WebQuests Review Overview

Webquest One
Name of Evaluator: Brittnay Schuster
Name of WebQuest: Stale News
Name of WebQuest Author: Ravi Ramlakhan
URL of WebQuest: http://questgarden.com/199/48/1/180527193139/index.htm
17/50
Comments:
This webquest has a very bland and boring design. The links that are provided are not hyperlinked, which means that each student has to go through
another process to get this done. Also, the task mentioned in the introduction doesn’t really seem to be the focus throughout the webquest. This
webquest could have been significantly improved by adding a scenario or something to make the task more engaging. The task itself could have very
easily been completed without technology since the majority of the information was to be collected from non-internet sources. The instructions are
unclear at best.
Webquest Two
Name of Evaluator: Brittnay Schuster
Name of WebQuest: Water Park Madness
Name of WebQuest Author: Phyllis Payer
URL of WebQuest: http://questgarden.com/198/77/2/180407095451/index.htm
41/50
Comments:
This webquest does a much better job of providing relevancy and adding meaning to the tasks. The layout is clear and the purpose is something that
students can relate to. It is also interdisciplinary and utilizes real-life skills that students need to have. Some of the information is shallow or
unnecessary but overall all of the links and instructions are meaningful. Some areas lack sufficient instructions but the task is clear as a whole.
Webquest Three
Name of Evaluator: Brittnay Schuster
Name of WebQuest: Making a Public Service Announcement (PSA)
Name of WebQuest Author: Jean-Marc (JM) Duchesne
URL of WebQuest: http://questgarden.com/197/10/8/171114114453/index.htm
24/50
Comments:
This webquest is very vague and isn’t a true webquest in my opinion. This assignment blurs the lines between a physical and digital assignment but it
does not serve the typical inquiry focused nature of a true Webquest. Some of the resources are valuable and I like the assignment itself but I do not
think that this assignment provides enough connections or instructions. There are parts where the information provided is extensive while in the
instructions are minimal or non-existent.
A Rubric for Evaluating WebQuests
Name of Evaluator: Brittnay Schuster
Name of WebQuest: Stale News
Name of WebQuest Author: Ravi Ramlakhan
URL of WebQuest: http://questgarden.com/199/48/1/180527193139/index.htm
17/50

Beginning Developing Accomplishe Score

Overall Aesthetics
Refers to the WebQuest site itself, not to the external resources linked to it.
Overall visual 0 points
appeal
There are few or no graphic
elements. No variation in
layout or typography.
Or
Color is garish and/or
typographic variations are
overused & legibility suffers.
Background interferes with
the readability.
d
2 points 4 points 2
Graphic elements sometimes, but not Appropriate and
always, contribute to the understanding thematic graphic
of concepts, ideas and relationships. elements are used to
There is some variation in type size, color, make visual
and layout. connections that
contribute to the
understanding of
concepts, ideas and
relationships.
Differences in type
size and/or color are
used well and
consistently.
See Fine Points
Checklist.
Navigation & 0 points 2 points 4 points
Flow
Getting through the lesson is There are a few places where the learner Navigation is 2
confusing and can get lost and not know where to go seamless. It is always
unconventional. Pages can't next. clear to the learner
be found easily and/or the what all the pieces
way back isn't clear. are and how to get to
them.
Mechanical 1
0 points 1 point 2 points
Aspects
There are more than 5 There are some broken links, misplaced No mechanical
broken links, misplaced or or missing images, badly sized tables, problems noted.
missing images, badly sized misspellings and/or grammatical errors. See Fine Points
tables, misspellings and/or Checklist.
grammatical errors.

