PowerQuest Scoring Guide

(Adapted and Modified from eMINTS Rubric/Scoring Guide)

Note: If only a few of the descriptive criteria were met by the category being evaluated, feel free to score it with
in-between points.
Beginning

Developing

Accomplished

Overall Design and Creativity (25 points total)

Refers to the PowerQuest structure itself, not to the external resources linked to it.
Overall visual 1 point
appeal
There are few or no
graphic elements or
graphics and animation
are distracting and
overused. The entire
PowerQuest is NOT
highly interactive,
immersive, creative, and
intuitive to elicit and
sustain student interest
and embody the
philosophy of
edutainment (education
and entertainment)

5 points

10 points

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. Some portions
of the PowerQuest are
interactive, immersive,
creative, and intuitive to
elicit and sustain student
interest and embody the
philosophy of
edutainment (education
and entertainment)

Appealing graphic elements

are included and combined
ingeniously to fit the chosen
topic and achieve its set
goals. Graphics are not
distracting and use of
animation is limited and
appropriate. The entire
PowerQuest is highly
interactive, immersive,
creative, and intuitive to
elicit and sustain student
interest and embody the
philosophy of edutainment
(education and
entertainment)

Spelling and
grammar
(These errors
must be
corrected
before the
PowerQuest
can be posted)

1 point

3 points

5 points

The spelling and/or

No more than 2 spelling
grammar errors in this
or grammar errors.
PowerQuest distract from
the meaning and dont
model appropriate
language.

The spelling and grammar

has been checked carefully
and there are no errors.

Internal
navigation
(These errors
must be
corrected
before the
PowerQuest
can be posted)

1 point

5 points

10 points

Navigation buttons and

anchors are inconsistent
from page to page and/or
are dead links.

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.

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.

2nd Semester, 2015

Score

Introduction (5 points total)

Motivational
effectiveness
of
introduction

1 point

3 points

5 points

Introduction is purely
factual, with no appeal to
learners interest or a
compelling question or
problem.

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

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.

Tasks (10 points total)

The task is the end result of student efforts... not the steps involved in getting there.
Clarity of
task

1 point

5 points

10 points

After reading the task it

is still unclear what the
end/culminating project
of the PowerQuest will
be, or the task seems to
take a different direction
than the process does.

The written description of

the tasks adequately
describes the end/
culminating project, but
does not engage the
learner.

The written description of

the PowerQuest
taskswereclearly and
creatively presented; it
totally engages the learner
towards accomplishing them.

Process (25 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.
Clarity of
process

1 points

3 points

5 points

Process is not clearly

stated. Students would
not know exactly what
they are supposed to do
just from reading this or
every step students take
is described in such
detail that no choice or
creativity is possible.

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 were in
the process and what to do
next.

Cognitive
level of
process

1 point

3 points

5 points

No higher order thinking

skills involved.

Several higher order

skillswere involved. The
products have directions
that require little
individuality or group
discussion. Steps require
analysis of information
and/or putting together
information from several
sources.

Many higher order thinking

skills were involved.
Students use the information
they acquire to create a way
to communicate knowledge
not already available in
grade-level resources.

2nd Semester, 2015

Collaboration 1 point

3 points

5 points

Work is done by
individuals or students
work in a group but each
one does the same work
and creates an individual
product.

Students work in groups,

but roles are not
established and/or
interdependency is not an
essential part of the task.

Group work with positive

interdependence and
individual accountability are
essential to task completion.

Quantity of
resources

1 point

3 points

5 points

Few online and offline

resources were used in
the PowerQuest. Ageappropriateness was not
considered.

Each task or activity has

several age-appropriate
online resources. No
offline resources were
included.

There were many ageappropriate online and

offline resources used in the
PowerQuest.

Quality of
resources

1 point

3 points

5 points

Links are too ordinary.

They lead to information
that could be found in a
classroom encyclopedia.
The design includes links
that are not appropriate
for the grade level.

Some links carry

information not ordinarily
found in a classroom.
Links are listed by the
name or content of site,
not by the URL.

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.

Evaluation (10 points total)

Clarity of
evaluation
criteria

1 point

3 points

5 points

Students have no idea

how they will be judged.

Criteria for success are at

least partially described.
However, goals and
standards set in
PowerQuests are not
present in the evaluation.

Criteria for gradations of

success are clearly
described/stated, perhaps in
the form of a rubric for self,
peer, or teacher-use.
Evaluation criteria were fully
explained in the scoring
guide.

Coordination
of content
objectives
and
evaluation
tool used

1 point

3 points

5 points

Content objectives
identified are not
reflected in the task,
process or scoring guide.

Contentobjectives are a
part of the task but not
fully addressed in the
scoring guide.

Content objectives identified

are the basis for the task and
steps in the process. Each
objective has a scoring guide
section that addresses the
evaluation of the standard.

2nd Semester, 2015

Content Validity (10 points)

Content
Validity

1 point

5 points

10 points

The lesson contained in

the PowerQuest is not
accurate and suffers from
serious factual and
pedagogical errors.

Some parts of the lesson

contained in the
PowerQuest are not
accurate and suffers from
serious factual and
pedagogical errors.

The entire lesson contained

in the PowerQuest is
accurate and does not exhibit
any serious factual or
pedagogical error.

Teacher/Resource/Conclusion Pages (15 points)

Teachers
Page

1 point

3 points

5 points

Contentobjectives,
background information,
and other equally
essential details (e.g. to
whom the PowerQuest is
intended and the grade
level) necessary before
teachers begin using the
PowerQuest were not
given.

Some contentobjectives,
background information,
and other equally essential
details (e.g. to whom the
PowerQuest is intended
and the grade level)
necessary before teachers
begin using the
PowerQuest were not
given.

All contentobjectives,
background information, and
other equally essential
details (e.g. to whom the
PowerQuest is intended and
the grade level) necessary
before teachers begin using
the PowerQuest were given.

Conclusion
Page

1 point

3 points

5 points

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.

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.

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.

Resource
Page

1 point

3 points

5 points

Source for graphics,

clipart, backgrounds,
music or original/similar
PowerQuestwere not
credited.

Some sources for

graphics, clipart,
backgrounds, music or
original/similar
PowerQuestwere credited.

All sources for graphics,

clipart, backgrounds, music
or original/similar
PowerQuestwere credited.

Total score (100 points)

_____________________________

Remarks:

Instructors Signature over Printed Name

________________________________

Adapted and Modified by:

________________________________

Aries S. Perez and Daves L. Tonga

________________________________

Education 10 Instructors, BUCE

________________________________

2nd Semester, 2015