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. |