| ACHIEVEMENT
STANDARDS |
VERY LOW LEVEL
OF PROFICIENCY Level 1 |
APPROACHING
PROFICIENCY
Level 2 |
PROFICIENCY at the
Provincial Standard Level 3 |
EXEMPLARY
Level 4 |
|
Task Definition |
Selects a topic from a teacher generated list. Identifies key words and formulates some questions related to the topic. Recognizes that formulating a question usually requires some preliminary research but is unclear as to the organization of a search. No organized process for collecting and recording data. | From a broadly defined problem supported with in-class brainstorming, collaborates with teachers and/or peers to generate possible questions and identify information needs. With assistance develops a thesis statement and a plan for searching multiple sources. Sets up a process for collecting and recording data. | With minimal assistance poses problem, conducts
preliminary research using selected sources and develops thesis statement.
Designs a search strategy
and sets up orderly process for collecting and recording data.
|
Reads, views, and listens to a wide variety of print, electronic and primary sources. Skillfully evaluates and selects information for relevance, point of view, currency and authority. Accurately interprets graphic information. Takes ample, focused notes using varied and appropriate strategies. Consistently identifies items which require documentation, chooses effectively among quotes, paraphrasing, and summaries, and prepares a list of works cited in appropriate form. |
| Locating Information | With assistance finds information to define the topic. May search on a teacher-directed single database for additional information utilizing one or more sub-headings. Recognizes the differences among book, periodical or on-line indexes and understands the components of each citation. Uses "tool bars," "help" screens and keyboards. Research may be driven by "a book about." Knows various places in the library to find specific materials. | Selects appropriate database to conduct keyword and subject searches, finds related topics and follows with additional multiple term searches. Works from broad to narrow subjects and back if needed. Uses additional subject headings and abstracts when given, understands "see" and "see also", understands the use of related headings and hypertext links. Uses "tool bars," "help" screens and keyboards efficiently. Uses indexes in books and reference books to locate specific information and recognizes that many sources need to be consulted to complete a search, but may miss one or more significant pieces. Uses special encyclopedias competently. Understands that catalogs and indexes refer to physical holdings and can locate those in this library. | With minimal assistance, explores many sources of information and has all the skills of a “proficient” searcher. Is selective but may not be as thorough in searching as the exemplary student. Is skillful using electronic resources, but search strategy may lack breadth and depth. | Reads, views, and listens to a wide variety of print, electronic and primary sources. Skillfully evaluates and selects information for relevance, point of view, currency and authority. Accurately interprets graphic information. Takes ample, focused notes using varied and appropriate strategies. Consistently identifies items which require documentation, chooses effectively among quotes, paraphrasing, and summaries, and prepares a list of works cited in appropriate form. |
| Using Information | Reads, views, and listens to two or more print, electronic or primary sources. Selects topical textual and graphic information. Takes notes, using a single, teacher-suggested strategy. Documents sources and prepares a bibliography in appropriate form. | Reads, views, and listens to several print, electronic or primary sources. Selects relevant information and checks for currency and bias. Usually understands graphic information. Takes appropriate notes using strategies provided by the teacher. Differentiates between quotes and paraphrasing. Documents sources and prepares a list of works cited in appropriate form. | Reads, views, and listens to a variety of print,
electronic and primary sources. Evaluates and selects information for relevance,
point of view, and currency. Understands graphic information. Takes notes
using more than one appropriate strategy. Consistently identifies items
which require documentation. Chooses purposefully between quotes and paraphrasing,
and prepares a list of works cited in appropriate form.
|
Reads, views, and listens to a wide variety of print, electronic and primary sources. Skillfully evaluates and selects information for relevance, point of view, currency and authority. Accurately interprets graphic information. Takes ample, focused notes using varied and appropriate strategies. Consistently identifies items which require documentation, chooses effectively among quotes, paraphrasing, and summaries, and prepares a list of works cited in appropriate form. |
| Organizing Information | With teacher assistance sorts and connects notes and ideas, develops an outline or graphic organizer, and includes information from several sources in an organized whole. | Successfully sorts and connects notes and ideas. Develops a clear outline or graphic organizer. With minimal teacher assistance, includes information from several sources in an organized whole. | Competently compiles, analyzes and connects notes and ideas. Develops a clear outline or graphic organizer. With minimal teacher assistance, synthesizes information from several sources into a coherent whole. | Skillfully compiles, analyzes and connects notes and ideas. Develops a well-crafted outline or graphic organizer. Independently synthesizes information from multiple sources into a coherent whole. |
| Presenting Information | With teacher assistance chooses, plans and implements a finished presentation | With minimal teacher assistance, successfully
chooses, plans and implements a method of presentation from among a variety
of technologies (wordprocessed paper, presentation software, hypermedia,
CD-ROM, audio
or video tape, multimedia, etc.) |
Chooses an effective method of presentation from among a variety of technologies (wordprocessed paper, presentation software, hypermedia, CD-ROM, audio or video tape, multimedia, etc.) based on purpose and intended audience. Successfully plans and implements a thoughtful presentation. | Chooses the most effective method of presentation from among a variety of technologies (wordprocessed paper, presentation software, hypermedia, CD-ROM, audio or video tape, multimedia, etc.) based on purpose and intended audience. Successfully plans and implements a thoughtful presentation. |
Developed from Piner High School • Santa Rosa, California • 1997 model