Research Rubric During the ELO process, the student will grow in - PowerPoint PPT Presentation

Research Rubric During the ELO process, the student will grow in their targeted competencies and build their 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 their initial understanding, and the analysis, synthesis, and communication of these experiences. Beginning Progressing Proficient Exemplary The student evaluates and Trait 1: Does the refines information-gathering The student uses an student gather and The student formulates strategies to maintain their information-gathering use information to information-gathering focus on targeted strategy that allows them to guide their The student compiles strategies to focus learning competencies. The student add to their general body of learning? (e.g. Expand information related to the on targeted competencies. elaborates on connections knowledge. The student or refine/narrow general content of their The student communicates between the information communicates the learning goals, generate learning goals. how they refine their gathered, how they refine relationship between the supporting questions or learning based on the their learning based on information and the revise EQ, identify information gathered. information gathered, and direction of their learning. additional sources) possible alternate directions for their learning. Trait 2: Does the The student demonstrates a The student demonstrates student integrate The student makes use of command of applicable control of and fluency in and apply the applicable terms, concepts, language, assesses and applicable language, offers a information from The student makes use of or ideas. The student organizes the connections synthesis of the information their research to the applicable terms, concepts, describes connections they they have found between with their EQ, and defends ELO processs? (e.g. or ideas. have found between the the information and their how they apply this Reflection, product, information, their EQ, and EQ, and describes how they information to accomplishing research notes, their learning/project goals. apply this information to their learning/project goals. presentation, etc…) their learning/project goals. QED Foundation September 2010 www.qedfoundation.org

Beginning Progressing Proficient Exemplary The student describes their The student defends the Trait 3: Does the The student identifies choices to include/exclude inclusion/exclusion of student assess the The student uses information connected to information based on information based on relevance of the information in their ELO. their learning goal and/or relevance to their learning relevance to their learning information? essential question. goals and/or essential goals and/or essential question. question. Trait 4: Does the The student analyzes the The student defends the student assess and The student uses The student gathers validity of information by validity of information by analyze the information from sources information while checking investigating the degree of evaluating the degree of credibility of their without checking credibility. credibility of sources. objectivity and accuracy of objectivity and accuracy of information? sources. sources. The student uses The student compares and The student uses Trait 5: Does the information from a variety of contrasts information from a The student uses information from sources student use a variety documented sources that variety of documented information from a single representing a single of information represent multiple sources that represent source. perspective related to the sources ? perspectives related to the multiple perspectives related learning goals. learning goals. to the learning goals. QED Foundation September 2010 www.qedfoundation.org

ELO Reflection Rubric Reflections allow students the opportunity to think about their experiences and "get the learning out" of these experiences. Through reflection, students develop and adjust their short and long term goals , explore problems and solutions encountered during their ELOs, and connect their experiences to their learning goals . Reflections are an important part of the feedback loop between the student and their HQT/mentor. Therefore, sharing the learning with the HQT/mentor in a timely manner allows the HQT/mentor to offer formative guidance through timely responses to the reflection, which increases student learning. Beginning Progressing Proficient Exemplary The student regularly evaluates The student regularly their short-term goals and The student occasionally refers to short-term Trait 1: How does the explains how this leads to refers to short-term and and long-term goals, student use goal The student identifies successfully meeting their long- long-term goals, and uses outlines “next steps” setting to manage short and long term goals. term goals, and, based on their them to determine work for achieving their his/her learning? evaluation, is able to make along the way. goals, and uses them adjustments to their work along to guide their work. the way The student reflects on and The student reflects Trait 2: How does the The student reflects on The student reflects on analyzes the connections on and analyzes the student connect their experiences, but experiences and makes a between experiences and connections between experiences with the connections to learning connection to a learning learning goals and predicts future specific experiences learning goals ? goals are not made. goal. behaviors/decisions based on and learning goal(s). their analysis (“Next time,…”). QED Foundation September 2010 www.qedfoundation.org

Beginning Progressing Proficient Exemplary The student identifies and Trait 3: How does the The student identifies analyzes problems, assesses student deal with the The student identifies The student describes the and analyzes problem(s), solutions for the problems, challenges/problems problem(s) encountered identified problem(s) and states solutions, and identifies a chosen solution for encountered during during ELO work. states possible solution(s). assesses solutions for the a specific problem, and their ELO? problem(s). evaluates the effectiveness of their choice. The student analyzes The student analyzes their The student makes Trait 4: How does the their own growth by own growth by making connections between a student's thinking The student summarizes making connections connections between personal personal idea and an develop as a result of personal experiences. between personal ideas ideas and their ELO experience to establish the ELO experiences? and their ELO experiences, leading them to basis of a reflection. experiences. new perspectives or insights. The student demonstrates The student demonstrates The student Trait 5: How does the inconsistent control of The student demonstrates a lack of control over demonstrates control of student use media-appropriate language control of media-appropriate media-appropriate media-appropriate appropriate language, including vocabulary, language including vocabulary, language including language including vocabulary, syntax, and syntax, and grammar. syntax, and grammar within an vocabulary, syntax, and vocabulary, syntax, and grammar to Organization of the organized structure. Few, if grammar. Reflection is not grammar within an communicate reflection's structure may any, errors. Intention of in an organized structure. organized structure. effectively with the or may not be evident. thought is clearly Errors disrupt the flow of Errors do not interfere mentor and HQT? Errors detract from communicated. communication. with communication. communication. QED Foundation September 2010 www.qedfoundation.org