• home
  • about
  • updates
  • publications
  • press
  • contact
  • rubrics
  • forum
  • training
  • results
  • closing the loop

Research Process Rubric

Research Process Rubric

  Exemplary Satisfactory Needs improvement
Search strategies
 
HOW did you discover these sources?
 
When you meet with Janelle, be prepared to share evidence that demonstrates your research process.
 
 
Brainstormed many keywords, categories, and related terms that opened the research topic.
 
Expanded and refined list(s) of relevant search terms by evaluating and refining initial search results
 
Searched different types of tools (catalogs, article databases, websites, curricula)
 
Employed Boolean operators, truncation, and other advanced search strategies to broaden or narrow searches as appropriate.
 
Followed references/citations listed in in-hand sources.
 
Brainstormed some keywords, categories, and related terms that began to open the research topic.
 
Began to refine relevant search terms by evaluating and refining initial search results
 
Searched different types of tools (catalogs, article databases, websites, curricula)
 
Employed Boolean operators, truncation, and other advanced search strategies to broaden or narrow searches as appropriate.
 
Followed some references/citations listed in in-hand sources.
 
 
 
Brainstormed limited keywords, categories, and related terms that began to open the research topic.
 
Began to refine search terms by evaluating and refining initial search results
 
Searched few types of tools (catalogs, article databases, websites, curricula)
 
Began to employ Boolean operators, truncation, and other advanced search strategies to broaden or narrow searches as appropriate.
 
Followed limited references/citations listed in in-hand sources.
Identification and selection of sources
 
WHAT sources have you gathered?
 
Hint: gather far more than you expect to use!
Identified a range of highly appropriate sources.  Demonstrated consideration of sources that vary by:
·        Publication format (reference books, books, articles, websites, films, lesson plans, other media…)
·        Author (scholars from relevant disciplines, journalists, laypersons, other)
·        Audience (scholars, students, parents, laypersons, other stakeholders)
·        Source type (primary, secondary, and even tertiary)
·        Perspective
·        Context (including historical)
Identified some appropriate sources but made limited attempts to balance some of the following format types:
·        Publication format (reference books, books, articles, websites, films, lesson plans, other media…)
·        Author (scholars from relevant disciplines, journalists, laypersons, other)
·        Audience (scholars, students, parents, laypersons, other stakeholders)
·        Source type (primary, secondary, and even tertiary)
·        Perspective
·        Context (including historical)
Identified few appropriate sources and made little attempt to balance few of the following format types:
·        Publication format (reference books, books, articles, websites, films, lesson plans, other media…)
·        Author (scholars from relevant disciplines, journalists, laypersons, other)
·        Audience (scholars, students, parents, laypersons, other stakeholders)
·        Source type (primary, secondary, and even tertiary)
·        Perspective
·        Context (including historical)
 
  Exemplary Satisfactory Needs improvement
Quality/evaluation
 
HOW WELL did you edit your initial research results?
Cited only high quality sources that strongly supported the thesis or claim. 
 
Sources represent intellectual choices made in service of a thesis or claim.
 
Final bibliography exhibits no gaps in background research.
 
Research gaps identified earlier in the process have been filled or otherwise adequately addressed. 
Cited some quality sources that supported the thesis.
 
Some sources represent intellectual choices made in service of a thesis or claim.
 
Final bibliography exhibits some gaps in background research.
 
Attempts have been made to fill the identified research gaps.
Cited few quality sources that provided limited support for the thesis.
 
Some sources represent intellectual choices made in service of a thesis or claim.
 
Final bibliography exhibits some gaps in background research.
 
Research gaps identified earlier in the process have not been filled or otherwise adequately addressed. 
 
Created by Janelle Wertzberger for Prof. Stebick’s EDUC 340, Gettysburg College, Spring 2012