Introduction
Motivational 0 points 1 point 2 points 0
effectiveness of
introduction Introduction relates Introduction draws the
The introduction is purely somewhat to the learner's reader into the lesson by
factual, with no appeal to interests and/or describes a relating to the learner's
relevance or social compelling question or interests or goals and
importance problem. engagingly describes a
OR compelling essential
question or problem.
The scenario posed is
transparently bogus and
doesn't respect the media
literacy of today's
learners.
Cognitive 0
0 points 1 point 2 points
Effectiveness
The introduction doesn't The introduction makes The introduction builds
of the prepare the reader for some reference to learner's on learner's prior
Introduction what is to come, or build prior knowledge and knowledge and
on what the learner previews to some extent effectively prepares the
already knows. what the lesson is about. learner by
foreshadowing what the
lesson is about.
Task
The task is the end result of student efforts... not the steps involved in getting there.
Connection of 0 points 2 point 4 points
0
Task to
The task is not related to The task is referenced to The task is referenced to
Standards standards. standards but is not clearly standards and is clearly
connected to what students connected to what
must know and be able to do students must know and
to achieve proficiency of be able to do to achieve
those standards proficiency of those
standards.

Cognitive Level 0 points 3

3 points
of the Task
Task requires simply Task is doable but is limited
comprehending or in its significance to
retelling of information students' lives. The task
found on web pages and requires analysis of
answering factual information and/or putting
questions. together information from
several sources.
6 points
Task is doable and
engaging, and elicits
thinking that goes
beyond rote
comprehension. 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.
See WebQuest
Taskonomy.
Process
The process is the step-by-step description of how students will accomplish the task.
Clarity of 0 points 2 points 4 points 2
process
Process is not clearly Some directions are given, Every step is clearly
stated. Students would but there is missing stated. Most students
not know exactly what information. Students might would know exactly
they are supposed to do be confused. where they were in the
just from reading this. process and what to do
next.
Scaffolding of 3
0 points 3 points 6 points
Process The process provides
The process lacks Strategies and
strategies and organizational tools students coming in at
different entry levels with
organizational tools embedded in the process
strategies and
needed for students to are insufficient to ensure
organizational tools to
gain the knowledge that all students will gain access and gain the
needed to complete the the knowledge needed to knowledge needed to
task. complete the task. complete the task.
Activities are of little Some of the activities do Activities are clearly
significance to one not relate specifically to the related and designed to
another and/or to the accomplishment of the task. take the students from
accomplishment of the basic knowledge to higher
task. level thinking.
Checks for understanding
are built in to assess
whether students are
getting it. See:
· Process Guides
· A Taxonomy of
Information
Patterns
· Language Arts
Standards and
Technology
· WebQuest
Enhancement Tools
· Reception, Transfor
mation &Productio
n Scaffolds
 0
Richness of 0 points 1 points 2 points
Process Few steps, no separate Some separate tasks or Different roles are
roles assigned. roles assigned. More assigned to help
complex activities required. students understand
different perspectives
and/or share
responsibility in
accomplishing the task.

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 & 2
0 points 2 point 4 points
Quantity of
Resources provided are There is some connection There is a clear and
Resources not sufficient for students between the resources and meaningful connection
to accomplish the task. the information needed for between all the
students to accomplish the resources and the
OR
task. Some resources don't information needed for
There are too many add anything new. students to accomplish
resources for learners to the task. Every resource
look at in a reasonable carries its weight.
time.
Quality of 0 points 2 points 4 points 2
resources
Links make excellent
Links are mundane. Some links carry
use of the Web's
They lead to information not ordinarily timeliness and
information that could found in a classroom. colorfulness.
be found in a classroom
Varied resources
encyclopedia.
provide enough
meaningful information
for students to think
deeply.

Evaluation
Clarity of 0 points 3 point 6 points 0
evaluation Criteria for success are
criteria Criteria for success Criteria for success are at clearly stated in the
are not described. least partially described. 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.
See Creating a Rubric.

