WebQuest Rubric

Task Completion

This domain measures how thoroughly the student completes the required task.

1 point - Minimal completion of the task and/or content undeveloped

• Response is mostly relevant but lacks appropriate details.
• A required portion of the task may be missing.

2 points - Partial completion of the task; ideas somewhat developed

• Response is relevant; some ideas are developed with appropriate details.
• A minor portion of the task may be missing.

3 points - Completion of the task, ideas adequately developed

• All required elements are present.
• Response directly relates to the task as given.
• Response has sufficient information or detail based on learned material.
• Response shows some organization.

4 points - Superior completion of the task, ideas well developed and well-organized

• All required elements are present.
• Student is able to provide substantial detail.
• Response is usually well-organized and cohesive.

Comprehensibility

This domain measures the degree to which the sympathetic reader needs to interpret the student's response.

1 point - Text barely comprehensible

• Text is almost impossible to understand, even by a sympathetic reader.
• Errors of vocabulary, grammar and/or spelling may be impossible to decipher.
• Text requires reader to "figure out" what the student is trying to say.

2 points - Text mostly comprehensible, requiring interpretation on the part of the reader

• A sympathetic listener should be able to "figure out" most of the text.
• Some parts of the text may still be incomprehensible.

3 points - Text comprehensible, requiring minimal interpretation on the part of the reader

• The reader may have to pause briefly in order to fully understand the text.
• Ideas should flow and show some organization.

4 points - Text readily comprehensible, requiring no interpretation on the part of the reader

• A sympathetic reader should be able to understand all of the text with very brief pauses.
• Text should flow in such a way that the reader can readily understand it.

 Level of Discourse

This domain measures the degree of linguistic sophistication used to communicate ideas (not what is said, but how it is said). At this level, students are creating with the language using a variety of discrete sentences. As students improve their level of discourse, they incorporate cohesive devices to produce connected sentences with the ultimate goal of producing paragraph-length discourse.

1 point - Lists of discrete sentences, some repetitive; few cohesive devices.

• Sentences consist basically of the same simple pattern, mostly complete yet repetitive.
• There are no or almost no cohesive devices.

2 points - Variety of discrete sentences, some cohesive devices.

• Sentences have a variety of verbs and possibly of subject pronouns.
• Some sentences may be longer.
• There are a few cohesive devices (about 4 different ones.)

3 points - Emerging paragraph-length discourse, variety of cohesive devices.

• Sentences have a wide variety of verbs and possibly of subject pronouns.
• Many sentences are connected,there is emerging evidence of paragraph-length discourse.
• There are some cohesive devices (about 6 different ones).

4 points - Paragraph-length discourse, variety of cohesive devices.

• Sentences have a wide variety of verbs and possibly of subject pronouns.
• There is evidence of paragraph-length discourse.
• Sentences and clauses are linked by a variety of cohesive devices.

Vocabulary

This domain measures accuracy, variety and quantity of vocabulary in the student response.

1 point - Inadequate and/or inaccurate use of vocabulary

• Response lacks variety of vocabulary.
• Student may frequently repeat words or expressions.
• Vocabulary may be used inappropriately or out of context.
• Response may include English.
• Response may include very few words.

2-3 points - Somewhat inadequate and/or inaccurate use of vocabulary and too basic for this level

• Student uses minimal variety of vocabulary.
• Some vocabulary may be used inappropriately.
• Response may lack quantity of descriptive words.
• Some attempts are made to include less commonly used vocabulary.

4-5 points - Adequate and accurate use of vocabulary for this level

• Student uses a variety of vocabulary.
• Most vocabulary is used accurately and appropriately.
• Attempts are made to include less commonly used vocabulary.

6 points - Rich use of vocabulary with some idiomatic expressions

• Student accurately uses a rich variety of vocabulary and some idiomatic expressions.
• Frequent attempts are made to include less commonly used vocabulary (6 or more).
• Student may use known vocabulary to circumlocute unknown words.

Language Control

This domain measures the use and accuracy of basic language structures.

1 point - Emerging use of basic language structures

• Basic language structures, as defined above, are used correctly approximately half of the time

2-3 points - Emerging control of basic language structures

• Basic language structures, as defined above, are used correctly about three-quarters of the time.

4-5 points - Control of basic language structures

• Basic language structures, as defined above, are used correctly most of the time, not all of the time.

6 points - Control of basic language structures, with occasional use of advanced language structures

• Basic language structures, as defined above, are used correctly most of the time, not all of the time, and advanced language structures are attempted with some success.