THE UNIVERSITY OF TEXAS AT AUSTIN
School of Information

Information Professional Profile Evaluation Form
Student Name:
5=excellent; 4=very good; 3=good; 2=weak; 1=poor; 0=no credit
Team Members’ Name(s):
Interviewee:
Date:
Your Score: 150-
EVALUATION OF INTERVIEW CONTENT:
1. Does the student open the document with a 1-2 paragraph
HIGH MIDDLE LOW TOTAL
5 4 3 2 1 0
biography of the interviewee? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
2. Does the student provide a paragraph, summarizing why the
interviewee was chosen and/or what might be learned
from a potential interview?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
3. Does the student identify potential interview questions? . . . . . . . . . _____ _____ _____
4. Are questions related to reference? . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
5. Would the interview provide broad, thorough coverage of
reference? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
6. Do questions follow a funneling approach: general to specific,
non-threatening to threatening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
7. Are probes employed when appropriate? . . . . . . . . . . . . . . . . . . . . _____ _____ _____
8. Are open-ended questions used? . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
9. Do questions address key areas? . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
10. Is there an adequate introduction to the interview? . . . . . . . . . . . _____ _____ _____
11. Is an adequate closure to the interview provided? . . . . . . . . . . . . _____ _____ _____
MECHANICS, INCLUDING WRITING STYLE
Is there a cover sheet attached to the outline? (Deduct 10 points
if missing) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
Is the cover sheet unnumbered? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
Are abbreviations and acronyms explained when needed? . . . . . . . . . . _____ _____ _____

Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Word choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Word usage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Clarity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Does one idea logically follow another ? . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Sentence variety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Are contractions spelled out? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Does the student avoid “etc."? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Does the student avoid weak connectives like “however”? . . . . . . _____ ______ ____
Cliches (not desirable) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Neatness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Are pages numbered?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Are section headings used?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Does the student avoid using “which” when “that” is more
appropriate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Is the text left justified only? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____
Is the print dark enough to read? . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ ______ ____