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The highest level of critical thinking involves evaluation. Students should be encouraged to use this critical thinking skill throughout the research process. Some possible ways to include this strategy: Students write Weekly evaluations of their own research, evaluation of sources, evaluation of oral presentations, and evaluation of their own writing, and that of their peers through the use of 6 trait rubric. (Review these traits via slide show.
Some possible areas you can evaluate:E-mail your teacher each weekend, evaluating what you accomplished each week during the research unit. Type your name and the date you send each evaluation at the top and keep a print out for your records. These responses will count approximately 5% of your total grade on this unit. Each evaluation should be about 150-300 words long and answer at least 4-7 of the following questions.
1. Find out if information is current (especially if it is a scientific topic),Evaluating Sources:
Part of higher thinking in the research process involves step 4 of Bloom's taxonomy -- Analysis. There is such a glut of information today, that students must learn to analyze and evaluate sources carefully before they begin taking notes. There is a section on this on the I-Search CD.) Here are some of the things they should ask:
National History Fair
Judging Criteria
The most important aspect of an entry is its historical quality, which determines 60% of the total evaluation. The judges' evaluation will rest on the students' success at conducting historical research, interpreting their research, and drawing conclusions. A superior rating generally reflects positive responses to the following questions:Is the entry historically accurate? Does the entry provide analysis and interpretation of the historical data in addition to an accurate description? The entry should not simply recount facts but interpret them. Does the entry demonstrate an understanding of the historical context – the intellectual, physical, social, and cultural setting?
Does the entry reflect historical perspective – the causes and consequences of an event, for example, or the relationship of a local topic to larger events? Does the annotated bibliography demonstrate solid research? Does the entry demonstrate a balanced presentation of materials? Does the entry use a variety of viewpoints (e.g., those who suffered as well as those who benefited, males, females, people from different racial or ethnic socio- economic groups, as appropriate to the topic)? Does the entry demonstrate the use of available primary sources and secondary sources?
Clarity of Presentation
Although historical quality is most important, entries must be presented in an effective manner. This section is worth 20% of the total evaluation. Do not be carried away by glitz; simpler is often –but not always -- better. The following questions will be considered by judges when looking at clarity of presentation:Adherence to ThemeIs the entry original, creative, well organized, and imaginative in subject and presentation? Is the entry effective in communicating the significance of the topic? Is the written material clear, grammatical, and correctly spelled? In exhibits, are the title, sectional divisions, and main points easy to discern? Are photographs and images appropriate in terms of content and location? Is the overall project pleasing to the eye? In a documentary or performance, is the script clear? I In a performance, do the students display stage presence? Is the visual material clear and appropriate for the type of entry? Do the students display adequate familiarity with their equipment?
The entry must clearly explain the relation of the topic to the annual National History Day theme. This section is worth 20% of the total evaluation. The topic should be placed in historical context, and the entry must demonstrate the student's understanding of the significance of the topic in history. The entry should not confuse fame with significance. In other words, the entry should answer the questions, "So what? Why was this important?" It should not be just descriptive. The relationship of the entry's topic to the yearly theme should be explicit and should be integrated into the entry itself.
Evaluation of writing using 6 trait rubric
For instruction go to slide show
6 Trait Editing Checklist
Read your paper and analyze it. Determine which of these traits you have successfully incorporated. Which ones do you need to work on?
Ideas and Content
Organization
- My ideas are clear.
- I give enough details.
- I need to add more information.
Voice
- My paper has a main idea.
- Paragraphs only talk about one thing.
- My paper has a strong beginning.
- My ending is well thought out.
- My paper doesn't jump around. It is easy to follow.
- Topic sentences tell about each paragraph.
Word Choice Sentence Fluency Conventions This paper sounds like me. This paper shows I care about the topic. This paper is lively, or exciting in some way, or it is a little different from everyone else's. Rubric for Oral presentations As a wrap up to the research unit, and to meet State Core requirements for oral language skills, it is suggested the students be given the opportunity to present their research findings to the class. Here is a sample rubric for this task.
Evaluator: ________________________________________
Presenter:________________________________________
Rate each category from 1-5 (1 = unprepared; 2 = fair; 3 = average;
4 = good; 5 = Excellent) Be objective, and at the end of each evaluation, add two specific comments or suggestions.Sample scoring sheet for final draft of Historical Paper HISTORY RESEARCH PAPER EVALUATION
Check off each activity as you complete it : (Do NOT bind this sheet in a folder)
CHECK POOR FAIR GOOD EXCEL
I. FORMAT AND COMPONENTS
_______ *A. THIRD draft w/ revisions 5 6 8 10
_______ B. Grammatik checked 5 6 8 10
_______ C. Cover sheet w/ all info 5 6 8 10
_______ D. Parallel outline with thesis and title 10 15 17 20
_______ E. Documentation is complete 10 15 17 20
_______ F. Annotated source list 15 20 25 30
uses wide variety of primary & secondary sources
_______ G. Neatly typed, w/ illustrations 5 7 8 10
_______ H. Utilizes interview information 0 10 15 20
_______ I. Captivating title 5 6 8 10
_______ J. Parent verification signed 0Total_______________II CONTENT OF PAPER
150
______ A. Has an interesting intro 10 15 17 20
______ B. Clearly states the thesis 5 7 8 10
and reinforces it in paper
______ C. Writing is original, creative 10 15 17 20
imaginative, interesting
______ D. Author demonstrates understanding 25 30 35 40
of subject/ shows relationship between theme and history
______ E. Has a strong conclusion 10 16 18 20
______ F. Paper shows balance 5 7 8 10
(a variety of views and sources)
______ G. Writer analyzes and 10 15 17 20
interprets the researchIII TECHNICAL QUALITIESSignature:___________________________________ Date______________
______ A. Parallel outline followed 5 6 8 10
______ B. Uses correct grammar, diction 10 15 17 20
______ C. Uses correct punctuation, 10 15 17 20
spelling
______ D. Uses strong transitions 10 15 17 20
Comments: Parent signature: I verify that the writing for this paper was done by _____________________. My contribution was to _____________________________________________________________UTAH STATE CORE OBJECTIVES:6512-0601
Students will evaluate the process and the product.6512-06026512-0603
