||Thesis/ Problem/ Question
tion Selection and Evaluation
|Product/ Process/ Presentation
||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.
||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.
||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.
||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.