September 2014
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2829301234
567891011

9/3/2014
Torch Training Seminar-MacArthur

9/4/2014
Student Center Classroom/ Career Center Job Corps/Andalusia

9/8/2014
Ensemble Rehearsal - Dixon Theatre

9/8/2014
Student Center Classroom/HUM 299B Honors Program/Andalusia

Home - Library - Research Help - Information Literacy - The Big 6: Grading Matrix

Big6 Grading Matrix

 

Remember: You can guide the student through the entire process or through selected steps.

 

Grading Parts

 

Students Score

Step 1: Task Definition: Be sure of problem/question/assignment topic

15

 

1.1 Student forms questions about the task that are clear and on target.

   

1.2 Student uses appropriate resources to become familiar with the topic, e.g., general & subject-specific background info

   

1.3 Student identifies key concepts and terms.

   

1.4 Student identifies the purpose of and audience for potential resources. For example, popular vs. scholarly; current vs. historical, primary vs. secondary.

   

1.5 Student identifies how many sources are needed.

   

1.6 Student identifies what kinds of resources are needed, e.g., books, databases, web sites, multimedia

   
     

Step 2: Information Seeking Strategies: Identify Resources/possible sources/best sources

15

 

2.1 Students timeline to acquire the needed information is reasonable.

   

2.2 Student identifies the types of information available in the online catalog, in a particular database, etc.

   

2.3 Student uses various formats, systems, help screens.

   

2.4 Student asks the librarian for help with locating resources and using searching strategies.

   

2.5 Student identifies gaps in information.

   

2.6 Student revises search strategy as needed.

   

2.7 Student determines availability beyond local resources, e.g., interlibrary loan.

   

2.8 Student prioritizes sources and selects the best.

   

2.9 Student determines a realistic overall plan.

   
     

Step 3: Location and Access: Gather relevant information

15

 

3.1 After identifying possible resources, student finds and lists necessary sources.

   

3.2 Student identifies call numbers, citations and other classification schemes.

   

3.3 Student verifies pertinent information within sources, e.g., chapters in book; journals in database.

   

3.4 Student checks out books, copies articles, submits interlibrary loans, sets up interviews, etc.

   

3.5 Student evaluates web sites for accuracy, reliability and balance.

   
     

Step 4: Use of Information: Select an approach/theme/strategy

15

 

4.1 Student extracts relevant information.

   

4.2 Student modifies the information needed to achieve a manageable focus.

   

4.3 Student defines plagiarism and how to avoid it.

   

4.4 Student organizes main ideas from information gathered, e.g., notes, outlines, drafts, concept maps.

   

4.5 Student identifies information that will be quoted or paraphrased.

   

4.6 Student uses appropriate style and format for project.

   

4.7 Student refines bibliography.

   
     

Step 5: Synthesis: Integrate the information to form solution/answer/new idea

20

 

5.1 Student interprets information accurately.

   

5.2 Student justifies recommendations, results, reasons.

   

5.3 Student identifies strong & weak points and opposing viewpoints.

   

5.4 Student organizes information from multiple sources.

   

5.5 Student presents the information to an audience in a creative way.

   

5.6 Student presents information clearly.

   
     

Step 6: Evaluation: eXamine results and refine

20

 

6.1 Student reviews information to be sure ideas and words are his (avoids plagiarism).

   

6.2 Students presentation is well received.

   

6.3 Students list of resources is complete.

   

6.4 Students list of resources is accurate.

   

6.5 Student summarizes ways that the project could have been different/changed/adapted.

   

Total

100

 

 


































































Adapted from the Big6 strategy designed by Mike Eisenberg and Bob Berkowitz and modified by Brian Armour of Redlands College; adapted from the Bay Area Community Colleges Information Competency Assessment Project.




 

Lurleen B. Wallace Community College is accredited by the Southern Association of Colleges and Schools Commission on Colleges or SACSCOC to award the Associate in Arts, Associate in Science, Associate in Applied Science degrees and certificates. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Lurleen B. Wallace Community College.