WebQuest Evaluation
Form adapted from http://edweb.sdsu.edu/webquest/webquestrubric.html by Bernie Dodge

Name: Robert Cerf Date: 7-2-01
WebQuest Evaluated: Corruption in Lit
(http://www.kn.pacbell.com/wired/fil/pages/webcorruptira.html)
Score Explanation
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)
Overall visual appeal (0-2)
 1
 There are no graphics to speak of at the host site. Secondary level students would probably appreciate graphics to keep them engaged and focused on the task at hand. Otherwise, the large amount of text only may cause them to scroll over important information. There are plenty of pictures on the linked pages. The site is laid out in a non cluttered style, overall. Links to the specific standards or performance indicators would have been useful here.
Introduction
Motivational effectiveness of Introduction (0-2)
 1
 Excellent topical analogy using elephants to rationalize why students are to engage in this quest but a more lively "hook" would probably help adolescents to become more motivated over the task (i.e. "Help! Living things are being slaughtered for cosmetic purposes..." or "Corruption claims unnecessary victims in literature and in South Florida..."). Maybe more of a direct connection to the quest topic here would raise social relevance for students. 
Cognitive effectiveness of the Introduction
(0-2)
2 
 Excellent. Abstract analogy helps establish overall mindset for students and provides rationale for subsequent tasks. Prepares students for what is to come and builds on prior knowledge of students. Actively foreshadows what is to come without spelling out too much too soon.
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Cognitive level of the task (0-6)
 6
 The tasks include everything from retrieval of information to synthesis, evaluation, and application of information via the steps needed to complete the quest. Managing  multiple links and use of simultaneous / overlapping cognitive skills are required. Also, the end result requires taking a position and blending this with the larger group's stance, contacting real world groups with an end product, and presenting findings to the class. Much room for personal preference and individual creativity are present.
Technical sophistication of task (0-2)
 1
 Use of web surfing and editing required. Students must take notes and respond via Word documents. If the projects were linked to a class list serv or group chat this rating would be a "2" instead. 
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process (0-2)
 2
 Extremely clear. Step by step instructions are well organized and clearly described. Cues to later steps foreshadowed in earlier sections.This helps students to stay focused on "micro" and "macro" aspects of the process.
Richness of process (0-6)
 5
 Provides a broad and deep experience for students. Very thorough task. Many opportunities for personal reflection and choice. Provides much related material in a variety of mediums: film, current events, literature. Perhaps if the "light and dark imagery" section was linked to similar imagery in other literature, or linked to a general imagery site, this would be a "6" instead.
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Resources block. Also note that books, video and other off-line resources can and should be used where appropriate.)
Quantity of resources (0-2)
 2
 Many resources and disciplines interwoven here. Resources also encompass a variety of mediums. 
Quality of resources (0-4)
 3
 Two links were inactive. One, to the high school where this teacher works (found at the top of the quest page), could reduce his credibility. The second one, to the National Marine Fisheries Service, is needed to complete an important part of the quest. Also, several links from the linking page about Apocalypse Now were very slow to load. Overall, the other resources were diverse and comprehensive.
Evaluation
Clarity of Evaluation Criteria (0-2)
 0
 This quest is probably aimed at higher level students who may already have an idea how the teacher will evaluate student work but no evaluation criteria is evident in the quest.
Total Score
(0-30)
 23
 With a few significant improvements, outlined above, this score would be close to a "30" instead of being 7 points less. Still, this quest provides great exposure to a seminal text and links it to rich related material while incorporating tasks that require the full spectrum of cognitive involvement.