Technology Integration Workshop Menu > Workshop #1: Using the Wireless Laptop Labs Intro > Workshop WebQuest Activity

WebQuest Activity

“The Task” Introduction

Suppose you want to spend time in class helping your students learn more about available Web-based instructional resources for a particular content area.  You decide that one of the best ways to get the students to critically examine on-line material is to provide them with rubrics to be used as tools for evaluating the potential effectiveness of on-line educational experiences.  You also decide that you want to expose your students to a specific type of on-line instructional context called “WebQuests,” and since you have more students in your class than computers, you decide to jigsaw the materials in an effort to get the most out of the in-class time. 

You are going to spend about 30 minutes simulating this activity by locating and examining three content-specific WebQuest examples. 

For a brief background  on WebQuests, read the material presented at:


“The Task” Procedures

Step One: After the class has been arranged into groups of three, the person in each group who was born the farthest from Flagstaff will facilitate the assigning of each group member to one of the following roles:




WebQuest Visual-Verbal Design Expert

This person is responsible for evaluating the manner in which the Web-based materials (pictures, text, navigation scheme etc.) were developed.

Component Expert

This person is responsible for evaluating the nature of the WebQuest components developed (the task description, introduction, process, resources, evaluation, and conclusion).

WebQuest Instructional Design Expert

This person is responsible for evaluating such instructional design elements as context, motivation, collaboration strategies, scaffolds, opportunities for practice, and alignment with specific outcomes.


Step Two: The group needs to decide on a specific content area before choosing the WebQuests to be evaluated.  This content area may be as general as “Middle School Mathematics” or as specific as a few outcomes from the National Principles and Standards for School Mathematics.  If you need help deciding on specific outcomes, you can navigate to the various national standards links included in this packet.  Once you have decided on the content area, briefly describe it in the space provided in the workshop resource packet.


Step Three:

Once your group has decided on the content area, you must now locate three different WebQuests on-line that appear to address the content in some way.  Use the following sites to access archives of WebQuests (note: these links will open up a new window):

Record your three WebQuest sites to be evaluated in the space provided within the workshop resource packet.


Step Four:

Each of the group members will take their corresponding evaluation rubrics and study them to determine what they will be looking for in the WebQuest.  Once each group member is comfortable with her or his rubric, select a WebQuest (from the three identifies) and examine it in detail.  If you have more than one computer, then this task can be completed independently.  If you have one computer, select a group member to be the primary navigator (perhaps the group member born closest to Flagstaff?). 

As you navigate the material, score each of those WebQuest characteristics presented within your rubric according to the scale provided.  Three separate scoring columns are included so that you can use the same rubric for each of the different WebQuests (and compare each WebQuest on the same characteristics).  When you have completed your rubric scoring, tally the scores and record them in the spaces provided in the chart presented in the workshop packet.


WebQuest Site

Design Score


Design Score

[64 Max]



Step Five:

Discuss the following “Conclusion Questions” with your team members:

1. At first glance, did you think the site scoring the highest would “win” the competition?

2. Which scoring category (verbal-visual design, WebQuest component, instructional design) was the easiest to evaluate?  Which was the most difficult?  Why?

3. Discuss how you might be able to use WebQuests in your education classes.

4. What prerequisite skills and knowledge might your students need to successfully perform the tasks in this example within a typical in-class session?

5. How might this type of activity be extended beyond an in-class experience?



The WebQuest evaluation rubrics presented here are based on the original WebQuest rubric by developed by Bernie Dodge at San Diego State University.  See the original rubrics at


PT3 Program - NAU College of Education
For questions and comments about this web site, please contact
This page last modified on August 6, 2002

Small NAU Logo