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ATL Rubric - Investigation

This document contains a rubric for assessing a student's research skills. The rubric evaluates students on their ability to demonstrate information literacy, media literacy, gather and check data accuracy, interpret and evaluate information sources, collect and analyze data to identify solutions, understand and use technology systems, seek perspectives from varied media sources, and use information ethically. Descriptor definitions are also provided to explain the levels of extending/consistently, competent/frequently, developing/sometimes, and beginning/rarely.

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47 views1 page

ATL Rubric - Investigation

This document contains a rubric for assessing a student's research skills. The rubric evaluates students on their ability to demonstrate information literacy, media literacy, gather and check data accuracy, interpret and evaluate information sources, collect and analyze data to identify solutions, understand and use technology systems, seek perspectives from varied media sources, and use information ethically. Descriptor definitions are also provided to explain the levels of extending/consistently, competent/frequently, developing/sometimes, and beginning/rarely.

Uploaded by

Ra
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Student Name:

Date:

Research skills Extending / Competent / Developing / Beginning /


Consistently Frequently Sometimes Rarely
demonstrate information literacy and media literacy
(7-8) (5-6) (3-4) (1-2)

❏ Gather, record and check accuracy of data


❏ Interpret, judge and evaluate information sources effectively
❏ Collect and analyse data to identify solutions and make informed decisions
❏ Understand and use technology systems
❏ Seek a range of perspectives from multiple and varied media sources
❏ Use information from a variety of sources and media Ethically

Descriptor definitions

Extending / Consistently Competent / Frequently Developing / Sometimes Beginning / Rarely

Can perform the skill without Can demonstrate the skill when Copies others’ performance of Observes others using the skill,
prompting; can teach others the required the skill, and can demonstrate it but not yet able to demonstrate
skill at a limited level the skill

Can use the skill in unfamiliar Can use the skill in familiar Is building capacity to use the Some awareness of how to use
contexts contexts and some unfamiliar skill in familiar contexts the skill in familiar contexts
contexts

Can self-correct errors; can Is able to correct errors when Is able to correct errors with Not yet aware of errors being
self-evaluate how effectively they made aware of them support from a teacher made, and therefore errors may
are using the skill be frequent

No teacher support required to Some teacher support needed Teacher support is needed to Teacher support is needed in
demonstrate the skill enable correct use of the skill terms of clarification, explanation
and structuring

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