Research+Rubric


 * =** ELO Research Rubric Version 1.0 **= ||

During the ELO process, the student will grow in his/her **targeted competencies** and build his/her base of knowledge through research. Research consists of an **active search for new information** and knowledge which includes a focused idea or **Essential Question**, an organized set of personal experiences which can expand or constrain his/her initial understanding, and the analysis, synthesis, and communication of these experiences.


 * ===[Performance Traits]=== || ===**Beginning**=== || ===**Progressing**=== || ===**Proficient**=== || ===**Exemplary**=== ||
 * Trait 1: Does the student **gather and use information** to guide his/her learning?//(e.g. Expand or refine/narrow learning goals, generate supporting questions or revise EQ, identify additional sources)// || The student compiles information related to the general content of his/her learning goals. || The student uses an information gathering strategy that allows him/her to add to his/her general body of knowledge. The student communicates the relationship between the information and the direction of his/her learning. || The student formulates information-gathering strategies to focus learning on targeted competencies. The student communicates how he/she refines his/her learning based on the information gathered. || The student evaluates and refines information-gathering strategies to maintain his/her focus on targeted competencies. The student elaborates on connections between the information gathered, how he/she refines his/her learning based on information gathered, and possible alternate directions for his/her learning . ||
 * Trait 2: Does the student **integrate and apply** the information from his/her research to the ELO process //(e.g. Reflection, product, research notes, presentation, etc…)//? || The student makes use of applicable terms, concepts or ideas. || The student makes use of applicable terms, concepts or ideas. The student describes connections he/she has found between the information, his/her EQ, and his/her learning/project goals. || The student demonstrates a command of applicable language, assesses and organizes the connections he/she has found between the information and his/her EQ, and describes how he/she applies this information to his/her learning/project goals. || The student demonstrates control of and fluency in applicable language, offers a synthesis of the information with his/her EQ, and defends how he/she applies this information to accomplishing his/her learning/project goals. ||
 * Trait 3: Does the student assess the **relevance** of the information? || The student uses information in his/her ELO. || The student identifies information connected to his/her learning goal and/or essential question. || The student describes his/her choices to include/exclude information based on relevance to his/her learning goals and/or essential question. || The student defends the inclusion/exclusion of information based on relevance to his/her learning goals and/or essential question. ||
 * Trait 4: Does the student **assess and analyze the credibility** of his/her information? || The student uses information from sources without checking credibility. || The student gathers information while checking credibility of sources. || The student analyzes the validity of information by investigating the degree of objectivity and accuracy of sources. || The student defends the validity of information by evaluating the degree of objectivity and accuracy of sources. ||
 * Trait 5: Does the student use a **variety** of information sources**?** || The student uses information from a single source. || The student uses information from sources representing a single perspective related to the learning goals. || The student uses information from a variety of documented sources that represent multiple perspectives related to the learning goals. || The student compares and contrasts information from a variety of documented sources that represent multiple perspectives related to the learning goals. ||

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