connections made between activities, but well described thoughts and reactions. | Compelling thoughts and ideas directly related to each activity, with some "leaps" made between the activities. | Detailed, in depth, original ideas synthesized from the experience of all activities. Thoughts expressed articulately and enthusiastically. |
| Creativity & originality of product | Shows format and display in a minimally creative manner | Shows some elements of format and display creative manner | Shows several elements of format and display in a unique and creative manner | Shows many elements of format and display in a unique and creative manner. Entire work/performance exhibits an individual personality. |
| If the student gets: | The grade should be: |
|---|---|
| No more than 10% of scores lower than a 3, with at least 40% 4s | 90%-100% |
| No more than 30% of scores lower than a 3, with at least 10% 4s | 80%-89% |
| No more than 10% of scores lower than a 2, with at least 20% 3s | 70%-79% |
| No more than 30% of scores lower than a 2, with at least 10% 3s | 60%-69% |
| Anything lower than this | <60% |
- Six facets of understanding: 1) explain (i.e., describe, teach, etc.), 2) interpret, 3) apply (i.e, create, construct, etc.), 4) perspective, 5) empathy, and 6) self-knowledge (e.g., self-assess).
