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Research Assignment Design Rubric for ID1The rubric is a tool that can assist ID1 faculty in the design of assignments tha...
Research Assignment Design Rubric for ID1                                Student Guidance Level (0)                  Stude...
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Research Assignment Design Rubric for Pomona College ID1


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Assignment design rubric adapted from original created by Hazel McClure and Pete Coco at the GVSU Libraries. The original can be accessed at

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Research Assignment Design Rubric for Pomona College ID1

  1. 1. Research Assignment Design Rubric for ID1The rubric is a tool that can assist ID1 faculty in the design of assignments that guide students through aneffective research process. This document advocates for assignments that give concrete and specific guidanceon research methods, regardless of assignment scope or structure (e.g., research paper, annotatedbibliography).As librarians, were in a unique position to observe that students frequently lack insight into research-relatedconcepts and strategies that professors might reasonably assume they are familiar with. The sometimes implicitassumption that students can and will benefit from figuring it out on their own often leads to frustration,disengagement, and work beneath their potential. Effective research assignment construction supports studentsas they conduct independent critical inquiry.What are the benefits of guided research assignments?Assignments that include effective research guidance encourage students to approach the process as scholarsdo, and provide them with tools and support to do so. Such assignments foster true engagement with sourcematerials, provide a practical framework for resisting the temptations of shortcutting and plagiarism, and developresearch skills that serve students across disciplines and beyond the classroom.What components are addressed in the rubric? • Process-orientation. • Clear expectations about source requirements. • A clear rationale and context for resource requirements. • Library engagement and librarian collaboration.Is it possible to give students too much guidance in their research?Yes. An assignment that dictates too rigidly how students do their research can create frustration anddisengagement. We believe this rubric will help you establish a framework of flexible guidance for research thataccommodates the challenges and peculiarities that are unique to any given research project, withoutsquarepegging approaches or solutions.How can the rubric be used?The Research Assignment Design rubric lists components of an effective research assignment in the context ofID1 on its vertical axis. Increasing levels of guidance and engagement, as well as varied assignment types, arelisted from left to right on its horizontal axis. As you consider and develop research assignments for ID1, locatedescriptions in the grid in order to: 1) determine opportunities to provide students with more effective research guidance, 2) find examples of what that guidance might look like, and 3) locate ideas for potential library engagement and librarian collaboration models.Resources and Contact InformationList of Library Subject Specialists: of Subject Research Guides: http://libguides.libraries.claremont.eduProject Information Literacy: Burrow, Outreach Librarian and English Subject Specialist: gale_burrow@cuc.claremont.eduChar Booth, Instruction Services Manager/E-Learning Librarian:
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Research Assignment Design Rubric for ID1 Student Guidance Level (0) Student Guidance Level (1) Student Guidance Level (2) Student Guidance Level (3) • Assignment includes multiple • Assignment includes at least one components that require students to component that requires students to make the process of research explicit • The assignment acknowledges and make the process of research explicit and are evaluated by the professor. perhaps even describes the research and is evaluated by the professor. • Process assignment is evaluated in process but includes no components that • Examples include: advance of the final product to allow • The assignment doesnt address the require students to show their student to act on feedback andProcess Orientation • annotated bibliographies process of research. engagement with the process. guidance from the professor. • paper proposals • The assignment is graded without • Students receive comments and/or • literature reviews particular consideration given to the guidance from a librarian and/or • research journals quality of research. writing intern. • online group discussion forums • Process assignment is accorded a • wikis that show process portion of the students final grade. • Each resource requirement is linked • All resource requirements are linked to the assignments stated learning • Resource requirements are neither • Resource requirements are described as to the assignments stated learning objectives for reasons that are madeRationale and Context for linked to the assignments learning having general value. objectives. clear.Resource Requirements objectives nor given any context- • Contextual exceptions to the resource • Contextually exceptional sourcing • Students are invited to discuss any dependence. requirements are mentioned. scenarios are discussed unique sourcing circumstances with hypothetically. the professor and/or librarian. • All relevant qualities of acceptable • All relevant qualities of acceptable sources are clearly listed and • Some general guidelines for evaluating a sources are listed (e.g., peer- defined. sources appropriateness to the reviewed /popular/trade, • The required number of sources is assignment are given. primary/secondary, qualitative/quantitative, currency). given as a range or the assignment • The assignment does not describe or • Inexact quantities are given for theExplanation and/or Definition gives a clear explanation of how a explain expectations about number or required number of sources (e.g., • The required number of sources isof Sources and Expectations type of sources. "several" or "an adequate number"). stated as a number or range. student will know when they have an adequate number of sources. • Methods and tools for resource • Methods and tools for resource • Methods and tools for resource discovery are described in general terms discovery are described by broad discovery are discussed and/or (e.g., "use the library"). type (e.g., "use a library database demonstrated in detail. that includes scholarly articles"). • The course librarian attends or • The course librarian is consulted for participates in one or more research- assignment design and collaboration focused classes. model suggestions. • Instructor works with librarian to • Some contact with instructors course • Instructor works with librarian to arrange sequenced research librarian is integrated into research arrange a subject-focused library instruction including digital tools and process (e.g., librarian visits the course session (e.g., in-class workshop in workshops (e.g., initial and in its native location for 20-30 minutes which relevant library research subsequent sessions pertaining to and gives a brief introduction to strategies are identified and staged aspects of the research assignment-appropriate library tools, interactively demonstrated to assignment; research guide orLibrary Engagement and • No engagement with library resources resources, and support options). students). tutorial integration into Sakai site).Librarian Collaboration or with a librarian. • Instructor refers students to online library • Instructor collaborates with librarian support options (e.g., assigns online • Instructor collaborates with librarian to design an assignment-focused to design assignment-focused library research tutorial or research guide workshop (.e.g, students attend an workshops on information types as a required course component, but in-library workshop in which they (e.g., different workshops focus on with no library/ian visit included). discover and evaluate resources for literary criticism, biographical an annotated bibliography information, and historical context). assignment). • Students meet individually with librarians to review in-progress research on final paper assignment subsequent to in-library instruction. Adapted by Char Booth and Gale Burrows for ID1 from original created by Pete Coco and Hazel McClure at the GVSU Libraries. Last edited 5.19.11.