Creating a good research project assigment is a work of ART: you need a good research project in order to teach the research process. Use the ART evaluation -- Is it Authentic? Does it facilitate the Research process? Is it well-supported by the Teacher?
Click here for the condensed version of ART
|
Criteria
|
Excellent/Good/Fair/Poor? Why?
|
What is your plan for improvement:
|
|
Is it Authentic?
|
|
|
- Does the assignment offer choices
of topics relevant to students?
|
|
|
- Does the project encourage students
to think critically?
to solve problems?
to be creative?
|
|
|
- Can the final product be shared
with a real audience?
|
|
|
|
Does it facilitate the Research process?
|
|
|
|
How are the students guided to . . .
question or hypothesis?
|
|
|
|
How are the students guided to . . .
- Locate, gather, and evaluate info
from a variety of reliable resources?
|
|
|
|
How are the students guided to . . .
- Record, summarize, and cite the
info which they find and use?
|
|
|
|
How are the students guided to . . .
- Reflect upon what they are learning
in order to make a conclusion?
|
|
|
|
How are the students guided to . . .
- Develop communication skills in a
written, oral, or other format?
|
|
|
|
How are the students guided to . . .
- Evaluate what they are doing during
the project as well as at the end?
|
|
|
|
How does the assignment . . .
- Encourage students to reflect upon,
revise, and improve their projects?
|
|
|
|
How does the assignment . . .
- Encourage students to use the media
center or another type of library?
|
|
|
|
How does the assignment . . .
- Encourage and facilitate the
responsible use of technology?
|
|
|
|
How does the assignment . . .
collaborative research community?
|
|
|
|
How does the assigment . . .
- Help students avoid plagiarism and
create original work?
|
|
|
| Is it well-supported by the Teacher? |
|
|
|
Do the assignment's instructions . . .
- State goals for what students should
learn about the research process?
|
|
|
|
Do the assigment's instructions . . .
- Set expectations regarding elements
of a quality research process?
|
|
|
|
Do the assignment's instructions . . .
- Emphasize the research process by
having segments due at intervals?
|
|
|
|
Does the teacher . . .
- Give example of (or model) what
quality research looks like?
|
|
|
|
Does the teacher . . .
- Give tools to help students through
the steps of the research process?
|
|
|
|
Does the teacher . . .
- Ask students to reflect on the process
as well as the subject matter?
|
|
|
|
Does the teacher . . .
- Evaluate how students understand
& conduct the research process?
|
|
|
The ideas and questions in this guide were construed and compiled from the following sources:
Assignment Ideas that Develop Information Literacy Skills by Pace University Library at
http://www.pace.edu/library/pages/instruct/infoliteffectiveassignments.doc
Beyond Google: How Do Students Conduct Academic Research by Alison Head at
www.firstmonday.org/issues/issue12_8/head/index.html
Designing Research Projects Students (and Teachers) Love by Doug Johnson at
http://www.doug-johnson.com/
Notes to Instructors on Writing Good Research Assignments by Colorado State University Libraries at
http://lib.colostate.edu/howto/instr2.html
Plagiarism-Proofing Assignments by Doug Johnson at
http://www.doug-johnson.com/
Research Project Calculator provided by Minitex and MnLink at http://rpc.elm4you.org/
Comments (0)
You don't have permission to comment on this page.