Rubric for a Research Project

Grade________
Thesis/Problem/Question

Student Name(s)_____________________________Final
Information Seeking/Selecting and Evaluating Analysis Synthesis Documentation Product/Process

Student(s) posed a Student(s) gathered Student(s) carefully Student(s) Student(s) Student(s) effectively thoughtful, creative question information from a variety ofanalyzed the developed documented all and creatively used that engaged them in quality electronic and print information collected appropriate sources, including appropriate challenging or provocative sources, including and drew appropriate structure for visuals, sounds, communication tools research. The question appropriate licensed and inventive communicating and animations. to convey their breaks new ground or databases. Sources are conclusions product, Sources are conclusions and contributes to knowledge in a relevant, balanced and supported by incorporating properly cited, demonstrated focused, specific area. include critical readings evidence. Voice of variety of quality both in-text/inthorough, effective relating to the thesis or the student writer is sources. product and on research techniques. problem. Primary sources evident. Information is WorksProduct displays were included (if logically and Cited/Workscreativity and appropriate). creatively Consulted originality. organized with pages/slides. smooth transitions. Documentation is error-free. Student(s) posed a focused Student(s) gathered Student (s) product Student(s) logically Student(s) Student(s) effectively question involving them in information from a variety ofshows good effort organized the documented communicated the challenging research. relevant sources--print and was made in product and made sources with some results of research to electronic analyzing the good connections care, Sources are the audience. evidence collected among ideas cited, both intext/in-product and on WorksCited/WorksConsulted pages/slides. Few errors noted. Student(s) constructed a Student(s) gathered Student(s) Student(s) could Student(s) need to Student(s) need to question that lends itself to information from a limited conclusions could be have put greater use greater care in work on readily available answers range of sources and supported by effort into documenting communicating more displayed minimal effort in stronger evidence. organizing the sources. effectively selecting quality resources Level of analysis product Documentation

could have been deeper. 1 Student(s) relied on teachergenerated questions or developed a question requiring little creative thought. Student(s) gathered information that lacked relevance, quality, depth and balance.

was poorly constructed or absent. Student(s) Student(s) work is Student(s) clearly Student(s) showed conclusions simply not logically or plagiarized little evidence of involved restating effectively materials. thoughtful research. information. structured. Product does not Conclusions were not effectively supported by communicate evidence. research findings.

Teacher/Librarian Comments

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Research Project Rubric 4

The response is a thoroughly developed persuasive essay/presentation which fulfills the purpose by including:

a valid, clearly focused and defined issue relevant, sufficient, documented support from several valid sources synthesis of all information to determine implications precise organization of evidence and implications to enhance purpose effective use of appropriate technology tools for research, analysis, and communication a distinctive voice and deliberate tone careful attention to audience understanding and interest appropriate language and conventions effective form, sequence, delivery of presentation

The response is a well-developed persuasive essay/presentation which fulfills the purpose with:

a valid, focused issue relevant, specific, documented support from valid sources adequate synthesis of information to determine implications effective organization of evidence and implications to achieve purpose sufficient use of appropriate technology tools for research, analysis, and communication a clear voice and consistent tone attention to audience knowledge and interest

few errors in language and conventions suitable form, sequence, delivery of presentation

The response is an incomplete or oversimplified persuasive essay/presentation which attempts to fulfill the purpose with:

a valid issue irrelevant, inconclusive support from limited sources incomplete synthesis of information inconsistent organization of evidence and implications insufficient use of appropriate technology tools for research, analysis, and communication lack of clear voice and consistent tone consideration of audience awareness and interest errors in language and conventions that interfere with meaning inappropriate form, sequence, delivery of presentation

The response is a poorly-written, inadequate essay/presentation which attempts to fulfill the purpose with:

unfocused or invalid issue incomplete, irrelevant support lack of synthesis of information unclear organization of evidence and implications lack of appropriate technology tools for research, analysis, and communication inappropriate and inconsistent voice and tone weak sense of audience awareness and interest errors in language and conventions that obscure meaning inconsistent, unclear form, sequence, delivery of presentation

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Research Project Rubric

Criteria Introduction

Organizatio n

5 Posed thoughtful, creative questions that contribute to knowledge in a specific area Information is very organized with well constructed paragraphs content follows a logical sequence which adds clarity to reader

Information is organized with well constructed paragraphs content flows nicely to add clarity to reader

Quality of Information

Diagrams

Information clearly relates to questions posed in the introduction 3 or 4 unique, creative supporting details and/or examples are used which add interest to reader Diagrams and

Information clearly relates to questions posed in the introduction 1 or 2 supporting details and/or examples are used to add interest. Diagrams and

3 Posed focused questions that yield relevant information in a specific area. Information is generally organized with only 1 or 2 problems separate ideas discussed in separate paragraphs content is generally clear to reader information clearly relates to the questions posed in the introduction 1 supporting detail and/or example in provided. Diagrams and

1 Relied on teachergenerated questions or posed questions with little creativity Information is disorganized gaps in content leave reader confused.

2 or 3 problems with organization of information separate ideas are not discussed in separate paragraphs reader must reread at times for clarity

Information is not entirely related to questions posed in introduction no supporting details and/or examples provided Diagrams and

Information has little to do with the questions posed in the introduction no supporting details and/or examples provided. Diagrams and

(optional)

Summary

illustrations are neat, accurate and clearly relate to the questions posed in the introduction they provide additional insight to the content Highlights important information conclusions are logical and reasonable and clearly relate to the questions posed in the introduction There are no grammatical, spelling or punctuation errors

illustrations are accurate and clearly relate to the questions posed in the introduction they add interest to the content Highlights important information conclusions are reasonable and clearly relate to the questions posed in the introduction There are 1 or 2 minor grammatical, spelling or punctuation errors

illustrations are accurate and are related to the questions posed in the introduction Important points indicated conclusions are reasonable and relate to the questions posed in the introduction There are 3 or 4 minor errors in punctuation, grammar and/or spelling which do not break the flow for the reader All sources are accurately documented Only 1 or 2 sources were used

illustrations where present are neither neat nor entirely accurate they dont add much to the content Not all of the important points are identified there are some gaps in logic relating conclusions to the questions posed in the introduction There are 1 or 2 major errors in punctuation, grammar and/or spelling which do interrupt the flow for the reader Attempt to document source used is not completely accurate Only 1 source was used

illustrations where present are neither neat nor accurate; and they dont appear to relate to the questions posed in the introduction Important points not identified conclusion does not relate to questions posed in the introduction

Punctuation , Capitalizati on & Spelling Sources

There are a number of major errors in punctuation, grammar and/or spelling which make it difficult to read source used is not documented only 1 source was used

All sources are accurately documented and in the desired format 3 or more sources were used

All sources are accurately documented and in the desired format 2 or 3 sources were used