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Buffalo State Information Management Rubric

Modified from Syracuse University Information Literacy Assessment

modified: Eugene Harvey, Buffalo State
 

Criteria  Proficient Competent Developing
Assessing Information Need Narrows or refines project topic to a more specific or focused topic; neither too broad nor too narrow; adequate # of resources Project topic acceptable, but refinement of topic could be improved slightly; may need to alter # of resources Topic too broad or vague (not sufficiently narrowed in scope); alternatively, topic may be too narrow in scope to obtain enough adequate resources
Adequately creates and/or answers questions or hypotheses to guide the topic (the purpose of their project topic is clear) Purpose of the project is acceptable but may need clarification, including through the development or clarification of guiding ideas, questions, hypotheses, etc. Lacks the use of guiding questions, ideas, hypotheses, etc. for their project topic
Abundant # of resources Adequate/expected # of resources; may need to alter slightly the # of resources (increase to broaden or decrease to narrow) # of resources not acceptable; cannot accomplish project goals with this amount of information sources (greatly broaden or narrow)
Accessing Information Resources Evinces proficiency with a wide breadth (variety) of mediums to access information (e.g. library catalog; journal databases; web resources)  Acceptable variety of information access methods, but uncertain of best sources/access points for their information needs Uses a limited number of mediums to access information
Evinces usage of a wide variety of suitable information searching options or approaches. Information sources are acceptable, but may rely on a preferred, familiar, or comfortable information searching method to obtain information (e.g. reliance on web-based resources if unfamiliar with scholarly resources) Uses limited information searching options (uses the most basic or minimal searching option to complete project)
Tailors the selection of resources to the information needed to complete the project (familiarity with the types of information provided by particular resources) May rely on a preferred, familiar, or comfortable material format (e.g. mostly books; mostly articles; mostly web-based resources; mostly full-text online;etc.) Lacks ability to tailor the search approach to meet research needs
The selection of information sources is clearly and soundly connected to the project topic.  Also meets the information expectations for this project.  Uses a variety of resources, but not familiar with the most suitable ones Poor variety of resources; resources may not be connected to topic; lacks familiarity with suitable information sources
Using Information Balances between the use of original thoughts & retrieved information in the document Relies on retrieved information to complete project topic; may have difficulty integrating or synthesizing information Relies heavily on retrieved information instead of personal thinking or ideas
Uses retrieved information to expand/build upon original thoughts & ideas or answer research questions/hypotheses Basic reporting and/or summarization of retrieved information; meets the basic expectations of the project, but expansion of thought/ independent thinking needs improvement Lacks ability to use retrieved information to extend/build upon original thought & ideas
Retrieved information is woven fluidly into the document (topically-connected information) Retrieved information is topically connected to the project, but it may not be woven fluidly into the document ("dumping" of information into the document) Retrieved information is not topically connected to the project (document lacks fluidity)
Adequately differentiates between personal claims, paraphrasing and the need to quote; paraphrases information succinctly  (as opposed to overreliance on “direct quotes”) Uses paraphrasing and quoting to support claims the majority of times, but occasionally may fail or have difficulties in this area Overreliance on "direct quotes" to make argument or claims
Evaluating Information Distinguishes accurately between authoritative sources and non-authoritative sources (high-quality resources; possibly noting "experts," trends, hot topics, etc.) Finds and distinguishes authority sources, but may lack knowledge of leading experts or trends in that field Lacks ability to find or distinguish between authoritative sources and non-authoritative sources
Understands that authoritative sources are deemed worthy of acceptance by readers (the importance of using authoritative/ scholarly/ "peer-reviewed" sources) Able to retrieve and use authoritative sources, but may not understand or appreciate why they should be used Lacks awareness of identifying key features that determine authority or quality of information sources
Highly-relevant information sources are selected. ("must haves") Information sources are acceptable but may be tangential. Information sources do connect to project topic.
Using Information Ethically & Legally Appropriatly cites & references information that is paraphrased or quoted directly; understands the necessity to cite reference(s) to support claims Cites & references appropriately the majority of information that is paraphrased; occasional failures to cite or support claims Lacks the ability to distinguish between personal statements, paraphrasing or quoting directly; does not support statements with citations to authoritative sources
Uses the appropriate manual of citation style (APA, MLA) as outlined in the project requirements (appropriate to audience/reader(s)) Generally adheres to proper citation style, but occasional errors occur Numerous errors with citation style and format; may indicate lack of knowledge of appropriate format and/or inability to cite & reference various information mediums (books, blogs, journal articles, newspapers, encyclopedias, etc.)
Includes references, citations, and/or footnotes for all sources used Includes references, citations, and/or footnotes for most sources used Numerous exclusions of footnotes, citations, and/or references for information sources used for the project
       
Personal Computing (Yes/No Format) This project required students to use common, modern personal computing technologies to accomplish learning goals.   Students were not required to engage with personal computing technologies to complete this project.