Caribou High School Library; Research Process Rubric

	Beginning	Novice	Proficient	Distinguished
Defining the Topic	Student has no research question. Teacher has to supply question.	Knows general subject matter to be searched, but basic essential question is vague. Related questions do not help answer basic question.	Essential question is focused and clear. Student knows some related concepts for his topic. Most related questions focus topic.	Essential question is clear, complete, and requires critical thinking skills. Related questions focus topic accurately.
Collecting Information	Loses focus. Information is not accurate or complete.	Uses the minimal number of sources. Information, though interesting, frequently does not relate to questions.	Efficiently determines the appropriate sources for information and uses multiple, varied sources. Most information relates directly to the questions.	Consults a variety of resources and uses only the information that answers the essential question. Revises search strategies as information is located or cannot be found.
Evaluating Sources	Uses only one type of source. Makes little effort to determine validity of source.	uses two or more types of sources. Recognizes who is the author of the information.	Uses multiple types of sources that support the essential and related questions. Takes into account the scope, authority, and currency of the information.	Uses diverse sources that reflect support of the essential questions. Compares information from at least two sources for accuracy, validity, and inherent bias.
Extracting Information	Product contains missing details and isn't completely accurate. Questions are unanswered.	Answers only one related question. Can summarize information source but misses some concepts. Product is not complete.	Product answers the questions in a way that reflects learning using some detail and accuracy. Student identifies key concepts from the information source by scanning and skimming.	Assesses information in a meaningful way and creates a product that clearly answers the questions with accuracy, detail and understanding. Determines if information supports or rejects thesis.
Citing Information	Sources are not cited properly	Follows MLA format although several errors are apparent.	Follows MLA format and lists most of the components in correct form.	Follows MLA format exactly. No errors are evident.
Reflecting on Research	Student is disorganized, does not have a research strategy and does not use time effectively.	Needs considerable teacher help to organize research. Some steps are missing in the plan.	Works within the time frame and develops a system to organize information. Requires some teacher help.	Time management skills are excellent. Student develops a clear method to organize information and makes revisions in plan when needed.
reproducible research project rubric written by chris balsano, dept. chair of north high school library at downers grove, ill