Strong 5	Proficient 3	Emergent 1
Quality of Lesson Designed for Teachers	Lesson plan contains excellent implementation of the Pacific lesson design elements. Lesson contains thoughtful objectives and well-designed assessments as well as clearly delineated differentiations.	Lesson plan contains evidence of implementation of the Pacific lesson design elements. Lesson describes objectives and assessments and contains some differentiations.	Lesson plan contains evidence of inadequate implementation of the Pacific lesson design elements. Lesson either omits objectives, assessments or reference to differentiations.
Quality of Lesson Designed for Students	Lesson is developmentally appropriate and thoughtfully designed to engage and motivate students. Quest contains some high-level objectives where appropriate. Activities and assessments are authentic and help students build an integrated understanding of this social studies issue.	Lesson is developmentally appropriate and designed to engage students. Quest contains a range of objectives. Activities and assessments focus on a social studies issue.	Lesson does not accurately consider students' developmental level or appear to be designed to engage or motivate students. Quest is limited to lower-level objectives where others are possible. Activities or assessments are inauthentic or detached from other learning.
Introduction	Introduction builds on learner's previous knowledge to provide a thoughtful and engaging invitation to the quest.	Introduction nicely sets up the quest.	Introduction is too academic or unclear and does not seem designed to engage learners.
Task	Task is well designed, connected to appropriate standards and structured to foster a synthesis of material.	Task is clear, and connected to relevant standards.	Task is unclear, disconnected from standards and/or focuses on lower-level objectives.
Process	Process is clearly spelled out with appropriate checks for understanding. Activities flow logically and build on each other.	Process is adequately described but minimal strategies and checks are provided. Activities are described.	Process is disjointed and not well conceived or described. Activities appear disconnected .
Assessment	Rubric is provided that communicates criteria to students. Assessments incorporate authentic elements.	Rubric is provided but it is not well designed to assess authentic representations of learning.	Rubric is disconnected from learning activities. Activities are not authentic representations of understanding.
Guided Resource Links	Links provide excellent resources that will allow young students access to materials useful in completing the webquest. Links are clearly annotated in a developmentally appropriate manner.	Links provide resources that will allow young students access to materials useful in completing the webquest. Links are annotated.	A limited number of resources are provided and/or some are of questionable quality. Links are not well annotated. Completion of the webquest my be difficult using these links. Some links may be broken.
Clarity of Presentation	Writing is accurate and clearly communicates all elements of the quest. All elements appear to be connected so that a coherent and pellucid picture of task, process and assessments are provided.	Writing is adequate to describe the elements of the quest.	Writing and structure are problematic in that they obfuscate elements of the quest. Elements appear to be disconnected and the process lacks coherent focus.
Quality of Presentation	Visual elements are included that add to the aesthetic feel or informational content of the quest. Pages are well designed and implemented in a manner that elucidates the quest and excites the learner. Pages have been careful edited for grammar, links and updated content.	Adequate visual elements are included. Pages adequately communicate the quest and navigation is not problematic. Pages appear to have been edited.	Visual elements are either not included or appear to detract from the quest. Pages are not well designed and implemented, navigation may be confusing. Pages include grammatical or spelling errors, links are either broken or outdated.

Also see Bernie Dodge's Rubric.