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Define Information Needs, Locate, & Evaluate Information - Institution #10

  Performance
Level 3
Performance
Level 2
Performance Level 1 Performance Level 0

Defines
Research Topic/

Thesis Statement

 
Student:
Defines a multi-faceted research topic/thesis statement with a developed relationship between/among facets.     
Student:
Defines a multi-faceted research topic/thesis statement without a developed relationship between/among facets.
Student:
Defines a  single-faceted research topic/thesis statement, or is too broad/narrow.
Student:
Does not define a research topic /thesis statement.
Determines
Key Concepts


 
Student:
Determines  multiple key concepts that reflect the research topic/thesis statement accurately. 
Student:
Determines some concepts that reflect the research topic/thesis statement, but concept breakdown is incomplete.
 Student:               
Determines concepts that reflect the research topic/thesis statement inaccurately.
Student:
Does not determine any concepts that describe the research question/thesis statement. 
Uses
Keywords

 
Student:
Uses keywords that completely describe the research topic/thesis statement.
Student:
Uses keywords that  partially describe the research topic/thesis statement.
 
Student:
Uses keywords that are inappropriate or misspelled.
Student:
Does not show evidence of using keywords.

 
Identifies
Relevant Types
of Sources
Student:
Uses subject-specific databases appropriately matched to the target assignment.
           
Student:
Uses non-subject-specific databases appropriately matched to the target assignment (ex. Academic Search Premier, LexisNexis, National Newspapers).     
  
Student:                 
Uses free web or non-article database information sources (ex. Google, encyclopedia, “Sage”), and/or sources are not appropriately matched to the target assignment (ex. “Ebsco”).
Student:
Does not show evidence of using information sources.
Uses
Database
Search

Features
Student:
Applies multiple appropriate search terms and  appropriate Boolean search strategies as well as appropriate use of wildcard/truncation searching; phrase searching; field searching; or other advanced search features.      
Student:
Applies multiple appropriate search terms and appropriate Boolean search strategies.
Student:
Applies search terms and simple/basic keyword search strategies and/or uses inappropriate Boolean strategies.
Student:
Does not show evidence of applying search terms.
Applies Evaluative Criteria –
Currency
Student:
States source currency or publication date and accurately assesses the appropriateness in the context of research topic/thesis statement.
Student:                   
States source currency or publication date, but inaccurately assesses the appropriateness in the context of research topic/thesis statement.
Student:
States source currency or publication date, but does not assess the appropriateness in the context of the research topic/thesis statement.
Student:         
Does not address source currency or publication date.
Applies Evaluative Criteria –
Authority
Student:
Articulates author’s credentials accurately, in context of research topic/thesis statement.
Student:
Articulates author’s credentials accurately, without context of research topic/thesis statement.
Student:
Provides an inaccurate analysis of author’s credentials.
Student:
Does not identify author’s credentials.
Applies Evaluative Criteria –
Credibility
Student:
Identifies evidence of source credibility accurately, in context of research topic/thesis statement.  
Student:       
Identifies evidence of source credibility accurately, but without context of research topic/thesis statement.
Student:
Provides inaccurate  evidence of source credibility.
Student:         
Does not provide evidence of source credibility.
Applies Evaluative Criteria –
Relevance
Student:
Describes the relevance of the source with specific examples from the text, in context of research topic/thesis statement.  
Student:                  
Describes the relevance of the source, in context of research topic/thesis statement.
Student:
States the relevance of the source, but without context of research topic/thesis statement.
Student:         
Does not address the relevance of the source; may summarize the source.