SKILL

Formulating Questions

EMERGING
Demonstrates little ability to identify specific areas of research focus related to open or guided inquiry, needs substantial support. Formulates and asks relevant questions only with support and prompting. Rarely able to identify relevant details pertaining to the basic requirements of the task, needs constant prompting and support to make learning connections. Inconsistent at developing a course of action; rarely maps out an outline and devises ways of finding out necessary information, but needs substantial support to do so. Ineffective at gathering information (both primary and secondary). Lacks a strategy to problem solve obstacles as they arise and needs consistent support..

RESEARCH SKILLS CONTINUUM DEVELOPING PROFICIENT

Demonstrates a some ability to identify specific areas of research focus related to open or guided inquiry, but needs intermittent support. Formulates and asks relevant questions that can be research but needs support. Sometimes is able to identify relevant details that go beyond the basic requirements of the task, but needs prompting to make learning connections. Some what effective at developing a course of action; sometimes maps out an outline and devises ways of finding out necessary information, but needs support to do so. Some what effective at gathering information, (both primary and secondary). Lacks a consistent approach to problem solve obstacles as they arise and often needs support.. Often meeds support to select most appropriate tools suited to the task and own learning style. Uses narrow range of methods for describing and recording observations, usually seeks out support and guidance. Needs support to select most appropriate strategies that best suits the task. Inconsistent at sorting and categorizing information and arranging it into coherent comprehensive forms as dictated by the purpose of the research eg. Graphs, tables, time-lines, narrative descriptions. Usually needs support. Demonstrates some ability to draw conclusions from relationships and patterns that emerge from organized data. Makes connections to previous learning to advance own understandings usually needs support and guidance. Some what effective at communicating what has been learned through a variety of media. Usually needs support and guidance in choosing the most logical and creative media to convey understanding. Demonstrates a substantial ability to identify specific areas of research focus related to open or guided inquiry. Formulates and asks relevant questions that can be researched. Effective at using all the senses to notice relevant details that often go beyond the basic requirements of the task, may need prompting to make learning connections. Effective at developing a course of action; usually maps out an outline and devises ways of finding out necessary information, may need prompting. Effective at gathering information from a variety of sources (both primary and secondary). Mostly demonstrates a consistent approach but can need support to problem solve obstacles as they arise. Selects most appropriate tools suited to the task and own learning style, usually independently. Effective at using a range of methods for describing and recording observations by drawing, note-taking, making charts, tallying and writing statements. Selects most appropriate strategies that best suits the task, usually independently. Effective at sorting and categorizing information and arranging it into coherent comprehensive forms as dictated by the purpose of the research eg. Graphs, tables, time-lines, narrative descriptions. May seek out support for clarification. Demonstrates sound ability to draw conclusions from relationships and patterns that emerge from organized data. Effective at making connections with previous learning to advance own understandings when prompted. Effective at communicating what has been learned through a variety of media. May need guidance in choosing the most logical and creative media to convey understanding.

HIGHLY PROFICIENT
Highly effective at identifying specific areas of research focus related to open (wants) or guided (needs) inquiry. Formulates and ask compelling and relevant questions that can be researched. Highly effective at using all the senses to notice relevant details that often go beyond the basic requirements of the task, by readily making learning connections Highly effective at developing a course of action; consistently maps out an outline and devises ways of finding out necessary information in a methodical manner. Highly effective at gathering information from a variety of sources (both primary and secondary). Demonstrates a consistent approach and the ability to independently problem solve obstacles as they arise. Independently selects most appropriate tools suited to the task and own learning style. Highly effective at using a range of methods for describing and recording observations by drawing, note-taking, making charts, tallying and writing statements. Independently selects most appropriate strategies that best suits the task. Highly effective at sorting and categorizing information and arranging it into coherent comprehensive forms as dictated by the purpose of the research eg. Graphs, tables, time-lines, narrative descriptions Demonstrates excellent ability to draw conclusions from relationships and patterns that emerge from organized data. Highly effective at making connections with previous learning to advance own understandings. Highly effective at communicating what has been learned through a variety of media. Makes logical and creative choices of media to convey understanding.

Observing

Planning

Collecting Data

Recording Data

Nearly always needs support to select most appropriate tools suited to the task and own learning style. Uses narrow range of methods for describing and recording observations, needs consistent support.. Needs substantial support to select most appropriate strategies that best suits the task. Inconsistent at sorting and categorizing information and arranging it into coherent comprehensive forms as dictated by the purpose of the research eg. Graphs, tables, time-lines, narrative descriptions. Always needs support. Demonstrates little ability to draw conclusions from relationships and patterns that emerge from organized data. Needs one to one support to make connections with previous learning to advance own understandings. Largely ineffective at communicating what has been learned through a variety of media. Always needs support and guidance in choosing the most logical and creative media to convey understanding.

Organizing Data

Interpreting Data

Presenting Research Findings