Rubric for Information Processing Standards
Adapted from
Dimensions of Learning  by Robert J. Manzano

 

A. Effectively interprets and synthesizes information.

4 Interprets the information gathered for a task in accurate and highly insightful ways. Provides a highly creative and unique synthesis of the information.

3 Accurately interprets information gathered for a task and concisely synthesizes it.

2 Makes significant errors in interpreting the information gathered for a task or synthesizes the information imprecisely or awkwardly.

1 Grossly misinterprets the information gathered for the task or fails to synthesize it.

B. Effectively uses a variety of information-gathering techniques and information resources.

4 Uses the important information-gathering techniques and information resources necessary to complete the task. Identifies little-known information resources or uses unique information-gathering techniques.

3 Uses the important information-gathering techniques and information resources necessary to complete the task.

2 Fails to use some significant information-gathering techniques and information resources necessary to complete the task.

1 Fails to use the most important information-gathering techniques or the major information resources necessary to complete the task.

C. Accurately assess the value of information.

4 Analyzes information in detail, accurately and insightfully determining whether it is credible and relevant to a specific task.

3 Accurately determines whether information is credible and relevant to a specific task.

2 Makes some significant errors in determining whether information is credible and relevant to a specific task.

Makes little or no attempt to determine whether information is credible and relevant to a specific task or totally misjudges the relevance and credibility of information.

D. Recognizes where and how projects would benefit from additional information.

4 Insightfully determines the types of information that will benefit a task and effectively seeks out that information.

3 Accurately assesses a task to identify areas requiring additional information for clarification or support and seeks out the needed information.

2 Does not accurately assess the information needs of the task or fails to seek out needed information.

1 Makes little or no attempt to assess whether a task would benefit from additional information.

 

From Assessing Student Outcomes, Marzano et al