Total Score 17 /50—34%

Comments:
This webquest has a very bland and boring design. The links that are provided are not hyperlinked, which
means that each student has to go through another process to get this done. Also, the task mentioned in the
introduction doesn’t really seem to be the focus throughout the webquest. This webquest could have been
significantly improved by adding a scenario or something to make the task more engaging. The task itself
could have very easily been completed without technology since the majority of the information was to be
collected from non-internet sources. The instructions are unclear at best.
 A Rubric for Evaluating WebQuests
Name of Evaluator: Brittnay Schuster
Name of WebQuest: Water Park Madness
Name of WebQuest Author: Phyllis Payer
URL of WebQuest: http://questgarden.com/198/77/2/180407095451/index.htm
41/50

Beginning Developing Accomplished Score

Overall Aesthetics
Refers to the WebQuest site itself, not to the external resources linked to it.
Overall visual 0 points 2 points 4 points 4
appeal
There are few or no Graphic elements Appropriate and
graphic elements. No sometimes, but not always, thematic graphic
variation in layout or contribute to the elements are used to
typography. understanding of concepts, make visual connections
ideas and relationships. that contribute to the
Or There is some variation in understanding of
type size, color, and layout. concepts, ideas and
Color is garish and/or relationships.
typographic variations are Differences in type size
overused & legibility and/or color are used
suffers. Background well and consistently.
interferes with the
readability. See Fine Points
Checklist.
Navigation & 0 points 2 points 4 points 2
Flow
Getting through the lesson There are a few places Navigation is seamless.
is confusing and where the learner can get It is always clear to the
unconventional. Pages lost and not know where to learner what all the
can't be found easily go next. pieces are and how to
and/or the way back isn't get to them.
clear.
Mechanical 2
0 points 1 point 2 points
Aspects
There are more than 5 There are some broken No mechanical problems
broken links, misplaced or links, misplaced or missing noted.
missing images, badly images, badly sized tables, See Fine Points
sized tables, misspellings misspellings and/or Checklist.
and/or grammatical grammatical errors.
errors.

Introduction
Motivational 0 points 1 point 2 points 2
effectiveness of
introduction Introduction relates Introduction draws the
The introduction is purely somewhat to the learner's reader into the lesson by
factual, with no appeal to interests and/or describes a relating to the learner's
relevance or social compelling question or interests or goals and
importance problem. engagingly describes a
OR compelling essential
question or problem.
The scenario posed is
transparently bogus and
doesn't respect the media
literacy of today's
learners.

Cognitive 1
0 points 1 point 2 points
Effectiveness
The introduction doesn't The introduction makes The introduction builds
of the prepare the reader for some reference to learner's on learner's prior
Introduction what is to come, or build prior knowledge and knowledge and
on what the learner previews to some extent effectively prepares the
already knows. what the lesson is about. learner by
foreshadowing what the
lesson is about.
Task
The task is the end result of student efforts... not the steps involved in getting there.
Connection of 4
0 points 2 point 4 points
Task to
The task is not related to The task is referenced to The task is referenced to
Standards standards. standards but is not clearly standards and is clearly
connected to what students connected to what
must know and be able to do students must know and
to achieve proficiency of be able to do to achieve
those standards proficiency of those
standards.

Cognitive Level 0 points 6

3 points
of the Task
Task requires simply Task is doable but is limited
comprehending or in its significance to
retelling of information students' lives. The task
found on web pages and requires analysis of
answering factual information and/or putting
questions. together information from
several sources.
6 points
Task is doable and
engaging, and elicits
thinking that goes
beyond rote
comprehension. 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.
See WebQuest
Taskonomy.

Process
The process is the step-by-step description of how students will accomplish the task.
Clarity of 0 points 2 points 4 points 4
process
Process is not clearly Some directions are given, Every step is clearly
stated. Students would but there is missing stated. Most students
not know exactly what information. Students might would know exactly
they are supposed to do be confused. where they were in the
just from reading this. process and what to do
next.
Scaffolding of 3
0 points 3 points 6 points
Process
The process lacks Strategies and The process provides
strategies and organizational tools students coming in at
organizational tools embedded in the process different entry levels
needed for students to are insufficient to ensure with strategies and
gain the knowledge that all students will gain organizational tools to
needed to complete the the knowledge needed to access and gain the
task. complete the task. knowledge needed to
complete the task.
Activities are of little Some of the activities do
significance to one not relate specifically to the Activities are clearly
another and/or to the accomplishment of the task. related and designed to
accomplishment of the take the students from
task. basic knowledge to
higher level thinking.
Checks for
understanding are built
in to assess whether
students are getting it.
See:
· Process Guides
· A Taxonomy of
Information
Patterns
· Language Arts
Standards and
Technology
· WebQuest
Enhancement
Tools
· Reception, Transf
ormation &Produ
ction Scaffolds
 1
Richness of 0 points 1 points 2 points
Process Few steps, no separate Some separate tasks or Different roles are
roles assigned. roles assigned. More assigned to help
complex activities required. students understand
different perspectives
and/or share
responsibility in
accomplishing the task.

