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?
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Criteria
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Excellent/Good/Fair/Poor? Why?
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What is your plan for improvement:
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Is it Authentic?
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| Does the assignment offer choices of topics relevant to students?
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Does the project encourage students
to think critically?
to solve problems?
to be creative? |
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Can the final product be shared with a real audience?
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Does it facilitate the Research process?
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How are the students guided to . . .
Develop and refine a question or hypothesis?
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How are the students guided to . . .
Locate, gather, and evaluate info from a variety of reliable resources?
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How are the students guided to . . .
Record, summarize, and cite the information which they find and use?
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How are the students guided to . . .
Reflect upon what they are learning in order to make a conclusion?
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How are the students guided to . . .
Develop communication skills in a written, oral, or other format?
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How are the students guided to . . .
Evaluate what they are doing during the project as well as at the end?
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How does the assignment . . .
Encourage students to reflect upon, revise, and improve their projects?
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How does the assignment . . .
Encourage students to use the media center or another type of library?
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How does the assignment . . .
Encourage and facilitate the responsible use of technology?
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How does the assignment . . .
Help students develop a collaborative research community?
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How does the assignment . . .
Help students avoid plagiarism and create original work?
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| Is it well-supported by the Teacher? |
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Do the assignment's instructions . . .
State goals for what students should learn about the research process?
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Do the assignment's instructions . . .
Set expectations regarding elements of a quality research process?
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Do the assignment's instructions . . .
Emphasize the research process by having segments due at intervals?
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Does the teacher . . .
Give example of (or model) what quality research looks like?
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Does the teacher . . .
Give tools to help students through the steps of the research process?
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Does the teacher . . .
Ask students to reflect on the process as well as the subject matter?
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Does the teacher . . .
Evaluate how students understand & conduct the research process?
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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/
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