Research Rubric Self-Assessment
Note: This rubric may be used as both a formative and summative assessment tool.
Assessing the Research Process
Exceeds
Meets
Does Not Meet
I chose a topic/issue that challenges me.
It has personal meaning for me.
It also has significance to issues in today’s
world.
I chose a topic/issue that challenges me.
It has personal meaning for me.
I chose a topic/issue just to get this paper
done.
Thesis/
purpose
statement
My purpose statement clearly indicates
what I plan to accomplish.
It also describes why this is important to
know.
My purpose statement indicates what I plan
to accomplish.
However, it does not clearly state why this
is important to know.
My purpose statement is vague.
It does not clearly state why this is
important to know.
Questions
I asked thoughtful, relevant and creative
questions.
All of my questions supported the essential
question and required critical thinking.
I asked relevant questions but they were
not creative.
Many of my questions supported the
essential question and required critical
thinking.
Most of my questions were vaguely worded.
Most of my questions did not support the
essential question and required little
critical thought.
My questions were largely factual rather
than critical.
Some of them were not relevant to my
topic/issue.
Research
plan
My plan clearly describes how I will collect,
evaluate and organize my information
and ideas.
I have a realistic timeline.
My plan describes how I will collect and
organize my information but not how I will
evaluate it.
I have a realistic timeline.
My plan describes how I will collect my
information but not how I will evaluate
and organize it.
I do not have a realistic timeline.
Sources
consulted
I consulted a variety of relevant resources
dealing with different views on the
topic/issue.
I revised my search strategies as needed to
locate information more effectively.
I consulted a variety of relevant resources
but I did not revise my search strategies
to locate information more effectively.
I consulted the minimal number of required
resources.
I did not make an effort to find quality
resources.
I did not revise my search strategies.
Sources
evaluated
I evaluated all my sources for accuracy,
currency and authority.
I evaluated most of my sources for
accuracy, currency and authority.
I minimally evaluated my sources.
Topic/issue
selection
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Exceeds
Meets
Does Not Meet
I communicated in an effective and
courteous manner.
I explained all my needs as clearly as
possible to my mentor.
I clearly stated how I used my mentor’s help
in my research.
I communicated in a courteous manner.
I explained most of my needs clearly to my
mentor.
I used some of the information/advice
effectively in my research.
I was not always courteous in addressing
my mentor.
I had problems communicating
appropriately with my mentor.
I used very little of the information/advice in
my research.
Note taking
My notes reflected major ideas and details
relevant to my topic/issue.
They were paraphrased in my own words.
My notes reflected some major ideas
relevant to my topic/issue but I was
missing some details.
They were paraphrased in my own words.
My notes reflected ideas relevant to my
topic/issue but I was missing major
details.
Most of my notes were directly copied
rather than paraphrased.
Synthesis—
new
knowledge
I used ideas, details and facts from a range
of sources to develop and elaborate on
my topic/issue.
I used a structuring tool (e.g., graphic
organizer) to synthesize information.
I incorporated my original ideas and
developed strong evidence to support my
decisions and conclusions.
I used ideas, details and facts from several
sources to develop my topic/issue.
I used a structuring tool (e.g., graphic
organizer) to synthesize information.
I did not always present evidence to
support my decisions and conclusions.
I relied heavily on information gathered
from a minimal amount of sources.
I did not use a structuring tool (e.g., graphic
organizer) to synthesize information.
I presented weak or faulty evidence to
support my points.
Assessment
I reflected on my work throughout the
project and identified creative and
insightful areas for improvement.
I reflected on my work throughout the
project and I identified some areas for
improvement.
I reflected on my work only when I was
required to do so and I seldom worked on
improvements.
Mentors
consulted
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Assessing the Research Product
Exceeds
Meets
Does Not Meet
Content
I convincingly answered the questions
related to my topic/issue.
I clearly supported my purpose statement.
All my supporting information was accurate
and detailed.
I answered most of the questions related to
my topic/issue.
I supported my purpose statement.
Most of my supporting information was
accurate and detailed.
I did not answer most of the questions
related to my topic/issue.
I lacked sufficient details to fully support my
purpose statement.
I had weak or faulty supporting details.
Organization
All my information was organized in clear
paragraphs and subheadings.
I had smooth transitions throughout the
paper.
I had a clear and effective introduction and
conclusion.
Most of my information was organized in
clear paragraphs.
I did not always have adequate
subheadings or transitions.
I had an effective introduction but a choppy
conclusion.
Most of my information was not logically
organized.
I had few transitions and no subheadings.
I had a weak introduction and a choppy
conclusion.
Voice
I conveyed genuine interest in the ideas I
presented.
I showed originality and my own personality
came through.
I conveyed enthusiasm for the ideas I
presented but they were not original.
I did not convey real interest in my topic.
I did not show originality.
I sounded mechanical.
I used varied sentence structures to make
my entire text easy and interesting to
read.
My sentences were somewhat varied and
relatively easy to read aloud.
My sentence structure was mechanical.
My writing was difficult to follow or read
aloud.
Some of my sentences were incomplete,
run-on and/or awkward.
Convention
I had no errors in punctuation, grammar
and spelling.
I had several minor errors in punctuation,
grammar and spelling.
I had multiple errors in punctuation,
grammar and spelling throughout my
paper.
Ethical use
of
information
All my sources were accurately credited in
the required format.
All sources were credited but a few were
not in the required format.
My sources were either not credited or
credited in the wrong format.
Fluency
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References Consulted
Finlay, Barbara. n.d. Caribou High School Research Process Rubric.
http://www.caribouschools.org/Secondary/CHS/Library/ResearchHelp/researchrubric.html
Hilo High School. 2007-2008. Thesis Research Paper Evaluation. Hilo High School Senior Project Handbook.
Kapolei High School. n.d. Kapolei High School Senior Project: Final Assessment.
Pearl City High School. n.d. Pearl City High Senior Project: Thesis Paper Rubric.
The Research Process: Research Process Rubric. 2007.
Tamalpais Research Handbook. Adapted from the Kansas State Department of Education
http://rhsweb.org/library/research_rubric.htm
Summative Assessment: Research Process Rubric for the Unit Plan: Info Expo. 2001-2003.
Beacon Learning Center.
www.beaconlearningcenter.com/Documents/2964_3718.pdf
Valenza, Joyce. n.d. Rubric for a Research Project.
http://www.sdst.org/shs/library/resrub.html
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