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An Introduction for K-12
Teachers
© 2005 Gary L. Ackerman
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| Introduction |
WebQuest
Rubric
As with all educational practices, the design of WebQuests can be classified along a continuum. The rubric below is designed to help newcomers to WebQuests identify the essential practices of WebQuests and appropriately include WebQuests in their lesson planning. |
| The
Task |
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| The
Resources |
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| The
Product |
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| Resource
List |
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| Examples |
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| Rubric |
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| Characteristic |
Maybe
using technology, but not a WebQuest |
Not
Really a WebQuest |
Almost
a WebQuest |
A
WebQuest |
|---|---|---|---|---|
| Task |
Answers
are simple and known |
Answers
are complex, but known |
Open-ended
or collaborative |
Open-ended
and collaborative |
| Links |
Not
functioning or not necessary |
Point
learners to search sites or to sites without information directly
related to the task |
Sites
helpful for the task, but not easy for learners to use or understand |
Sites
helpful and easy to use |
| Product |
No
technology |
Technology
not necessary |
Technology
communicates information |
Technology
contributes to understanding |
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page created: June 2005 last updated: June 7, 2005 © 2005 by Gary L. Ackerman http://www.taconic-learning.net |