PROJECT 1 EVALUATION CRITERIA

RUBRICS FOR GA 9: Independent Learning Ability: Demonstrate competence to engage in independent learning through well-developed
learning skills (continued)
Focus Areas INDICATORS Level 4 Level 3 Level 2 Level 1 Achieved
Strong Competent Developing Needs Work
Research/ Formulate a Topic/ Demonstrates the ability to Demonstrates the ability to Demonstrates some ability Demonstrates minimal or no
Information Define Research succinctyly articulate a articulate a topic. to articulates a topic, but ability to articulate a topic.
Literacy. Scope: Ability to topic. Clearly and concisely Determines the research the research scope is either Difficulty determining the
frame a topic, determines the research scope, identifies key to expensive or too limited. research scope, identifying
determine research scope, identifies essential concepts and drafts Can identify some key key concepts and/ or drafting
scope, identify concepts and outline research question. concepts and draft some research questions.
essential concepts research questions. research questions. Work
and define research needs refining.
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Execute a Search Demonstrates the ability to Demonstrates the ability to Demonstrates the ability to Demonstrates minimal or no
Strategy and use efficient and effectively- use an assortment of search use search strategies to ability to formulate simple
RetriveNeeded designed search strategies strategy to retrieve relevant retrieve some information research effectively.
Information: Ability to retrieve the most and appropriate information sources, but strategies are Performs very basic
to use search relevant and appropriate sources. Refines search as mainly simplistic and limited keywords and/ or simple
strategies and access information sources. needed. and search scope too broad phrases, which retrieve
information. Effectively and recurrently for task at hand. (Does not unacceptably large numbers
refines search. use controlled of hits. Information is
vocabularies.) information selected randomly, with little
is found within a narrow or no applicability or value.
range of sources.
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Select and Evaluates Selects a variety of sources Selects variety of sources Selects some relevant Selects few sources with little
information and which thoroughly covers which covers the range of sources but includes breadth, i.r., many sources
Sources Critically: the range of research and research and relates to irrelevant sources. Chosen are from the same journal or
Ability to use criteria directly relates to concepts concepts or answers information is somehow web site, or from non-
to select and evaluate or answers research research questions. connected to research referred articles and/ or very
sources and questions. Able to skilfully Demonstrates ability to concepts or questions. general web sites. Chosen
information. analyse information sources distinguish between Rarely evaluates information is not connected
based on reliability and relevant and irrelevant information for reliability, to research concepts or
audience. Sources are information. Usually selects validility, accuracy or questions. Selects sources
balanced and mostly sources using multiple relevance. Many sources are using limited criteria, such as
authoritative. criteria, such as reliable, not authoritative neither is reliability, validity, accuracy,
validity, accuracy, authority, there a variety or balance of authority, purpose, currency
purpose,currency and sources. or relevance.
relevance. Sources not
always balanced.
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Use information to Condenses, organizes and Condenses, organizes and Able to summarize several Has difficulty condensing and
Realize an Objective: integrates information from integrates information from sources but has difficulty integrating information from
Ability to use a variety of sources to from most sources to integrating/ making the many sources, so does not
information from effectively and fully, realize support purpose. Relates connections necessary to accomplish the proposed
variety of sources to a specific purpose. Relates the relevancy of most support the purpose, (i.e., purpose. The information is
achieve an intended the relevancy of each sources to the topic. the information needs to be disjoined and/ or used
purpose. source to the topic. synthesized). incorrectly/ ineffectively. i.e.,
misrepresented. Direct
quotes from sources may be
overused.
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Legal and Ethical Use Properly and legally cites all Properly and legally cites Some evidence of properly Has quoted directly from
of Information: information sources. Get most information sources. and legally citing sources without properly and
Ability to permission to use For appropriate cases gets information sources. Does legal citing information
appropriately employ information sources. permission to use not always get permission sources (plagiarism); or does
strategies to Demonstrates complete information sources. to use information sources. not know about getting
demonstrates an comprehension of the legal Demonstrates Demonstrates some permission to use
ability to recognize, and ethical boundaries comprehension of the legal comprehension of the legal information sources. Does
understand and apply when using intellectual and ethical boundaries and ethical boundaries not understand the legal and
proper ethical and property, copyrighted when using intellectual when using intellectual ethical boundaries when
legal use of materials and research. property, copyrighted property, copyrighted using intellectual property,
intellectual property, materials and research. materials and research. copyrighted materials and
copyrighted materials research.
and research (i.e.,
Proper use of
references and
citations and
restating, quoting and
summarizing;
allegiance to original
context;
differentiation
between public and
origional knowledge.

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