The Application of Differentiation Research Process Rubric

4 Generating a Question I pose a thoughtful, creative question that interests and challenges me. I collect, sort, and evaluate relevant, balanced, reliable information on my own. I organize my ideas and important supporting information related to my question. 3 I pose a focused question that interests and challenges me. I collect and sort relevant information on my own. 2 I pose a question that is easy to answer. 1 I rely on the teacher to pose my question. Rating

Selecting Sorting an! "#aluating $nfor%ation

I collect and sort some information, but I am not sure if it is accurate or useful.

I go from source to source and have trouble determining what will be the most helpful.

&rgani'ing $nfor%ation

I organize information related to my question and look for missing information.

I try to organize the information I find, but I make some mistakes. I have difficulty staying focused on information that will answer my question. My analysis could be deeper. My conclusion could be supported by stronger evidence.

I lose track of the most important information.

Anal('ing $nfor%ation

I carefully analyze the information and draw logical, wellreasoned conclusions supported by the evidence I collected. I create an original product that clearly answers my question with accuracy, detail, and

I analyze the information and draw logical conclusions supported by the evidence I collected.

I restate the information in my conclusion. My conclusion is not supported by evidence.

)reating a Pro!uct

I create a product that answers my question with detail and accuracy.

I create a product that offers some insight but only partially answers my question.

I create a product that is missing details and is not completely accurate.

4 understanding.

Rating

Adapted from Intel !each "lement #Assessment in $%st century classroom&