Mother Rubric
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    Mother Rubric Mother Rubric Presentation Transcript

    • INFS 1000 Information Literacy & Research Skills Comprehensive Exam: Research Portfolio, in 3 phases Comprehensive Exam Rubric Requirements Emerging Developing Accomplished Exemplary Comments (D or F level) (C level) (B level) (A level) & Total Points Specified dimensions of the topic appropriately Phase 1 0123 3.5 4 5 /5 Phase 2 012345 5.75 6 6.25 6.5 6.75 7 7.25 7.5 7.75 8 /8 Phase 3 0 2 4 6 8 10 12 14, 14.5, 15, 15.5 16, 16.5, 17, 17.5 18, 18.5, 19, 19.5, 20 /20 Clearly state the Topic has an imprecise or Topic has a discernable Clear focus on the topic which Very clear focus that is focused topic. unclear focus. The focus focus but lacks precision. is adequately precise. precise, appropriately narrow, needs to be narrowed or and well articulated. clarified. Developed an Thesis statement does not Thesis statement Thesis statement that is clear Thesis statement that is very appropriate working clearly lay out the main addresses the topic but and adequately precise. well focused and concise. thesis. ideas and issues, does not needs more precise focus clearly state a focused and precision. The argument is adequately The argument is clear, topic, lacks precision. stated. focused and well stated. No argument. There is an argument but it needs to be more clearly stated. Took appropriate Research questions are too Research questions Clear, focused and Very clear, concise and well steps to narrow and broad or vague; research address the topic but need adequately precise research focused research questions. focus the topic. questions do not more focus and precision. questions. adequately focus the topic. Keywords, keyword phrases & controlled vocabulary Phase 1 0 1 /1 Phase 2 0123 3.5 3.75 4 4.25 4.5 4.75 5 /5 Phase 3 0123456789 10, 10.5, 11 11.5, 12, 12.5 13, 13.5, 14 /14 Identified & Keywords and/or controlled Some useful keywords Many useful keywords and/or Very useful keywords and employed keywords vocabulary terms were not and/or controlled controlled vocabulary terms controlled vocabulary terms and controlled useful for the topic focus. vocabulary terms that relate that clearly relate to the that clearly relate to the vocabulary terms to the research focus. research focus. research focus. that were appropriate Misapplication of keywords to the topic. and/or controlled Keywords and/or controlled Indication that the keywords Located sub-headings and vocabulary terms. vocabulary terms may be and/or controlled vocabulary connected them appropriately too broad or need to be terms have been combined in with main controlled Shows a lack of combined to be effective. useful ways to help focus vocabulary terms. understanding of what searching. controlled vocabulary terms Combined keywords and main are and how they are to be and sub-headings in very Minneapolis Community & Technical College Library www.minneapolis.edu/library
    • INFS 1000 Information Literacy & Research Skills Comprehensive Exam: Research Portfolio, in 3 phases Requirements Emerging Developing Accomplished Exemplary Comments (D or F level) (C level) (B level) (A level) & Total Points used. useful ways to help focus searching. A clear, articulate research strategy. Phase 1 0 1 /1 Phase 2 012345 5.75 6 6.25 6.5 6.75 7 7.25 7.5 7.75 8 /8 Phase 3 0 2 4 6 8 10 12 14, 14.5, 15, 15.5 16, 16.5, 17, 17.5 18, 18.5, 19, 19.5, 20 /20 Chose relevant and Choice of databases and Chose databases and Chose databases and search Chose databases and search appropriate search tools not connected search tools that are tools that are appropriate and tools that were highly databases and to research needs and/or generally appropriate for targeted for research needs appropriate and targeted search tools inappropriate for college- college-level research toward type of resource level research sought Clearly articulated Research process is not Research process is Clear research process that A clear, concise, and well the process used to clearly stated or is articulated but needs more adequately takes account of focused research process that identify and locate confused in its application. focus and clarity. the issues related to the topic. takes into account all the resources. Research process does not relevant issues related to the adequately take account of topic. the topic focus and is much too broad in application. Used search Consistent mistakes are Basic search techniques Clear use of basic and Used basic and advanced techniques made in applying basic are adequately applied but advanced search techniques. search techniques very well appropriate for the search techniques. no or little demonstration of Minor errors in application of and has applied the search topic. Used specific Confusion related to advanced search search techniques, or lack of techniques consistently well and effective search application of search terms strategies, or errors are connection in search across all the library techniques. and search techniques. made in the application of strategies across library resources. search techniques. resources. Appropriate Resource Selection Phase 1 0 1 /1 Phase 2 012345 5.75 6 6.25 6.5 6.75 7 7.25 7.5 7.75 8 /8 Phase 3 0 2 4 6 8 10 12 14, 14.5, 15, 15.5 16, 16.5, 17, 17.5 18, 18.5, 19, 19.5, 20 /20 Selected resources Resources selected were Most of the resources All of the resources selected All of the resources selected appropriate for the not appropriate for selected are appropriate for are appropriate for the topic. are very well focused on the topic supporting the topic focus. the topic. topic or specific sub-aspects Little to no consistency in of the topic. the selected resources and the research topic focus. Minneapolis Community & Technical College Library www.minneapolis.edu/library
    • INFS 1000 Information Literacy & Research Skills Comprehensive Exam: Research Portfolio, in 3 phases Requirements Emerging Developing Accomplished Exemplary Comments (D or F level) (C level) (B level) (A level) & Total Points Demonstrated how Little or no demonstration Demonstration of the Demonstration of the Demonstration of the each resource of the appropriateness of appropriateness of appropriateness of resources appropriateness of resources supported the thesis resources for topic resources for topic is well documented and is very well documented with statement and relevance, or confusion relevance is adequate for clearly stated. Good level of in-depth analysis of each research topic. related to resource most resources. detail provided concerning resource. Clear and detailed relevance. relevance of resources to explanation of how each thesis statement, research resource supports the thesis questions, and topic focus. statement, research questions, and the various aspects of the topic focus. Evaluation Phase 2 012345 5.75 6 6.25 6.5 6.75 7 7.25 7.5 7.75 8 /8 Phase 3 0 2 4 6 8 10 12 14, 14.5, 15, 15.5 16, 16.5, 17, 17.5 18, 18.5, 19, 19.5, 20 /20 Evaluated each Little or no evidence of Clear evidence of Clear evaluation of resources Strong and in-depth resource according evaluation of the resources. evaluation of most of the based upon specific criteria of evaluation of all resources to specific evaluation Attempts at evaluation were resources, but evaluation authority, reliability and bias. based upon specific and criteria and provided not based on any criteria lacks depth. relevant criteria. Clear clear and specific but were mere assertions of understanding of the bias, evaluations.(8 pts) credibility without evidence authority, reliability, and to support claims. credentials of the author, publisher, or web site sponsor. MLA Citations Phase 1 01 1.5 1.75 2 /2 Phase 2 012 2.25 2.5 3 /3 Phase 3 0123 4 5 6 /6 Accurately cited Did not cite work; or citation Cited work, but citation Cited work with only minor Cited work with no errors sources in MLA contained significant errors contained errors style errors citation style Phase 1 Total /10 Phase 2 Total /40 Phase 3 Total /100 Comprehensive /150 Exam Total Minneapolis Community & Technical College Library www.minneapolis.edu/library