| |
Thesis/ Problem/ Question |
Informa-
tion Selection and Evaluation |
Analysis |
Synthesis |
Documen-
tation |
Product/ Process/ Presentation |
| 4 |
Student posed a thoughtful, creative question that engaged them in challenging or provocative research. The student demonstrated substantial knowledge of and versatility in the application of geographic thought and methodology. |
Student gathered information from a variety of quality electronic and print sources. Sources are relevant, balanced and include critical readings relating to the thesis or problem. Primary sources were included |
Student carefully analyzed the information collected and drew appropriate conclusions supported by evidence. Voice of the student writer is evident. |
Student developed appropriate structure for communicating information, incorporating a variety of quality sources. Information is logically and creatively organized with smooth transitions. |
Student documented all sources. Sources are properly cited, both in-text/in-product and on Works-Cited/Works-Consulted pages. Documentation and citation style is appropriate. Documentation is error-free. |
Student effectively and creatively used appropriate communication tools to convey conclusions and demonstrated thorough, effective research techniques. Project displays creativity and originality. |
| 3 |
Student posed a focused question involving challenging research. The student demonstrated knowledge of and versatility in the application of geographic thought and methodology. |
Student gathered information from a variety of relevant sources-print and electronic. |
Student work shows good effort was made in analyzing the evidence collected. |
Student logically organized the research topic and made good connections among ideas. |
Student documented sources with some care. Sources are cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Few errors noted. |
Student effectively communicated the results of research to the audience. |
| 2 |
Student constructed a question that lended itself to readily available answers. The application of Geographic thought and analysis was minimal. |
Student gathered information from a limited range of sources and demonstrated minimal effort in selecting quality resources. |
Student conclusions could be supported by stronger evidence. Level of analysis could have been deeper. |
Student could have put greater effort into organizing the product. |
Student needs to use greater care in documenting sources. Documentation was poorly constructed or absent. |
Student needs to work on communicating more effectively. |
| 1 |
Student developed a question requiring little creative thought. The application of Geographic thought and analysis was absent |
Student gathered information that lacked relevance, quality, depth and balance. |
Student conclusions simply involved restating information. Conclusions were not supported by evidence. |
Student work is not logically or effectively structured. |
Student clearly plagiarized materials. Documentation absent or false |
Student showed little evidence of thoughtful research. Product does not effectively communicate research findings. |
Additional
Comments
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