Research to Build and Present Knowledge Project Qualifiers	4 Clearly, Fully, Effectively Thoroughly	3 Literal, Generally, Usually Often	2 Sketchy, sometimes, weak, basic, partial	1 Minimal, Rarely, Few to no, Does not
Meaning the extent to which the response exhibits understanding and interpretation of the task and text(s)	Effectively conducts research to answer a question (including a self-generated question), drawing on several sources and generating additional related questions Thoroughly assesses the credibility and accuracy of each source (9-12 Effectively conducts short and more sustained research to solve a problem, narrow or broaden inquiry when appropriate, synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation)	Generally conducts research to answer a question (including a self-generated question) Usually assesses the credibility and accuracy of each source (9-12 Generally conducts short and more sustained research to solve a problem, narrow or broaden the inquiry when appropriate, synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation)	Partially conducts research to answer a basic question (including a self-generated question) Sometimes assesses the credibility and accuracy of each source (9-12 Partially conducts short and more sustained research to solve a problem)	Attempts to conduct short research projects to answer a basic question Does not assess the credibility and accuracy of each source (9-12 Minimally conducts short and/or more sustained research to solve a problem)
Development the extent to which ideas are elaborated, using specific and relevant evidence from the text(s)	Effectively gathers relevant information from multiple print and digital sources using search terms appropriately Generates additional related, focused questions that allow for multiple avenues of exploration (9-12 Effectively manages the complexity of a topic, using an appropriate style and multiple authoritative print & digital sources)	Gathers relevant information from multiple print and digital sources usually using search terms effectively Often generates additional related questions that allow for multiple avenues of exploration (9-12 Generally manages the complexity of the topic, using an appropriate style and multiple authoritative print and digital sources)	Gathers somewhat relevant information from multiple sources, but may not be from both print and digital sources; may not use search terms effectively Sometimes generates additional related questions but does not follow with multiple avenues of exploration (9-12 Basically manages the complexity of the topic, attempting an appropriate style)	Gathers mostly irrelevant information from multiple sources, but may not be from both print and digital sources; Rarely uses search terms effectively Does not generate additional related questions (9-12 Does not manage the complexity of the topic, or use an appropriate style)
Organization the extent to which the response exhibits directions, shape, and coherence	Effectively introduces a topic clearly, previewing what is to follow Clearly organizes ideas, concepts, and information into broader categories; includes formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension Effectively uses appropriate and varied transitions to create cohesion and to clarify the relationships among ideas and concepts Provides a clear concluding statement or section that thoroughly supports the information or explanation presented	Generally introduces a topic, previewing what is to follow Organizes ideas, concepts, and information into broader categories; includes formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension Usually uses appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts Provides a concluding statement or section that generally supports the information or explanation presented	Weakly introduces a topic, sometimes previewing what is to follow Partially organizes ideas, concepts, and information into broader categories; includes some formatting (e.g., headings), graphics (e.g., charts, tables), and/or multimedia when useful to aiding comprehension Sometimes uses appropriate transitions to attempt to create cohesion Provides a weak concluding statement that may not support the information or explanation presented	Attempts to introduce a topic, although weakly, without previewing what is to follow Rarely organizes ideas, concepts, and information into broader categories Uses few transitions to create cohesion Does not provide a concluding statement or section
Language Use the extent to which the response reveals an awareness of audience and purpose, through effective word choice, sentence structure & variety	Effectively quotes or paraphrases the data and conclusions of others while avoiding plagiarism Fully follows a standard format for citations	Quotes or paraphrases the data and conclusions of others while avoiding plagiarism Generally follows a standard format for citations	Sometimes quotes or paraphrases the data and conclusions of others while avoiding plagiarism Partially follows a standard format for citations	Rarely quotes or paraphrases the data and conclusions of others, rarely avoiding plagiarism Does not follow a standard format for citations.
MUGS/Conventions the extent to which the response reveals control of the conventions of standard written English	Demonstrates thorough command of the conventions of standard English grammar and usage when writing There are few to no errors and none that interfere with the reader’s ability to understand what is being said.	Demonstrates general command of the conventions of standard English grammar and usage when writing There may be some errors, but none that interfere with the reader’s ability to understand what is being said.	Demonstrates a basic command of the conventions of standard English grammar and usage when writing There are errors that sometimes interfere with the reader’s ability to understand what is being said.	Demonstrates a minimal command of the conventions of standard English grammar and usage when writing           There are many errors that interfere with the reader’s ability to understand what is being said.