Grading Rubric For Research/Response/Explanation assignment

Rubric for a Research Project Student

Name(s)_____________________________Final Grade________

A passing is considered a 2+ or higher.

Thesis/Problem/Question

Information Seeking/Selecting and Evaluating

Analysis


Synthesis


Documentation


Product/Process

4 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. 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). Student(s) carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident. Student(s) developed appropriate structure for communicating product, incorporating variety of quality sources. Information is logically and creatively organized with smooth transitions. 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. Student(s) effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated thorough, effective research techniques. Product displays creativity and originality.


3 Student(s) posed a focused question involving them in challenging research. Student(s) gathered information from a variety of relevant sources--print and electronic Student (s) product shows good effort was made in analyzing the evidence collected Student(s) logically organized the product and made good connections among ideas Student(s) documented sources with some care, Sources are cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Few errors noted. Student(s) effectively communicated the results of research to the audience.


2 Student(s) constructed a question that lends itself to readily available answers Student(s) gathered information from a limited range of sources and displayed minimal effort in selecting quality resources Student(s) conclusions could be supported by stronger evidence. Level of analysis could have been deeper. Student(s) could have put greater effort into organizing the product Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent. Student(s) need to work on communicating more effectively.


1 Student(s) relied on teacher-generated questions or developed a question requiring little creative thought. Student(s) gathered information that lacked relevance, quality, depth and balance. Student(s) conclusions simply involved restating information. Conclusions were not supported by evidence. Student(s) work is not logically or effectively structured. Student(s) clearly plagiarized materials. Student(s) showed little evidence of thoughtful research. Product does not effectively communicate research findings.