Assignment design rubric adapted from original created by Hazel McClure and Pete Coco at the GVSU Libraries. The original can be accessed at www.gvsu.edu/library/rgr.

1. Research Assignment Design Rubric for ID1
The rubric is a tool that can assist ID1 faculty in the design of assignments that guide students through an
effective research process. This document advocates for assignments that give concrete and specific guidance
on research methods, regardless of assignment scope or structure (e.g., research paper, annotated
bibliography).
As librarians, we're in a unique position to observe that students frequently lack insight into research-related
concepts and strategies that professors might reasonably assume they are familiar with. The sometimes implicit
assumption that students can and will benefit from 'figuring it out' on their own often leads to frustration,
disengagement, and work beneath their potential. Effective research assignment construction supports students
as they conduct independent critical inquiry.
What are the benefits of guided research assignments?
Assignments that include effective research guidance encourage students to approach the process as scholars
do, and provide them with tools and support to do so. Such assignments foster true engagement with source
materials, provide a practical framework for resisting the temptations of shortcutting and plagiarism, and develop
research skills that serve students across disciplines and beyond the classroom.
What components are addressed in the rubric?
• Process-orientation.
• Clear expectations about source requirements.
• A clear rationale and context for resource requirements.
• Library engagement and librarian collaboration.
Is it possible to give students too much guidance in their research?
Yes. An assignment that dictates too rigidly how students do their research can create frustration and
disengagement. We believe this rubric will help you establish a framework of flexible guidance for research that
accommodates the challenges and peculiarities that are unique to any given research project, without
squarepegging approaches or solutions.
How can the rubric be used?
The Research Assignment Design rubric lists components of an effective research assignment in the context of
ID1 on its vertical axis. Increasing levels of guidance and engagement, as well as varied assignment types, are
listed from left to right on its horizontal axis. As you consider and develop research assignments for ID1, locate
descriptions in the grid in order to:
1) determine opportunities to provide students with more effective research guidance,
2) find examples of what that guidance might look like, and
3) locate ideas for potential library engagement and librarian collaboration models.
Resources and Contact Information
List of Library Subject Specialists: http://libraries.claremont.edu/librarians
List of Subject Research Guides: http://libguides.libraries.claremont.edu
Project Information Literacy: http://projectinfolit.org/publications/
Gale Burrow, Outreach Librarian and English Subject Specialist: gale_burrow@cuc.claremont.edu
Char Booth, Instruction Services Manager/E-Learning Librarian: char_booth@cuc.claremont.edu

2. Research Assignment Design Rubric for ID1
Student Guidance Level (0) Student Guidance Level (1) Student Guidance Level (2) Student Guidance Level (3)
• Assignment includes multiple
• Assignment includes at least one components that require students to
component that requires students to make the process of research explicit
• The assignment acknowledges and make the process of research explicit and are evaluated by the professor.
perhaps even describes the research and is evaluated by the professor. • Process assignment is evaluated in
process but includes no components that • Examples include: advance of the final product to allow
• The assignment doesn't address the require students to show their student to act on feedback and
Process Orientation • annotated bibliographies
process of research. engagement with the process. guidance from the professor.
• paper proposals
• The assignment is graded without • Students receive comments and/or
• literature reviews
particular consideration given to the guidance from a librarian and/or
• research journals
quality of research. writing intern.
• online group discussion forums
• Process assignment is accorded a
• wikis that show process portion of the student's final grade.
• Each resource requirement is linked
• All resource requirements are linked
to the assignment's stated learning
• Resource requirements are neither • Resource requirements are described as to the assignment's stated learning
objectives for reasons that are made
Rationale and Context for linked to the assignment's learning having general value. objectives.
clear.
Resource Requirements objectives nor given any context- • Contextual exceptions to the resource • Contextually exceptional sourcing
• Students are invited to discuss any
dependence. requirements are mentioned. scenarios are discussed
unique sourcing circumstances with
hypothetically.
the professor and/or librarian.
• All relevant qualities of acceptable
• All relevant qualities of acceptable
sources are clearly listed and
• Some general guidelines for evaluating a sources are listed (e.g., peer-
defined.
source's appropriateness to the reviewed /popular/trade,
• The required number of sources is
assignment are given. primary/secondary,
qualitative/quantitative, currency). given as a range or the assignment
• The assignment does not describe or • Inexact quantities are given for the
Explanation and/or Definition gives a clear explanation of how a
explain expectations about number or required number of sources (e.g., • The required number of sources is
of Sources and Expectations type of sources. "several" or "an adequate number"). stated as a number or range.
student will know when they have an
adequate number of sources.
• Methods and tools for resource • Methods and tools for resource
• Methods and tools for resource
discovery are described in general terms discovery are described by broad
discovery are discussed and/or
(e.g., "use the library"). type (e.g., "use a library database
demonstrated in detail.
that includes scholarly articles").
• The course librarian attends or
• The course librarian is consulted for participates in one or more research-
assignment design and collaboration focused classes.
model suggestions. • Instructor works with librarian to
• Some contact with instructor's course
• Instructor works with librarian to arrange sequenced research
librarian is integrated into research
arrange a subject-focused library instruction including digital tools and
process (e.g., librarian visits the course
session (e.g., in-class workshop in workshops (e.g., initial and
in its native location for 20-30 minutes
which relevant library research subsequent sessions pertaining to
and gives a brief introduction to
strategies are identified and staged aspects of the research
assignment-appropriate library tools,
interactively demonstrated to assignment; research guide or
Library Engagement and • No engagement with library resources resources, and support options).
students). tutorial integration into Sakai site).
Librarian Collaboration or with a librarian. • Instructor refers students to online library
• Instructor collaborates with librarian
support options (e.g., assigns online • Instructor collaborates with librarian
to design an assignment-focused to design assignment-focused
library research tutorial or research guide
workshop (.e.g, students attend an workshops on information types
as a required course component, but
in-library workshop in which they (e.g., different workshops focus on
with no library/ian visit included).
discover and evaluate resources for literary criticism, biographical
an annotated bibliography information, and historical context).
assignment). • Students meet individually with
librarians to review in-progress
research on final paper assignment
subsequent to in-library instruction.
Adapted by Char Booth and Gale Burrows for ID1 from original created by Pete Coco and Hazel McClure at the GVSU Libraries. Last edited 5.19.11.