0
Beginning	2
Developing	4
Accomplished	
Score	
Overall Aesthetics 	
Visual appeal, navigation & links	There are few or no graphic elements. Color is garish. Getting through the wequest is confusing. There are more than 5 broken links.	Appropriate and thematic graphic elements are used. Differences in type size and/or color are used well and consistently. There are a few places where the learner can get lost. There are some broken links. 	Appropriate and thematic graphic elements are used. Differences in type size and/or color are used well and consistently. Navigation is seamless and consistent. No broken links.		
Introduction	
Motivational Effectiveness of Introduction	The introduction is purely factual, with no appeal to relevance or social importance	The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.	The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.		
Task	
Cognitive Level of the Task	Task requires simply comprehending or retelling of information found on web pages and answering factual questions.	Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources.	Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a creative product.		
Process	
Clarity of Process	Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.	Some directions are given, but there is missing information. Students might be confused.	Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.

Scaffolding of Process	Activities are of little significance to one another and/or to the accomplishment of the task.	Some of the activities do not relate specifically to the accomplishment of the task.	Activities are clearly related and designed to take the students from basic knowledge to higher-level thinking.		
Richness of Process	Few steps, no separate roles assigned.	Some separate tasks or roles assigned. More complex activities required.	Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.		
Resources 	
Relevance & Quantity of Resources	Resources provided are not sufficient for students to accomplish the task.

OR

There are too many resources for learners to look at in a reasonable time.	There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.	There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.		
Evaluation 	
Clarity of Evaluation Criteria	Criteria for success are not described.	Criteria for success are at least partially described.	Criteria for success are clearly stated in the form of a rubric. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task.		
Teacher Page					
Clarity of Teacher Page	Teacher section 
contains very little 
detail. 
 	Some 
directions 
are 
provided, 
but they are 
unclear or 
contain little 
detail. 
Audience 
and/or 
unexpected 
outcomes 
are evident 
but unclear. 
Some 
references 
to standards 
are evident 
but not 
complete.	Teacher 
page 
includes 
detailed 
directions 
that are 
clear and 
easy to 
follow. 
Audience 
and 
expected 
outcomes 
are included. 
Standards 
met by the 
lesson are 
listed. Time 
and 
resources 
needed are 
stated.		
Connection of 
Task/Objectives 
to Standards	The 
task/objective 
is not 
aligned to 
the 
standards. 
 
	The task is 
aligned to 
standards 
but is not 
clearly 
connected 
to what 
students 
must know 
and be able 
to do to 
 	The task is 
aligned to 
standards 
and is clearly 
connected 
to what 
students 
must know 
and be able 
to do to 
achieve 
achieve 
proficiency 
of those 
standards. 
proficiency 
of those 
standards.