Checklist: Research Planning
Name: ____________________________________ Date:____________________________________
Read each of the statements carefully, thinking about how you planned your research. Assess your work
using the following scale: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully.
You can ask someone else to assess your planning using the final column.
Criteria Self-Assessment Peer/Teacher
Assessment
Knowledge/Understanding
I outlined my current knowledge of the topic. 0 1 2 3 4 0 1 2 3 4
I reviewed effective strategies for researching information on the topic. 0 1 2 3 4 0 1 2 3 4
Thinking/Inquiry
I formulated questions about the topic. 0 1 2 3 4 0 1 2 3 4
I narrowed the topic in order to focus research appropriately. 0 1 2 3 4 0 1 2 3 4
I selected and categorized questions to develop a research outline. 0 1 2 3 4 0 1 2 3 4
I analyzed gaps between existing knowledge and questions to determine 0 1 2 3 4 0 1 2 3 4
additional information needs.
I identified potentially useful information sources (primary and 0 1 2 3 4 0 1 2 3 4
secondary).
I created an appropriate research plan. 0 1 2 3 4 0 1 2 3 4
Communication
I identified purpose, audience, and appropriate form. 0 1 2 3 4 0 1 2 3 4
Application
I chose useful techniques for gathering, generating, and recording 0 1 2 3 4 0 1 2 3 4
information.
Comments: _________________________________________________________________________________
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Suggestions for improvements: _________________________________________________________________
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Checklist: Following a Research Plan
Name: ____________________________________ Date:____________________________________
Read each of the statements carefully, thinking about how you planned your research. Assess your work
using the following scale: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully.
You can ask someone else to assess your planning using the final column.
Criteria Self-Assessment Peer/Teacher
Assessment
Knowledge/Understanding
I distinguished between relevant and irrelevant information. 0 1 2 3 4 0 1 2 3 4
I made detailed, accurate records of key information. 0 1 2 3 4 0 1 2 3 4
I showed understanding of information gathered (e.g., by synthesizing, 0 1 2 3 4 0 1 2 3 4
paraphrasing, organizing logically).
I documented sources accurately and completely. 0 1 2 3 4 0 1 2 3 4
Thinking/Inquiry
I evaluated sources for credibility, bias, and timeliness. 0 1 2 3 4 0 1 2 3 4
I assessed gathered information for completeness, relevance, accuracy, 0 1 2 3 4 0 1 2 3 4
and usefulness (for purpose).
I analyzed patterns and organized information to match the selected 0 1 2 3 4 0 1 2 3 4
purpose and form.
I formed generalizations by integrating new information with prior 0 1 2 3 4 0 1 2 3 4
knowledge.
I drew conclusions based on research findings. 0 1 2 3 4 0 1 2 3 4
I provided relevant, specific evidence to support conclusions. 0 1 2 3 4 0 1 2 3 4
I assessed my research processes, strategies, and results. 0 1 2 3 4 0 1 2 3 4
Communication
I formulated a clear, logical thesis or controlling idea. 0 1 2 3 4 0 1 2 3 4
I selected information appropriate for my audience and purpose. 0 1 2 3 4 0 1 2 3 4
Application
I used a variety of appropriate print and electronic sources (primary and 0 1 2 3 4 0 1 2 3 4
secondary).
Comments: _________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Suggestions for improvements: _________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Checklist: Quotations, Researched Material, and
Referencing
Name: ____________________________________ Date:____________________________________
Criteria Assessment Notes/Comments
Incorporates quotations and researched material
• facts, details, and quotations come from reliable, credible, 0 1 2 3 4
and relevant sources
• direct quotations chosen for their impact and effectiveness 0 1 2 3 4
• direct quotations used sparingly to support or illustrate key 0 1 2 3 4
points
• quotations and researched material linked by the writer’s 0 1 2 3 4
own ideas and analysis
• quotations incorporated in a variety of ways (e.g., set- 0 1 2 3 4
off/embedded in paragraph, direct/indirect quotations)
Format
• longer direct quotations set-off from the rest of the text, 0 1 2 3 4
introduced by a colon, started on a new line, indented
• shorter direct quotations appear within the text, enclosed in 0 1 2 3 4
quotation marks; quotation correctly punctuated
Documenting sources
• sources correctly documented for all quotations, providing 0 1 2 3 4
author and page number, as well as line numbers and date if
required by the selected style guide
• sources credited for facts, statistics, and information 0 1 2 3 4
available from one specific source
• original ideas credited to their author or developer 0 1 2 3 4
Bibliography or reference list
• lists entries in alphabetical order by authors’ last names 0 1 2 3 4
• uses the first major word of the title for entries with no 0 1 2 3 4
author, ignoring the articles a, an, and the
• indents all lines in each entry except the first line 0 1 2 3 4
• follows a standard form for order of information and 0 1 2 3 4
punctuation (e.g., MLA style)
• provides accurate and complete information for each 0 1 2 3 4
reference
Key: 0 = not at all; 1 = limited; 2 = somewhat; 3 = fully; 4 = thoroughly and insightfully
Checklist: Writing Process
Name: ____________________________________ Date:____________________________________
Steps to take before writing: Check if observed
• identify purpose and target audience
• outline specific requirements of context (e.g., length, style, format)
• select an appropriate form
• review key features and requirements of the chosen form
• develop a central question, thesis, or controlling idea to guide research and planning
• identify information needs and/or content
• use appropriate strategies for generating ideas and/or gathering relevant information
• use appropriate strategies to develop and organize material to suit the purpose (e.g.,
graphic organizer, outline)
Steps to take in writing the draft:
• write an engaging introduction
• focus on purpose and audience while drafting work
• organize material logically
• incorporate well-chosen detail, examples, or evidence
• sustain an appropriate level of language and formality
• provide a conclusion that offers the reader something to think about or remember
Steps to take in revising:
• refine the thesis or controlling idea
• enhance the impact of the work by using precise, specific, and powerful language
• add details, examples, and evidence as needed to strengthen the effectiveness
• combine sentences and use other strategies to increase sentence variety and impact
• check for transitions (e.g., Are connections and relationships clear?)
• improve clarity of expression
• refine voice
• ensure that researched material and quotations are properly integrated and referenced
Steps to take in editing/proofreading/publishing:
• identify and correct errors in grammar, usage, spelling, and punctuation (e.g., use
proofreading checklist)
• format and produce work in a way that is appropriate for audience and purpose
Suggestions for improvements: _________________________________________________________________
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