| |
Fails to Meet Standard |
Nearly Meets Standard |
Meets the Standard |
Exceeds the Standard |
Pts. |
| Point Value |
1 |
2 |
3 |
4 |
|
| 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. |
|
| |
|
|
|
TOTAL |
|
