WebQuest Checklist

Below is a list of items that you might consider as you are preparing your webquest. This list should not be considered a list of "requirements," rather a list of strong suggestions. There are exceptions to most rules and if you can justify moving against the item, then do so as appropriate.

This checklist does NOT replace the rubric. If there is a question between this document and the rubric, the rubric is the definitive answer.

General:

Use the Rubric to double check if you are on task.

Mechanics of Design:

The only underlined words are hyperlinks.

Backgrounds don't interfere with the readability of the text.

Graphics, color and layout are consistent throughout the Webquest and support (do not distract) the content.

Font and and Font Size are appropriate for your audience. The font you choose is common among all computers and appears appropriately under multiple browsers and platforms.

The reading level of the text seems appropriate for the intended audience.

Check EVERY page for spelling and grammatical errors.

Check that all of your pictures and links work ON THE WEB.

Projects are complete & FTP'd to the server.

If your site requires a special plug-in such as Quicktime, Flash or Adobe, indicate this on the teacher page. Make sure it works on the computer that you will use for presentation before you present.

All additional pages (i.e. worksheets, templates, etc.) must be either in html format or Adobe PDF format.

A primary author and last update is indicated on the bottom of each page.

Introduction:

Is the Introduction interesting, motivating, and engaging? Does it hook the student? Is it written for the student?

Is the Introduction visually appealing and engaging?

Task Page:

The Task tells the student what is to be done overall. This is succinctly written for the student, but teachers can easily identify what the overall outcome of the project will be.

Is the task doable?

Is the task factually correct or plausible?

Does the task build knowledge, have the students create something new or take a stand on an issue?

Is the task worthy of a webquest? Does it use require the use of multiple sources and provide the tools to build knowledge?

Process Page:

Be sure the Process matches the Task description.

As appropriate, additional process pages are completed for each role. Each page is either in html or PDF format.

Additional pages are created to support the process and complete the task. This could include worksheets, templates, etc. Each page is either in html or PDF format.

Use a consistent voice (address students as "you", not "the students").

Roles are gender and culture free.

Unique roles are present, age-appropriate and engages students. Roles may be reflective of various multiple intelligences or learning styles.

Activities are structured so that each role must contribute to the whole, yet, each student will come away with the overall understanding of the content to be learned.

Activities are varied and engaging; providing students of different intelligences and learning styles an opportunity to benefit from the WebQuest.

Does the process require that students process, create or use something in the gained information in a new way?

Resource Links (Process Page):

Resources are of valid content and age appropriate for the audience.

Just enough resources are provided to complete the research.

Links to resources point as close as possible to the content to be accessed by the student. For example, a link for a map takes them to the map itself, not to a location where they must search for the map. If a link cannot be established to the content directly, include directions on how to find the content once in the site.

Evaluation Page

Check that the rubric is complete and spelling has been checked.

Be sure the Rubric assesses the TASK and the activities in the PROCESS.

The rubric assesses both the individual as well as the group.

The rubric is age-appropriate for the student.

The rubric clearly states criteria for success and is well-aligned with instructional objectives.

The rubric gives quantitative and qualitative indicators as appropriate.

The rubric is printable.

Conclusion Page

Congratulates the student on a job well done.

Provides a summary of the WebQuest.

Perhaps provides additional activities or sites for further information.

Credits Page

Credit is provided for resources that have helped you build the quest.

Teacher Pages

STANDARDS: Are they listed? Do you have a link to the state standards for your audience to explore further?

Multiple Intelligences are cross referenced to your WebQuest.

Learning Styles are cross referenced to your WebQuest.

You have included a short response to 3 other pedagogical components. Remember you can use a short paragraph response, bulleted lists or a combination.

You have included any special notes or suggestions to other teachers on how to implement the quest.

Last Update: 04/20/2007

Checklist is based on:

http://projects.edtech.sandi.net/staffdev/tpss99/finepoints/finepointschecklist.html

http://webquest.sdsu.edu/processchecker.html

General:
	Use the Rubric to double check if you are on task.
Mechanics of Design:
	The only underlined words are hyperlinks.
	Backgrounds don't interfere with the readability of the text.
	Graphics, color and layout are consistent throughout the Webquest and support (do not distract) the content.
	Font and and Font Size are appropriate for your audience. The font you choose is common among all computers and appears appropriately under multiple browsers and platforms.
	The reading level of the text seems appropriate for the intended audience.
	Check EVERY page for spelling and grammatical errors.
	Check that all of your pictures and links work ON THE WEB.
	Projects are complete & FTP'd to the server.
	If your site requires a special plug-in such as Quicktime, Flash or Adobe, indicate this on the teacher page. Make sure it works on the computer that you will use for presentation before you present.
	All additional pages (i.e. worksheets, templates, etc.) must be either in html format or Adobe PDF format.
	A primary author and last update is indicated on the bottom of each page.
Introduction:
	Is the Introduction interesting, motivating, and engaging? Does it hook the student? Is it written for the student?
	Is the Introduction visually appealing and engaging?
Task Page:
	The Task tells the student what is to be done overall. This is succinctly written for the student, but teachers can easily identify what the overall outcome of the project will be.
	Is the task doable?
	Is the task factually correct or plausible?
	Does the task build knowledge, have the students create something new or take a stand on an issue?
	Is the task worthy of a webquest? Does it use require the use of multiple sources and provide the tools to build knowledge?

Process Page:
	Be sure the Process matches the Task description.
	As appropriate, additional process pages are completed for each role. Each page is either in html or PDF format.
	Additional pages are created to support the process and complete the task. This could include worksheets, templates, etc. Each page is either in html or PDF format.
	Use a consistent voice (address students as "you", not "the students").
	Roles are gender and culture free.
	Unique roles are present, age-appropriate and engages students. Roles may be reflective of various multiple intelligences or learning styles.
	Activities are structured so that each role must contribute to the whole, yet, each student will come away with the overall understanding of the content to be learned.
	Activities are varied and engaging; providing students of different intelligences and learning styles an opportunity to benefit from the WebQuest.
	Does the process require that students process, create or use something in the gained information in a new way?
Resource Links (Process Page):
	Resources are of valid content and age appropriate for the audience.
	Just enough resources are provided to complete the research.
	Links to resources point as close as possible to the content to be accessed by the student. For example, a link for a map takes them to the map itself, not to a location where they must search for the map. If a link cannot be established to the content directly, include directions on how to find the content once in the site.
Evaluation Page
	Check that the rubric is complete and spelling has been checked.
	Be sure the Rubric assesses the TASK and the activities in the PROCESS.
	The rubric assesses both the individual as well as the group.
	The rubric is age-appropriate for the student.
	The rubric clearly states criteria for success and is well-aligned with instructional objectives.
	The rubric gives quantitative and qualitative indicators as appropriate.
	The rubric is printable.
Conclusion Page
	Congratulates the student on a job well done.
	Provides a summary of the WebQuest.
	Perhaps provides additional activities or sites for further information.
Credits Page
	Credit is provided for resources that have helped you build the quest.

Teacher Pages
	STANDARDS: Are they listed? Do you have a link to the state standards for your audience to explore further?
	Multiple Intelligences are cross referenced to your WebQuest.
	Learning Styles are cross referenced to your WebQuest.
	You have included a short response to 3 other pedagogical components. Remember you can use a short paragraph response, bulleted lists or a combination.
	You have included any special notes or suggestions to other teachers on how to implement the quest.