Rubric 8 Webquest I for Content/ Grade Level Area

Rubric 9 Webquest II for Interdisciplinary Grade Level Team

II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES

3.1-13; 4.1-13; 5.4-8;

III. TEACHING, LEARNING, AND THE CURRICULUM

8.1-5; 9.1-3; 9.7; 9.11-13; 10.1-10; 11.1-6;

IV. ASSESSMENT AND EVALUATION

12.1-2; 14.1-7;

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

15.1-4; 17.4-5;

VI. SOCIAL, EHTICAL, LEGAL, AND HUMAN ISSUES

20.1,2; 21.1

Scoring: 4= Exemplary

3= Standard

2= Unacceptable/ rework

Student Pages
Name	Filename	Description	Criteria	Score
Overall Page	Index.htm	A frameset consisting of a navigation bar on the left and a main frame to the right (don't edit--holds all pages together)	· Attractive · Creative · Student centered; relevant
Navigation Bar	Navbar.htm	Allows skipping among the sections of student pages and a link to teacher pages	· Logical · User friendly
Top Page	Top.htm	Splash screen containing title, author, appealing graphics, and brief description	· Gratifying · Challenging · Non-threatening
Introduction	Introduction.htm	Engaging first statement setting the stage for the webquest. Includes the guiding or central question around which the webquest revolves	· Contextualized · High student interest · Intrinsic motivation · Interdisciplinary connectivity
Task	Task.htm	A description of the end result of students' work; the culminating performance or product that drives all the activities of the lesson	· Assignments and tasks require applications of technologies in an authentic, real world context · Small group projects · Maximize time on task for all students · Enhances social skills, respect for diversity and interdependence · Improves self esteem and attitudes toward learning
Process	Process.htm	Describes step by step how the learners will accomplish the task. Includes online (and offline) resources, role descriptions, and guidance on individual steps in the process	· Assists students in meeting academic standards · Uses scholarly research methods · Identifies appropriate and relevant hardware and software necessary to advance specific academic standards embedded in tasks · Establishes common background knowledge · Enables students to construct new knowledge · Synthesizes and extends group knowledge · Allows for student rehearsal of lesson objectives and technology skills · Plans for group facilitation and coaching strategies · Encourages peer tutoring · Includes tasks that support student inquiry, discovery, and open ended inquiry
Evaluation	Evaluation. htm	A rubric to evaluate the final task. May include elements to measure competencies or accomplishment of interim skills.	· Details descriptions of criteria for student products or performances · Relates to standards and objectives cited in the tasks and processes embedded in the Webquest · Uses learner appropriate electronic performance rubrics to assess student performance against specific standards · Use learner appropriate electronic performance rubrics to identify student strengths and weaknesses in performance of a technology task
Conclusion	Conclusion. htm	Final statement that may include reflections on the lesson or extensions of the content for further exploration	· Promotes active processing of experience and assimilation of knowledge · Includes opportunities for analysis and synthesis through reflection
Credits	Credits.htm	Description of Sources used in the creation of the webquest	· Lists all references
Additional Teacher Pages
Introduction	T-introduction .htm	An opening statement about the lesson including a description of the origins of the lesson	· Discusses strategies for using technologies to support learning · Discusses connections of classroom activites with real world applications of technologies · Uses the QCC for reference and lesson planning · Uses Georgia Learning Connections to locate QCC Content Standards, related online resources and accommodations for students with disabilities · Identifies accommodations and assistive technologies to address needs to students with disabilities
Process	T-process.htm	Describes step by step how the learners will accomplish the task, role descriptions, and guidance on individual steps in the process from the teacher's viewpoint. Includes hints on implementation and time requirements	· Discusses plans for a variety of strategies · Positions educator as a mentor or coach · Uses a variety of technologies to build a curriculum that promotes interdisciplinary connections · Structures technology tasks to include whole group, small group and individual learning activities based on students’ learning styles and needs · Presents and uses a variety of productivity tools (word processing, database, spreadsheet, multimedia, we authoring) to advance curricular objectives
Teacher Script	T-script.htm	Page scripted and printable for use by the teacher, an aide, or older student. Useful for a one computer situation to guide whole class discussion, or for use by a facilitator working with primary students or non-readers. Linked from the teacher process page.	· “Coaches" technology tasks by requiring self-appraisal, self-management, learner performance and reflection · Leads dialogue about technology tasks to predict, question, clarify, summarize and to self-appraise · Uses assessment as an opportunity for coaching and redirection · Collaborates and communicates with students to assess technology enhanced projects
Resources	T-resources.htm	Detailed description of any physical resources needed to implement the lesson	· Locates, evaluates, and selects a variety of CDs and or laser discs to advance specific curricular objectives · Locates, evaluates, and selects Internet Resources to advance specific curricular objectives · Locates, evaluates, and selects media and multimedia to advance specific curricular objectives
Learners	T-learners.htm	Describes the grade level, class, entry level skills and knowledge expected, and anything else another teacher would need to know about the learners for whom the lesson was designed	· Establishes a learner-centered classroom characterized by productive use of technologies to meet academic standards · Models explicit steps in how to use technologies · Models specific strategies for assessment and self-evaluation of an assigned task · Requires students to analyze, interpret, predict and synthesize information · Uses technology to require students to construct responses, to elicit higher order thinking in addition to basic skills
Designer Pages
Links	Mylinks.htm	A place to paste links to online sites as you find them. Paste later into process sections as needed.	· Uses Internet educational directories for research and curriculum support · Identifies local and virtual resources · Uses Internet resources to collect lesson plans, instructional ideas and to access technology projects
Topic	Mytopic.htm	A place to brainstorm a tentative description of your webquest including a rational based on current research on best practices	· Uses feedback from professional colleagues to assess and improve technology projects · Selects and uses computer software, hardware and peripherals as tools for managing tasks
Junk Drawer	Myjunk.htm	A place to paste ideas and words that are still percolating