Evaluation
|
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score | |
|---|---|---|---|---|---|
Thesis/Problem/Question |
Student(s) relied on teacher-generated questions or developed a question requiring little creative thought. | Student(s) constructed a question that lends itself to readily available answers | Student(s) posed a focused question involving them in challenging research. | Student(s) posed a thoughtful, creative question that engaged them in challenging or provocative research. The question breaks new ground or contributes to knowledge in a focused, specific area. | |
|
Information seeking/ selecting/recording
|
Student(s) gathered information that lacked relevance, quality, depth, and balance | Student(s) gathered information from a limited range of sources and displayed minimal effort in selecting quality resources. | Student(s) gathered information from a variety of relevant sources--print and electronic. | Student(s) gathered information from a variety of quality electronic and print sources, including appropriate licensed databases. Sources are relevant, balanced and include critical readings relating to the thesis or problem Primary sources were included (if appropriate). | |
|
Analysis
|
Student(s) conclusions simply involved restating information. Conclusions were not supported by evidence. | Student(s) conclusions could be supported by stronger evidence. Level of analysis could have been deeper. | Student(s) product shows good effort was made analyzing the evidence collected. | Student(s) carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident. | |
|
Synthesis
|
Student(s) work is not logicaly or effectively structured. | Student(s) could have put greater effort into organizing the product. | Student(s) logically organized the product and made good connections among ideas. | Student(s) developed appropriate structure for communicating product, incorporating variety of quality sources. Information is logically and creatively organized with smooth transitions. | |
|
Documentation
|
Student(s) clearly plagiarized materials. | Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent. | Student(s) documented sources with some care. Sources are cited, both in-text/in-product and on Works-Cited/Works-Consulted pages. Few errors noted. | Student(s) documented all sources, including visuals, sounds, and animations. Sources are properly cited., both in-text/in-product and on works-cited/ works-consulted pages/slides. Documentation is error-free. | |
|
Organize/analyze/evaluate information
|
None. | Shows little organization not necessarily relevant to thesis. | Clearly organized/relevant to thesis/valid information. | Extremely organized relevant to thesis/valid information. | |
|
Product/Process
|
Student(s) showed little evidence of thoughtful research. Product does not effectively communicte research findings. | Student(s) need to work on communicating more effectively. | Student(s) effectively communicated the results of research to the audience. | Student(s) effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated thorough, effective research techniques. Product displays creativity and originality. |