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 & 4
0 points 2 point 4 points
Quantity of
Resources provided are There is some connection There is a clear and
Resources not sufficient for students between the resources and meaningful connection
to accomplish the task. the information needed for between all the
students to accomplish the resources and the
OR
task. Some resources don't information needed for
There are too many add anything new. students to accomplish
resources for learners to the task. Every resource
look at in a reasonable carries its weight.
time.
Quality of 0 points 2 points 4 points
2
resources
Links make excellent
Links are mundane. Some links carry
use of the Web's
They lead to information not ordinarily timeliness and
information that could found in a classroom. colorfulness.
be found in a classroom
Varied resources
encyclopedia.
provide enough
meaningful information
for students to think
deeply.

Evaluation
Clarity of 0 points 3 point 6 points 6
evaluation Criteria for success are
criteria Criteria for success Criteria for success are at clearly stated in the
are not described. least partially described. 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.
See Creating a Rubric.

Total Score 41 /50

82%

Comments: This webquest does a much better job of providing relevancy and adding meaning to the tasks.
The layout is clear and the purpose is something that students can relate to. It is also interdisciplinary and
utilizes real-life skills that students need to have. Some of the information is shallow or unnecessary but
overall all of the links and instructions are meaningful. Some areas lack sufficient instructions but the task is
clear as a whole.
 A Rubric for Evaluating WebQuests
Name of Evaluator: Brittnay Schuster
Name of WebQuest: Making a Public Service Announcement (PSA)
Name of WebQuest Author: Jean-Marc (JM) Duchesne
URL of WebQuest: http://questgarden.com/197/10/8/171114114453/index.htm
24/50

Beginning Developing Accomplished Score

Overall Aesthetics
Refers to the WebQuest site itself, not to the external resources linked to it.
Overall visual 0 points 2 points 4 points 2
appeal
There are few or no Graphic elements Appropriate and
graphic elements. No sometimes, but not always, thematic graphic
variation in layout or contribute to the elements are used to
typography. understanding of concepts, make visual connections
ideas and relationships. that contribute to the
Or There is some variation in understanding of
type size, color, and layout. concepts, ideas and
Color is garish and/or relationships.
typographic variations are Differences in type size
overused & legibility and/or color are used
suffers. Background well and consistently.
interferes with the
readability. See Fine Points
Checklist.
Navigation & 0 points 2 points 4 points 4
Flow
Getting through the lesson There are a few places Navigation is seamless.
is confusing and where the learner can get It is always clear to the
unconventional. Pages lost and not know where to learner what all the
can't be found easily go next. pieces are and how to
and/or the way back isn't get to them.
clear.
Mechanical 2
0 points 1 point 2 points
Aspects
There are more than 5 There are some broken No mechanical problems
broken links, misplaced or links, misplaced or missing noted.
missing images, badly images, badly sized tables, See Fine Points
sized tables, misspellings misspellings and/or Checklist.
and/or grammatical grammatical errors.
errors.

Introduction
Motivational 0 points 1 point 2 points 0
effectiveness of
introduction Introduction relates Introduction draws the
The introduction is purely somewhat to the learner's reader into the lesson by
factual, with no appeal to interests and/or describes a relating to the learner's
relevance or social compelling question or interests or goals and
importance problem. engagingly describes a
OR compelling essential
question or problem.
The scenario posed is
transparently bogus and
doesn't respect the media
literacy of today's
learners.

