| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

View
 

ART Evaluation of Assignments

Page history last edited by LeAnn Suchy 9 years, 1 month ago

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?

 

Word Document version

 

PDF version

 

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 . . .

Develop and refine a 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 information 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 . . .

Help students develop a collaborative research community?

 

 

 

How does the assignment . . .

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 assignment'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.