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Below is a table to use as an evaluative tool for student work. The column titles are Criteria, Always/Consistently, Mostly, Sometimes, Rarely.
|I understood the research questions before beginning my research and stayed focused on them.|
|I identified sources that addressed my research questions.|
|I recognized where I needed more information and sought that additional information.|
|I recorded the sources of my information.|
|Analysis of Sources|
|I described all of the key details from my information sources.|
|I analyzed the possible purpose and values of the authors (photographer, etc.).|
|I drew conclusions about how the sources answered my questions and what they did not tell me.|
|I wrote notes in my own words and did not copy directly from the source unless I quoted.|
|We drew thoughtful conclusions about our focus questions on change and continuity based on a review of each team member's findings.|
|Content and Organization|
|Our exhibit title communicates the big ideas of our exhibit and captures attention.|
|My interpretation of the primary sources is written in short paragraphs organized around a topic sentence.|
|Each of my paragraphs draws the attention of viewers to key elements of the source and helps them understand the big ideas about continuity and change.|
|My text engages viewers because it relates to their personal experience, asks a provocative question, or includes a quotation that draws them into the content.|
|The writing is grammatically correct.|
|The exhibit attracts viewers, holds their attention, and teaches the intended message.|
Adapted from D'Acquisto, Linda. Learning on Display: Student-Created Museums That Build Understanding. Alexandria, Virginia: ASCD, 2006.