Муниципальный приоритетный проект "Иноязычное образование"

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Ефремова И.Н, учитель английского языка МБОУ СОШ №46 Кучкильдина О.В, учитель английского языка МБОУ СОШ№46 Сургут, 2018 Research project criteria Муниципальное бюджетное образовательное учреждение средняя общеобразовательная школа №46 с углубленным изучением отдельных предметов

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What is assessed? Purpose, hypothesis, subject, object, actuality, arguments, or goals of the project Content : The degree to which the student presents information that supports the central purpose , arguments, or goals of the project

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What is assessed? Organization : information/content has a logical structure, flows from one section/paragraph to another, and can be followed and understood Style and Tone : the student’s writing is engaging and appropriate for a research project Use of References : the student uses and cites appropriate resources in the research project Formatting : the student employs formatting in the written project that is officially proposed by the secondary school

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What is assessed? Written Communication Skills : the student uses appropriate language/word choice, mechanics, and writing conventions in the written project Oral Communication Skills : the student presents the project information in a logical sequence, employs supporting graphics, and uses appropriate communication conventions in the oral presentation of the research project

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What is assessed? Analytical/Critical-Thinking Skills : the student identifies the research problem, concept, or idea, and specifies its constituent elements; investigates, selects, and organizes research information; appraises and interprets research information; correctly applies methods/techniques/models/frameworks/theories appropriate to the research problem, concept, or idea; and presents solutions or draws conclusions based on the research analysis

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Assessing Criteria Research Project Evaluation Rubric Evaluation Dimensions Performance Rating Score Needs Improvement Competent Exemplary 1 2 3 4 5 6 Purpose HypothesisSubject Object Actuality Does not clearly state the central purpose, hypothesis, subject, object, actuality, arguments, or goals of the project; displays lack of focus or detail Clearly identifies the central purpose, hypothesis, subject, object, actuality, arguments, or goals Does not clearly state the central purpose, hypothesis, subject, object, actuality, arguments, or goals of the project; displays lack of focus or detail arguments, or goals of the project, but sometimes may digress Effectively describes and explains the central purpose, hypothesis, subject, object, actuality, arguments, or goals of the project;; explanation is focused, detailed, and compelling

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Assessing Criteria Research Project Evaluation Rubric Evaluation Dimensions Performance Rating Score Needs Improvement Competent Exemplary 1 2 3 4 5 6 Content Content is unclear, inaccurate, and/or incomplete; support for the central purpose, arguments, or goals of the project is weak or poorly discussed; displays only rudimentary knowledge of the content area; reader gains few if any insights Presents clear and appropriate information that adequately supports the central purpose, arguments, or goals of the project; demonstrates satisfactory knowledge of the content area; reader gains some insights Presents balanced, significant, and valid information that clearly and convincingly supports the central purpose, arguments, or goals of the project; demonstrates in-depth knowledge of the content area; reader gains important insights

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Assessing Criteria Research Project Evaluation Rubric Evaluation Dimensions Performance Rating Score Needs Improvement Competent Exemplary 1 2 3 4 5 6 Organization Information/content is not logically organized or presented; topics/paragraphs are frequently disjointed and fail to make sense together; reader cannot identify a line of reasoning and loses interest Information/content is presented in a clear and reasonable sequence; topic/paragraph transition is usually good with clear linkages for the most part; reader can generally understand and follow the line of reasoning Information/content is presented in a logical, interesting, and effective sequence; topics flow smoothly and coherently from one to another and are clearly linked; reader can easily follow the line of reasoning

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Assessing Criteria Research Project Evaluation Rubric Evaluation Dimensions Performance Rating Score Needs Improvement Competent Exemplary 1 2 3 4 5 6 Style and Tone Writing is unengaging and reader finds it difficult to maintain interest; tone is not consistently professional or suitable for an academic research project Writing is usually engaging and keeps the reader’s attention; tone is generally professional and appropriate for an academic research project Writing is compelling and sustains interest throughout; tone is consistently professional and appropriate for an academic research project

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Assessing Criteria Research Project Evaluation Rubric Evaluation Dimensions Performance Rating Score Needs Improvement Competent Exemplary 1 2 3 4 5 6 Use of References Most of the references are from sources that are not peer-reviewed or professional, and have uncertain reliability; few if any appropriate citations are provided; reader doubts the validity of much of the material Professionally legitimate references are generally used; clear and fair citations are presented in most cases; most of the information/content/evidence comes from sources that are reliable Presents compelling evidence from professionally legitimate sources; attribution is clear and accurate; references are primarily peer-reviewed professional journals or other approved sources

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Assessing Criteria Research Project Evaluation Rubric Evaluation Dimensions Performance Rating Score Needs Improvement Competent Exemplary 1 2 3 4 5 6 Formatting Research project exhibits frequent and significant errors in formatting Formatting is employed appropriately in the research project with a few minor errors Format is used accurately and consistently throughout the research project

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Assessing Criteria Research Project Evaluation Rubric Evaluation Dimensions Performance Rating Score Needs Improvement Competent Exemplary 1 2 3 4 5 6 Written Communication Skills The written project exhibits multiple errors in grammar, sentence structure, and/or spelling; inadequate writing skills (e.g., weaknesses in language facility and mechanics) hinder readability and contribute to an ineffective research project Written research project displays good word choice, language conventions, and mechanics with a few minor errors in spelling, grammar, sentence structure, and/or punctuation; errors do not represent a major distraction or obscure meaning Readability of the project is enhanced by facility in language use/word choice, excellent mechanics, and syntactic variety; uses language conventions effectively (e.g., spelling, punctuation, sentence structure, paragraphing, grammar, etc.)

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Assessing Criteria Research Project Evaluation Rubric Evaluation Dimensions Performance Rating Score Needs Improvement Competent Exemplary 1 2 3 4 5 6 Oral Communication Skills Oral presentation cannot be understood because there is no logical sequencing of research information; presenter uses superfluous graphics or no graphics; graphics do not support or relate to the information presented; Research information is presented in a sequence that the audience can follow; graphics support and are related to the content of the project; presenter maintains eye contact with the audience with a few minor exceptions; presenter reads from notes on a few occasions; Research information is presented in a logical, interesting, and effective sequence, which the audience can easily follow; oral presentation uses effective graphics to explain and reinforce the information presented; presenter maintains eye contact with audience, seldom returning to notes;

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Assessing Criteria (Continuation) Research Project Evaluation Rubric Evaluation Dimensions Performance Rating Score Needs Improvement Competent Exemplary 1 2 3 4 5 6 Oral Communication Skills Presenter reads most or all of the project notes with little or no eye contact; presenter mumbles, incorrectly pronounces terms, and/or speaks too quietly; oral presentation rambles, is unclear, and cannot be followed by the audience; presenter is unprofessional, lacks confidence, is uncomfortable, and cannot answer basic questions Presenter uses good voice dynamics and clearly enunciates terms; presenter is comfortable for the most part and adequately answers questions; overall, the oral presentation is delivered in a satisfactory manner and meets expectations with respect to oral communication skills Presenter speaks in a clear voice and uses correct, precise pronunciation of terms; oral presentation is thorough, clear, compelling, informative, and professionally delivered; presenter is professional, confident, comfortable, and answers questions effectively