Rubric for a Research Project

8/6/2019 Rubric for a Research Project

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Rubric for a Research Project Student Name(s)_____________________________FinalGrade________

Thesis/Problem/Question InformationSeeking/Selecting and

Evaluating

Analysis Synthesis Documentation Product/Process

4 Student(s) posed athoughtful, creative questionthat engaged them inchallenging or provocativeresearch. The questionbreaks new ground orcontributes to knowledge in afocused, specific area.

Student(s) gatheredinformation from a variety ofquality electronic and printsources, includingappropriate licenseddatabases. Sources arerelevant, balanced andinclude critical readingsrelating to the thesis orproblem. Primary sourceswere included (ifappropriate).

Student(s) carefullyanalyzed theinformation collectedand drew appropriateand inventiveconclusionssupported byevidence. Voice ofthe student writer isevident.

Student(s)developedappropriatestructure forcommunicatingproduct,incorporatingvariety of qualitysources.Information islogically andcreativelyorganized withsmooth transitions.

Student(s)documented allsources, includingvisuals, sounds,and animations.Sources areproperly cited,both in-text/in-product and onWorks-Cited/Works-Consultedpages/slides.Documentation iserror-free.

Student(s) effectivelyand creatively usedappropriatecommunication toolsto convey theirconclusions anddemonstratedthorough, effectiveresearch techniques.Product displayscreativity andoriginality.

3 Student(s) posed a focusedquestion involving them inchallenging research.

Student(s) gatheredinformation from a variety ofrelevant sources--print andelectronic

Student (s) productshows good effortwas made inanalyzing theevidence collected

Student(s) logicallyorganized theproduct and madegood connectionsamong ideas

Student(s)documentedsources with somecare, Sources arecited, both in-text/in-product andon Works-Cited/Works-Consulted

pages/slides. Fewerrors noted.

Student(s) effectivelycommunicated theresults of research tothe audience.

2 Student(s) constructed aquestion that lends itself toreadily available answers

Student(s) gatheredinformation from a limitedrange of sources anddisplayed minimal effort inselecting quality resources

Student(s)conclusions could besupported bystronger evidence.Level of analysis

Student(s) couldhave put greatereffort intoorganizing theproduct

Student(s) need touse greater care indocumentingsources.Documentation

Student(s) need towork oncommunicating moreeffectively


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could have beendeeper.

was poorlyconstructed orabsent.

1 Student(s) relied on teacher-generated questions ordeveloped a question

requiring little creativethought.

Student(s) gatheredinformation that lackedrelevance, quality, depth

and balance.

Student(s)conclusions simplyinvolved restating

information.Conclusions were notsupported byevidence.

Student(s) work isnot logically oreffectively

structured.

Student(s) clearlyplagiarizedmaterials.

Student(s) showedlittle evidence ofthoughtful research.

Product does noteffectivelycommunicateresearch findings.

Teacher/LibrarianComments

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Research ProjectRubric

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 ofpresentation

3 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 ofappropriate technology tools for research, analysis, and communication

a clearvoice and consistent tone

attention to audience knowledge and interest


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few errors in language and conventions

suitable form, sequence, delivery ofpresentation

2 The response is an incomplete oroversimplified 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 clearvoice and consistent tone

consideration ofaudience awareness and interest

errors in language and conventions that interfere with meaning

inappropriate form, sequence, delivery ofpresentation

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

incomplete, irrelevant support

lack ofsynthesis of information

unclearorganization of evidence and implications

lack of appropriate technology tools for research, analysis, and communication

inappropriate and inconsistent voice and tone

weak sense ofaudience awareness and interest

errors in language and conventions that obscure meaning

inconsistent, unclear form, sequence, delivery ofpresentation


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Research Project Rubric

Criteria 5 4 3 2 1Introduction Posed thoughtful,

creative questionsthat contribute toknowledge in aspecific area

Posed focusedquestions thatyield relevantinformation in aspecific area.

Relied on teacher-generated questionsor posed questionswith little creativity

Organization

Information is veryorganized with wellconstructedparagraphs contentfollows a logicalsequence which addsclarity to reader

Information isorganized with wellconstructedparagraphs contentflows nicely to addclarity to reader

Information isgenerallyorganized withonly 1 or 2problems separateideas discussed inseparateparagraphscontent isgenerally clear toreader

2 or 3 problems withorganization ofinformation separateideas are notdiscussed inseparate paragraphsreader must rereadat times for clarity

Information isdisorganized gaps incontent leave readerconfused.

Quality ofInformation

Information clearlyrelates to questionsposed in the

introduction 3 or 4unique, creativesupporting detailsand/or examples areused which addinterest to reader

Information clearlyrelates to questionsposed in the

introduction 1 or 2supporting detailsand/or examples areused to add interest.

information clearlyrelates to thequestions posed in

the introduction 1supporting detailand/or example inprovided.

Information is notentirely related toquestions posed in

introduction nosupporting detailsand/or examplesprovided

Information has littleto do with thequestions posed in

the introduction nosupporting detailsand/or examplesprovided.

Diagrams Diagrams and Diagrams and Diagrams and Diagrams and Diagrams and
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(optional) illustrations are neat,accurate and clearlyrelate to the questionsposed in theintroduction theyprovide additional

insight to the content

illustrations areaccurate and clearlyrelate to thequestions posed inthe introduction theyadd interest to the

content

illustrations areaccurate and arerelated to thequestions posed inthe introduction

illustrations wherepresent are neitherneat nor entirelyaccurate they dontadd much to thecontent

illustrations wherepresent are neitherneat nor accurate;and they dontappear to relate tothe questions posed

in the introductionSummary Highlights important

informationconclusions are logicaland reasonable andclearly relate to thequestions posed in theintroduction

Highlights importantinformationconclusions arereasonable andclearly relate to thequestions posed inthe introduction

Important pointsindicatedconclusions arereasonable andrelate to thequestions posed inthe introduction

Not all of theimportant points areidentified there aresome gaps in logicrelating conclusionsto the questionsposed in theintroduction

Important points notidentified conclusiondoes not relate toquestions posed inthe introduction

Punctuation,Capitalization &

Spelling

There are nogrammatical, spellingor punctuation errors

There are 1 or 2minor grammatical,spelling orpunctuation errors

There are 3 or 4minor errors inpunctuation,grammar and/or

spelling which donot break the flowfor the reader

There are 1 or 2major errors inpunctuation,grammar and/or

spelling which dointerrupt the flow forthe reader

There are a numberof major errors inpunctuation,grammar and/or

spelling which makeit difficult to read

Sources All sources areaccuratelydocumented and inthe desired format3 or more sourceswere used

All sources areaccuratelydocumented and inthe desired format2 or 3 sources wereused

All sources areaccuratelydocumentedOnly 1 or 2 sourceswere used

Attempt todocument sourceused is notcompletely accurateOnly 1 source wasused

source used is notdocumentedonly 1 source wasused

Documents

Rubric for a Research Project