iRubric: Research Process Unit Design Rubric

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Research Process Unit Design Rubric

Guides teachers in the creation of a curriculum-integrated research project that follows a research process Model, such as the Big6, I-Search, the Simple3 or IIM.

Rubric Code: CXX25WW

By gebram

Ready to use

Public Rubric

Subject: (General)

Type: Project

Grade Levels: K-5, 6-8, Graduate

Research Process
	Exceeds 5 pts	Meets 3 pts	Developing 1 pts
Standards	Exceeds Utilized 3 or more standards from any of the Massachusetts Curriculum Frameworks and the Common Core State Standards. The project meets these standards in terms of content and research process skills.	Meets Utilized 1-2 from any of the Massachusetts Curriculum Frameworks and the Common Core State Standards The project meets these standards somewhat in terms of content goals and research process skills.	Developing Utilized no Massachusetts Curriculum Frameworks or Common Core Standards. This project does not meet these standards in terms of content or research process skills effectively.
Research Process Model	Exceeds Utilized an appropriate Research Process Model for the project, and includes the teaching of it, and follows it well as part of the instruction.	Meets Utilized a Research Process Model which may be appropriate, but the project does not incorporate the model as an identified part of the process or instruction	Developing Did not use an appropriate Research Process Model for this unit.
Questioning	Exceeds Created a format for students to develop clear, creative and interesting questions (higher order thinking skills) which fit the topic OR created clear, creative and interesting questions for students to use in their research	Meets Created a format for students to develop clear questions which fit the topic or created clear questions for students to use in their research.	Developing Did not create questions or offer instruction for students to create questions that were useful in this research project.
Resources	Exceeds Created an opportunity for students to learn about and use more than 1 new resource through this project. Identified useful sources in many formats (books, magazines, electronic).	Meets Created an opportunity for students to learn about and use 1 new resource. Identified mostly useful sources in many formats (books, magazines, electronic).	Developing Did not include opportunities for students to learn about and use any new resources (books, magazines, electronic).
Finding Information	Exceeds Created opportunities for students to locate new resources successfully and offered strategies for students to access the information within those resources, eg. selecting effective keywords, Internet search strategies, etc.	Meets Created opportunities for students to located a new resource successfully and offered strategies for students to access information within that resource, eg. select effective keywords, search strategies,etc.	Developing Opportunities for locating or using a new resource was not part of the research project, and no new strategies were taught for effective location of material or information within materials, eg. selection of effective keywords, search strategies. Did not select keywords or not at all
Evaluating and Using Information	Exceeds Created opportunities for students to locate, evaluate and record information which answered all of the research questions.	Meets Created opportunities for students to locate, evaluate and record information which answered most of the research questions.	Developing Created opportunities for students to locate, evaluate and record information that did not directly answer the research questions or opportunities were not created to help students become more proficient in the skills listed.
Notetaking	Exceeds Students were encouraged to take notes using own words and key facts. New notetaking strategies may or may not be an objective for this project. Organized neat, easy to read notes.	Meets Students were encouraged to write most notes using own words and key facts. New notetaking strategies may or may not be an objective for this project. Organized notes and were mostly neat and easy to read.	Developing Evidence of good notetaking strategies was not apparent and therefore some notes were copied word-for-word from the source. Organization of notes was ineffective; many were messy and hard to read.
Works Cited	Exceeds Citing sources as is appropriate to the grade level is part of this project. Included all sources used and listed sources in the correct format.	Meets Citing sources as is appropriate to the grade level is part of this project. Included most sources used and listed sources in the correct format.	Developing Citing sources was not part of this project. Included most sources used, but some information was missing or incorrect.
Synthesis	Exceeds Final presentation options were offered to students Presented most of the information in a clear and organized way, utilizing appropriate media.	Meets Opportunity was offered for students to present most of the information in a clear and organized way.	Developing Opportunities for presentation were not optimal for presenting the kind of information collected, and permits opportunity for student work to be poorly organized or difficult to understand some of the time.
Assessing	Exceeds Provided effective assessment opportunities for students to evaluate their own work/their group's work.	Meets Provided some opportunity for students to evaluate their own work/ group's work	Developing Did not provide assessment materials for student to assess their own or their group's work

Keywords:

Research Process research Big6 Simple 3 IIM I-Search

Subjects:

(General)

Types:

Project

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