Assessment

Summative Assessment /Rubric for SMART Goal # 1

	Achieved	Acceptable	Need improvement
Outcome #-1, 2, & 3 Students will choose a topic in 20th century U.S History on which to base their research question. Students will narrow the topic to something that is of personal interest or particularly engaging to them. Once students have participated in group exercise they will formulate a question which is centered upon the relationship between at least two variables. That question, which should be of personal interest or particularly engaging to them, will be used as the research question for their semester-long research project.	The student’s topic deals with 20th Century U.S. History. The Student’s topic is narrow is appropriately narrow and the student has demonstrated, through discussion forum postings with librarian/professor that this is a topic of particular interest to them. The student’s research question is appropriately narrowly focused, particularly engaging to them and clearly examines the relationship of two or more variables relating to U.S. History in the 20th Century.	The student’s topic deals with U.S history but needs refinement as it does not deal with 20th century United States history. The topic is of particular interest to the student but is not sufficiently narrowly focused or, the topic is narrowly focused but the student, has not demonstrated (through postings) a particular interest in the topic. The student’s research question does not meet one of the three criteria mentioned at left.	The student’s topic neither focuses does not focus on United States history or 20th century history. The topic is too broad and is not of particular interest to the student. The topic is too board, does not clearly identify variables and is not engaging to the student.

Summative Assessment / Rubric for SMART Goal # 2

	Achieved	Acceptable	Need improvement
Outcome #-1, 2 & 3 Students are able to identify three appropriate search terms and conduct searches in a variety of electronic resources Students are able to examine the subject terms/controlled vocabulary in their results to craft additional searches. Students are able to evaluate their results to determine whether they have to alter their original search terms, incorporate controlled vocabulary into their searches or both.	Students identify three appropriate search terms (not too vague) and are able to conduct successful searches in electronic resources. Students are able to identify the subject terms in controlled vocabulary in each of the electronic resources to craft additional searches. Students evaluate their results and run additional, productive searches using a combination of new controlled vocabulary terms and altered search terms.	Students identify at least two appropriate search terms and are able to successfully search at least three of the listed resources. Students are able to indentify controlled vocabulary terms in only two of the electronic resources (WorldCat, College Catalog and Academic Search Premier.) Students are able to identify controlled vocabulary terms and their need for acquiring additional resources but have limited success in finding additional materials.	Students do not identify more than one appropriate search terms and are unable to successful search more than two resources. Students are able to identify controlled vocabulary searches in only one of the electronic resources. Students are unable to identify controlled vocabulary terms, evaluate their results and craft additional, productive searches.

Summative Assessment/Rubric for SMART Goal #3

	Achieved	Acceptable	Need improvement
Outcome #-1, 2, & 3 They will provide examples of three different types of data they are seeking. Students will identify three sources for that data. Students will compile 10-source annotated bibliography in Chicago citation format. Those citations will represent three different types of sources which come from at least three different resources.	Students clearly define three different types of data they are seeking. Students successfully i.d. three sources of data.  Bibliography contains required 10 items in correct format.	Students are able to identify two types of data they are seeking.   Students identify two sources of data. Bibliography contains 10 items but they are not the required items (not three different data types or three different resources) and/or the bibliography has 10 sources but is not in proper format.	Students are able to identify 0-1 different types of data. Students identify 0-1 sources of data. Bibliography doesn’t have the required number of resources and is not in proper format.