Define Research Question/Thesis
(Determine the Extent of Information Needed) |
Student:
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Defines the scope of a research question/thesis, and scope is interesting, creative, or original.
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Student:
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Defines the scope of a research question/thesis, but scope is incomplete (parts are missing, remains too broad or too narrow, etc.).
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Student:
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Does not define the scope of a research question/thesis.
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Determine Key Concepts
(Determine the Extent of Information Needed) |
Student:
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Determines key concepts/terms that describe the research question/thesis fully including relevant variants.
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Student:
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Determines key concepts/terms that describe the research question/thesis partially.
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Student:
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Does not determine key concepts/terms that describe the research question/thesis.
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Identify Relevant Types of Sources
(Determine the Extent of Information Needed) |
Student:
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Identifies types of information (sources) that relate to concepts or answer research question/thesis.
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Student:
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Identifies types of information (sources) that partially relate to concepts or answer research question/thesis.
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Student:
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Does not identify types of information (sources) that relate to concepts or answer research question/thesis.
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Access the Needed Information |
Student:
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Accesses information using effective, well-designed search strategies and relevant information sources.
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Demonstrates persistance and ability to refine search.
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Student:
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Accesses information using simple search strategies, retrieves information from limited and similar sources.
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Student:
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Accesses information randomly, retrieves information that lacks relevance and quality.
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Applies Criteria
(Evaluate Information and its Sources Critically)
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Student:
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Provides a detailed analysis of information or its source.
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Uses a comprehensive list of standard evaluation criteria.
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Student:
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Provides a superficial analysis of information or its source.
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Uses a limited standard list of evaluation criteria.
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Student:
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Does not provides an analysis of information or its source.
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Analyzes Assumptions
(Evaluate Information and its Sources Critically) |
Student:
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Recognizes, acknowledges, and ameliorates his/her own assumptions related to information and its sources.
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Student:
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Recognizes and acknowledges his/her own assumptions related to information and its sources.
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Student:
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Does not recognize or acknowledge his/her own assumptions related to information and its sources.
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Uses Judgment
(Evaluate Information and its Sources Critically) |
Student:
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Provides a reasoned rationale for using information or its source for a given research question/thesis/context.
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Student:
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Provides a limited, incomplete, or faulty rationale for using information or its source for a given research question/thesis/context.
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Student:
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Does not provide a reasoned rationale for using information or its source for a given research question/thesis/context.
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Use Information Effectively to Accomplish a Specific Purpose |
Student:
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Organizes content in a manner that supports the purposes and format of the product/performance.
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Synthesizes new and prior information to create a product/performance.
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Communicates information from sources via products/performances with clarity and depth.
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Student:
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Organizes content in a manner that partially supports the purposes and format of the product/performance.
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Applies new or prior information to create a product/performance.
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Communicates information from sources via products/performances.
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Student:
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Does not organize content in a manner that supports the purposes and format of the product/performance.
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Does not apply new or prior knowledge to create a product/performance.
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Communicates information from sources via products/performances in a fragmented manner.
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Access and Use Information Ethically and Legally |
Student:
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Distinguishesbetween common knowledge and ideas requiring attribution.
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Uses information in ways that are true to original context.
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Includes end-of-text and in-text corresponding citations and references.
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Follows style guide conventions correctly.
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Paraphrases, summarizes, and quotes appropriately.
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Student:
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Distinguishesbetween common knowledge and ideas requiring attribution.
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Uses information in ways that are true to original context.
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Includes end-of-text and corresponding in-text citations and references.
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Follows style guide conventions with errors.
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Student:
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Distinguishesbetween common knowledge and ideas requiring attribution.
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Uses information in ways that are true to original context.
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Includes end-of-text and in-text citations and references.
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Does not follow style guide conventions.
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