Rubric 1- Project Assessment

CATEGORY

5 “excellent”

4 “good”

3 “satisfactory”

2 “failed”

Essential Questions

Students independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research.

Students independently identify at least 4 reasonable ideas/questions to pursue when doing the research.

Students identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research.

Students identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.

Plan for Organizing Information

Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.

Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.

Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.

Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.

Quality of Sources

Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions.

Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions.

Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Group Timeline

Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline.

Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline.

Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline.

Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline.