Rubric_+Exit_Project

http://docs.google.com/Doc?id=ddqcxts3_597d4p7qq

All attempts to post this rubric to the wiki are proving futile.
 * Rubric for a Research Project** **Student Name(s)_Final Grade**


 * Level || Thesis/Problem/Question ||
 * Information Seeking/Selecting and Evaluating ||
 * === === Analysis ||
 * Synthesis ||
 * Documentation ||
 * Product/Process ||
 * 4 ||  ||   ||   ||   ||   ||   ||
 * 3 ||  ||   ||   ||   ||   ||   ||
 * 2 ||  ||   ||   ||   ||   ||   ||
 * 1 ||  ||   ||   ||   ||   ||   ||
 * 1 ||  ||   ||   ||   ||   ||   ||


 * ||  || = = ||   ||   || **Product/Process** ||
 * || **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 ||
 * **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 ||