Cognitive 1
0 points 1 point 2 points
Effectiveness
The introduction doesn't The introduction makes The introduction builds
of the prepare the reader for some reference to learner's on learner's prior
Introduction what is to come, or build prior knowledge and knowledge and
on what the learner previews to some extent effectively prepares the
already knows. what the lesson is about. learner by
foreshadowing what the
lesson is about.
Task
The task is the end result of student efforts... not the steps involved in getting there.
Connection of 2
0 points 2 point 4 points
Task to
The task is not related to The task is referenced to The task is referenced to
Standards standards. standards but is not clearly standards and is clearly
connected to what students connected to what
must know and be able to do students must know and
to achieve proficiency of be able to do to achieve
those standards proficiency of those
standards.

Cognitive Level 0 points 3

3 points
of the Task
Task requires simply Task is doable but is limited
comprehending or in its significance to
retelling of information students' lives. The task
found on web pages and requires analysis of
answering factual information and/or putting
questions. together information from
several sources.
6 points
Task is doable and
engaging, and elicits
thinking that goes beyond
rote comprehension. 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.
See WebQuest Taskonomy.

Process
The process is the step-by-step description of how students will accomplish the task.
Clarity of 0 points 2 points 4 points 2
process
Process is not clearly Some directions are given, Every step is clearly
stated. Students would but there is missing stated. Most students
not know exactly what information. Students might would know exactly
they are supposed to do be confused. where they were in the
just from reading this. process and what to do
next.
Scaffolding of 0 points 3 points 6 points
Process
The process lacks Strategies and The process provides 3
strategies and organizational tools students coming in at
organizational tools embedded in the process different entry levels
needed for students to are insufficient to ensure with strategies and
gain the knowledge that all students will gain organizational tools to
needed to complete the the knowledge needed to access and gain the
task. complete the task. knowledge needed to
complete the task.
Activities are of little Some of the activities do
significance to one not relate specifically to the Activities are clearly
another and/or to the accomplishment of the task. related and designed to
accomplishment of the take the students from
task. basic knowledge to
higher level thinking.
Checks for
understanding are built
in to assess whether
students are getting it.
See:
· Process Guides
· A Taxonomy of
Information
Patterns
· Language Arts
Standards and
Technology
· WebQuest
Enhancement
Tools
· Reception, Transf
ormation &Produ
ction Scaffolds
 1
Richness of 0 points 1 points 2 points
Process Few steps, no separate Some separate tasks or Different roles are
roles assigned. roles assigned. More assigned to help
complex activities required. students understand
different perspectives
and/or share
responsibility in
accomplishing the task.

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 & 2
0 points 2 point 4 points
Quantity of
Resources provided are There is some connection There is a clear and
Resources not sufficient for students between the resources and meaningful connection
to accomplish the task. the information needed for between all the
students to accomplish the resources and the
OR
task. Some resources don't information needed for
There are too many add anything new. students to accomplish
resources for learners to the task. Every resource
look at in a reasonable carries its weight.
time.
Quality of 0 points
resources
Links are mundane. They
lead to information that
could be found in a
classroom encyclopedia.
2 points 2
4 points
Some links carry Links make excellent
information not ordinarily use of the Web's
found in a classroom. timeliness and
colorfulness.
Varied resources
provide enough
meaningful information
for students to think
deeply.

Evaluation
Clarity of 0 points 3 point 6 points 0
evaluation Criteria for success are
criteria Criteria for success Criteria for success are at clearly stated in the
are not described. least partially described. 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.
See Creating a Rubric.

Total Score 24/50

48%

Comments: This webquest is very vague and isn’t a true webquest in my opinion. This assignment blurs the lines between a physical and digital
assignment but it does not serve the typical inquiry focused nature of a true Webquest. Some of the resources are valuable and I like the assignment
itself but I do not think that this assignment provides enough connections or instructions. There are parts where the information provided is extensive
while in the instructions are minimal or non-existent.