1. INFS 1000 Information Literacy & Research Skills
Comprehensive Exam: Research Portfolio, in 3 phases
Comprehensive Exam Rubric
Requirements Emerging Developing Accomplished Exemplary Comments
(D or F level) (C level) (B level) (A level) & Total Points
Specified dimensions of the topic appropriately
Phase 1 0123 3.5 4 5 /5
Phase 2 012345 5.75 6 6.25 6.5 6.75 7 7.25 7.5 7.75 8 /8
Phase 3 0 2 4 6 8 10 12 14, 14.5, 15, 15.5 16, 16.5, 17, 17.5 18, 18.5, 19, 19.5, 20 /20
Clearly state the Topic has an imprecise or Topic has a discernable Clear focus on the topic which Very clear focus that is
focused topic. unclear focus. The focus focus but lacks precision. is adequately precise. precise, appropriately narrow,
needs to be narrowed or and well articulated.
clarified.
Developed an Thesis statement does not Thesis statement Thesis statement that is clear Thesis statement that is very
appropriate working clearly lay out the main addresses the topic but and adequately precise. well focused and concise.
thesis. ideas and issues, does not needs more precise focus
clearly state a focused and precision. The argument is adequately The argument is clear,
topic, lacks precision. stated. focused and well stated.
No argument. There is an argument but it
needs to be more clearly
stated.
Took appropriate Research questions are too Research questions Clear, focused and Very clear, concise and well
steps to narrow and broad or vague; research address the topic but need adequately precise research focused research questions.
focus the topic. questions do not more focus and precision. questions.
adequately focus the topic.
Keywords, keyword phrases & controlled vocabulary
Phase 1 0 1 /1
Phase 2 0123 3.5 3.75 4 4.25 4.5 4.75 5 /5
Phase 3 0123456789 10, 10.5, 11 11.5, 12, 12.5 13, 13.5, 14 /14
Identified & Keywords and/or controlled Some useful keywords Many useful keywords and/or Very useful keywords and
employed keywords vocabulary terms were not and/or controlled controlled vocabulary terms controlled vocabulary terms
and controlled useful for the topic focus. vocabulary terms that relate that clearly relate to the that clearly relate to the
vocabulary terms to the research focus. research focus. research focus.
that were appropriate Misapplication of keywords
to the topic. and/or controlled Keywords and/or controlled Indication that the keywords Located sub-headings and
vocabulary terms. vocabulary terms may be and/or controlled vocabulary connected them appropriately
too broad or need to be terms have been combined in with main controlled
Shows a lack of combined to be effective. useful ways to help focus vocabulary terms.
understanding of what searching.
controlled vocabulary terms Combined keywords and main
are and how they are to be and sub-headings in very
Minneapolis Community & Technical College Library
www.minneapolis.edu/library

2. INFS 1000 Information Literacy & Research Skills
Comprehensive Exam: Research Portfolio, in 3 phases
Requirements Emerging Developing Accomplished Exemplary Comments
(D or F level) (C level) (B level) (A level) & Total Points
used. useful ways to help focus
searching.
A clear, articulate research strategy.
Phase 1 0 1 /1
Phase 2 012345 5.75 6 6.25 6.5 6.75 7 7.25 7.5 7.75 8 /8
Phase 3 0 2 4 6 8 10 12 14, 14.5, 15, 15.5 16, 16.5, 17, 17.5 18, 18.5, 19, 19.5, 20 /20
Chose relevant and Choice of databases and Chose databases and Chose databases and search Chose databases and search
appropriate search tools not connected search tools that are tools that are appropriate and tools that were highly
databases and to research needs and/or generally appropriate for targeted for research needs appropriate and targeted
search tools inappropriate for college- college-level research toward type of resource
level research sought
Clearly articulated Research process is not Research process is Clear research process that A clear, concise, and well
the process used to clearly stated or is articulated but needs more adequately takes account of focused research process that
identify and locate confused in its application. focus and clarity. the issues related to the topic. takes into account all the
resources. Research process does not relevant issues related to the
adequately take account of topic.
the topic focus and is much
too broad in application.
Used search Consistent mistakes are Basic search techniques Clear use of basic and Used basic and advanced
techniques made in applying basic are adequately applied but advanced search techniques. search techniques very well
appropriate for the search techniques. no or little demonstration of Minor errors in application of and has applied the search
topic. Used specific Confusion related to advanced search search techniques, or lack of techniques consistently well
and effective search application of search terms strategies, or errors are connection in search across all the library
techniques. and search techniques. made in the application of strategies across library resources.
search techniques. resources.
Appropriate Resource Selection
Phase 1 0 1 /1
Phase 2 012345 5.75 6 6.25 6.5 6.75 7 7.25 7.5 7.75 8 /8
Phase 3 0 2 4 6 8 10 12 14, 14.5, 15, 15.5 16, 16.5, 17, 17.5 18, 18.5, 19, 19.5, 20 /20
Selected resources Resources selected were Most of the resources All of the resources selected All of the resources selected
appropriate for the not appropriate for selected are appropriate for are appropriate for the topic. are very well focused on the
topic supporting the topic focus. the topic. topic or specific sub-aspects
Little to no consistency in of the topic.
the selected resources and
the research topic focus.
Minneapolis Community & Technical College Library
www.minneapolis.edu/library

3. INFS 1000 Information Literacy & Research Skills
Comprehensive Exam: Research Portfolio, in 3 phases
Requirements Emerging Developing Accomplished Exemplary Comments
(D or F level) (C level) (B level) (A level) & Total Points
Demonstrated how Little or no demonstration Demonstration of the Demonstration of the Demonstration of the
each resource of the appropriateness of appropriateness of appropriateness of resources appropriateness of resources
supported the thesis resources for topic resources for topic is well documented and is very well documented with
statement and relevance, or confusion relevance is adequate for clearly stated. Good level of in-depth analysis of each
research topic. related to resource most resources. detail provided concerning resource. Clear and detailed
relevance. relevance of resources to explanation of how each
thesis statement, research resource supports the thesis
questions, and topic focus. statement, research
questions, and the various
aspects of the topic focus.
Evaluation
Phase 2 012345 5.75 6 6.25 6.5 6.75 7 7.25 7.5 7.75 8 /8
Phase 3 0 2 4 6 8 10 12 14, 14.5, 15, 15.5 16, 16.5, 17, 17.5 18, 18.5, 19, 19.5, 20 /20
Evaluated each Little or no evidence of Clear evidence of Clear evaluation of resources Strong and in-depth
resource according evaluation of the resources. evaluation of most of the based upon specific criteria of evaluation of all resources
to specific evaluation Attempts at evaluation were resources, but evaluation authority, reliability and bias. based upon specific and
criteria and provided not based on any criteria lacks depth. relevant criteria. Clear
clear and specific but were mere assertions of understanding of the bias,
evaluations.(8 pts) credibility without evidence authority, reliability, and
to support claims. credentials of the author,
publisher, or web site
sponsor.
MLA Citations
Phase 1 01 1.5 1.75 2 /2
Phase 2 012 2.25 2.5 3 /3
Phase 3 0123 4 5 6 /6
Accurately cited Did not cite work; or citation Cited work, but citation Cited work with only minor Cited work with no errors
sources in MLA contained significant errors contained errors style errors
citation style
Phase 1 Total /10
Phase 2 Total /40
Phase 3 Total /100
Comprehensive /150
Exam Total
Minneapolis Community & Technical College Library
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