A Rubric for Evaluating
The Purdue Online Writing Lab (OWL).
Beginning (1)
Developing (2)
Accomplished (3)
Score
Overall Aesthetics (This refers to the Owl page itself, not the external resources linked to it.) 29
Overall Visual Appeal
Graphic elements are not applicable to content and to the understanding the lesson. Variations in font selection and size are not appropriate to headings and text.
Graphic elements are applicable to content of the lesson. Variations in font selection and size are appropriate to headings and text.
Graphic elements are applicable to content and to the understanding of the lesson. Variations in
font selection and size are appropriate to headings and text.
2
Navigation & Flow
Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear.
There are a few places where the learner can get lost and not know where to go next.
Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.
3
Mechanical Aspects
There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.
There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.
No mechanical problems noted.
3
Introduction
Motivational Effectiveness of Introduction
The introduction is purely factual, with no appeal to relevance or social importance
The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.
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
Cognitive Effectiveness of the Introduction
The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.
The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.
The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.
3
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Connection of Task to Standards
The task is not related to standards.
The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards.
The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards.
3
Cognitive Level of the Task
Task requires simply comprehending or retelling of information found on web pages and answering factual questions.
Task is enganging but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources.
Task is engaging, and elicits thinking that goes beyond memorization. The 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.
2
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process
Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.
Some directions are given, but there is missing information. Students might be confused.
Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.
3
Scaffolding of Process
The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task.
Activities are of little significance to one another and/or to the accomplishment of the task.
Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task.
Some of the activities do not relate specifically to the accomplishment of the task.
The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task.
Activities are clearly related and designed to take the students from basic knowledge to higher level thinking.
Checks for understanding are built in to assess whether students are getting it.
2
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.)
Relevance & Quantity of Resources
Resources provided are not sufficient for students to accomplish the task.
OR
There are too many resources for learners to look at in a reasonable time.
There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.
There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.
3
Evaluation
Clarity of Evaluation Criteria
Criteria for success are not described.
Criteria for success are at least partially described.
Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors.
The evaluation instrument clearly measures what students must know and be able to do to accomplish the task.
3
Total Score
29
Dodge, Bernie. 2001. Technology Challenge Grants: Triton and Patterns Project San Diego City Schools. Retrieved October 7, 2007 from: http://webquest.sdsu.edu/webquestrubric.html.
A Rubric for Evaluating
INTERLINK Language Centers.
Beginning (1)
Developing (2)
Accomplished (3)
Score
Overall Aesthetics (This refers to the INTERLINK page itself, not the external resources linked to it.) 22
Overall Visual Appeal
Graphic elements are not applicable to content and to the understanding the lesson. Variations in font selection and size are not appropriate to headings and text.
Graphic elements are applicable to content of the lesson. Variations in font selection and size are appropriate to headings and text.
Graphic elements are applicable to content and to the understanding of the lesson. Variations in font selection and size are appropriate to headings and text.
2
Navigation & Flow
Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear.
There are a few places where the learner can get lost and not know where to go next.
Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.
2
Mechanical Aspects
There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.
There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.
No mechanical problems noted.
3
Introduction
Motivational Effectiveness of Introduction
The introduction is purely factual, with no appeal to relevance or social importance
The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.
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.
1
Cognitive Effectiveness of the Introduction
The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.
The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.
The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.
1
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Connection of Task to Standards
The task is not related to standards.
The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards.
The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards.
2
Cognitive Level of the Task
Task requires simply comprehending or retelling of information found on web pages and answering factual questions.
Task is enganging but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources.
Task is engaging, and elicits thinking that goes beyond memorization. The 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.
2
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process
Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.
Some directions are given, but there is missing information. Students might be confused.
Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.
2
Scaffolding of Process
The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task.
Activities are of little significance to one another and/or to the accomplishment of the task.
Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task.
Some of the activities do not relate specifically to the accomplishment of the task.
The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task.
Activities are clearly related and designed to take the students from basic knowledge to higher level thinking.
Checks for understanding are built in to assess whether students are getting it.
2
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.)
Relevance & Quantity of Resources
Resources provided are not sufficient for students to accomplish the task.
OR
There are too many resources for learners to look at in a reasonable time.
There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.
There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.
2
Evaluation
Clarity of Evaluation Criteria
Criteria for success are not described.
Criteria for success are at least partially described.
Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors.
The evaluation instrument clearly measures what students must know and be able to do to accomplish the task.
3
Total Score
22
Dodge, Bernie. 2001. Technology Challenge Grants: Triton and Patterns Project San Diego City Schools. Retrieved October 7, 2007 from: http://webquest.sdsu.edu/webquestrubric.html
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