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SENIOR Independent Research Study Handbook

Part II for Project

Gloucester High School

Spring semester

2020

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TABLE OF CONTENTS

Project Introduction ........................................................................................................ .....................................1

Mentor’s Ongoing Feedback Forms..................................................................................................... ................2-3

Interview Requirements....................................................................................................... .................................4

Preliminary Interview Form…(March 5, 2020)……………………………….………………..…..……..…....5

Post Interview Form (March 24, 2020)……… …………………………..…………….…………………........6

Preliminary Component Sheet…………………………………………………………………………………..7

Project Midway Checkpoint ................................................................................................... .............................8-9

Project Midway Checkpoint Evaluation Form ..(March 24, 2020)................................................................. .....10

Final Component Sheet…………………………………………………………………………………………11

Format for Project Summary................................................................................................... .............................12

Project Summary Evaluation Form...(April 16, 2020)........................................................................... ..............13

SIRS Final To-do List…………………………………………………………………………………………...14

Project Portfolio Introduction…………………………………………………………………………………...15

Project Portfolio Evaluation Form (May 5, 2020)……………………………...………………………….……16

Mentor’s Final Feedback/Rating Sheet (due no later than presentation date in class)…..…………..………….17

Project Evaluation Form…………………………………………………….……………..……………..….….18

Presentation Introduction………………………………………………………………………………………..19

English Teacher Presentation Evaluation Form……………………………………………………………..….20-21

Final Score Sheet………………………………………………………………………………………………..22

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PROJECT INTRODUCTION

One option for your Senior Independent Research Study is to complete a project. The project is a hands-on experience that represents your learning and mastery of a chosen topic. Because you will apply what you have learned in a personal way, your project will be as unique as you are. Projects may involve perform-ing, constructing, teaching, or anything that evolves directly from your research. In other words, the project and the research must be closely and logically related. The project must extend your knowledge of a certain topic or be on a topic that is altogether new to you. It should stretch your mind and abilities. If there is something that you have always wanted to try or something you wish you could perfect, now is the time! The project requires a minimum of six sources (minimum eight sources in Advanced Placement and Dual Enrollment classes). Of these sources, at least one must be an interview , and three must be print sources. The variety of sources should also be a consideration. Websites (as opposed to print sources retrieved on a database) may not comprise more than two of your six required sources. Print out Internet sources and turn them in with the final project summary and portfolio. Document using MLA style. Students must pro-vide documentation of at least 20 hours of work performed outside of the student’s regularly scheduled classes. Several written forms and physical evidence will be required to verify your work and progress. The written documents include evaluations, a midway checkpoint, a project summary, and verification forms from your mentor, and an annotated bibliography with a minimum of 6 sources (8 for AP/DE students), one of which must be an interview and one of which must be a type of non-print source. Physical evidence must in-clude the actual project, and at least two other physical components. Your project will be graded by your senior English teacher and your mentor.

PROJECT OBJECTIVES Research/Writing The student will design and complete a project that demonstrates the evaluation, synthesis, and application

of knowledge acquired through research. The student will apply the research process to a chosen topic to produce an annotated bibliography, a

midway checkpoint, a project summary, and a final product with at least two components. Research/Writing The student will maintain visual documentation of the entire process. The student will revise the project as needed throughout the process.

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MENTOR’S ONGOING FEEDBACK No later than each of the three dates listed below, please provide specific feedback to the stu-dent (for example, suggestions, important reminders, helpful tips, what to think about and do next in developing the project, how to improve or work more efficiently, comments on what has already been done, etc.). These notes and directions may be brief and even appear as a list. This advice to the student is vital for continuing development of the paper/project. ***PLEASE KNOW that constructive criticism will NOT hurt the student’s grades. The teacher will recognize and appreciate your honesty in mentoring the student. 1st Advisory Notes (no later than March 23 for student to submit March 24, 2020)

2nd Advisory Notes (by April 15 for student to submit by April 16, 2020)

Research advice? Recommendations for interview/shadowing subject or content?

Things to do/consider when starting? Time management tips? Mentor’s Initials:______________

How would you describe progress at this point?

Suggestions for prioritizing, or extra sources?

Advice on time management at this point? Mentor’s Initials:______________

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3rd Advisory Notes (by May 4 to be submitted with final portfolio on May 5, 2020)

Presentation Practice Please discuss and plan for a time when the student can present his/her work and components to you prior to the date for presenting in English class (usually assigned by English teacher by early December). Timing the presentation—8 to 20 minutes—is particularly helpful! This trial run of the presentation should happen around the middle of December to Winter Break (presentations begin May 13). The mentor and student should for preparation refer to the Presentation Evaluation Form that the English teacher uses to grade; it appears at the end of the SIRS Handbook, Part II, which also appears on the GHS website. Presentation practice appointment: (must be scheduled no later than 5/13 and must take place prior to the senior’s presentation in class) Date_________ Time___________ Location___________________ Mentor’s Initials:______________

Finishing advice:

Presentation tips/concerns: Mentor’s Initials:______________

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INTERVIEW REQUIREMENT OPTIONS

Students must choose one of the following options to meet the interview requirement. The interview is a source that should appear on the student’s annotated bibliography. He/she must find a person who can provide expert knowledge on the topic. Students should not be interviewing anyone in their family or peer group. Certain topics and projects require teacher discretion regarding the choice of interviewing and/or may require additional interviews. While an interview conducted in person is the student’s best experiential option, these do not always work out with the perfect interviewee; therefore, in addition to the classic face-to-face session, a few other possibilities are listed below for getting the type of interview that works best for your topic.

Personal Interview:

Student Conducted

Student must plan questions and dis-cussion topics prior to interview.

The interview must last at least 30 minutes, except in the case of email. Email correspondence should represent a substantial discussion regarding the topic.

Choices include, but are not limited to:

Face to face interview

Skype

Email

Phone

Social Media / Chat

*** All options require written notes of some type as evidence or documentation. *** All documentation must be included in working portfolio. *** Students must review all sources for credibility. *** If you cannot set up an interview appointment after exhaustive efforts (including the assistance of your mentor), see your English 12 teacher for additional help.

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PRELIMINARY INTERVIEW FORM (DUE March 5, 2020)

Directions: Complete this form for the required interview as well as any additional interviews or shad-owing experiences you do as part of your research for SIRS. Remember you cannot interview a family mem-ber or your mentor for the required interview and the interviewee must be at least 25 years of age.

Name of person to be interviewed

(This volunteer must be at least 25 years old.) Contact phone number

Date of interview appointment Appointment time Location

Please answer these questions regarding the person you plan to interview.

1. In what capacity do you know this person? (ex. My boss referred me to him. She attends my church.)

2. Explain three reasons why you are choosing this person. Consider the person’s years of experience with your topic, special certifications, level of expertise, and achievements that may be related to your topic.

3. Attach to this form a list of at least five questions (avoid yes/no questions) you plan to ask in the

interview.

Note: Remember that your notes from the interview (questions with answers, observations, etc.) will become part of your working and final portfolio. Exercise professionalism in the handling and keeping of them.

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POST INTERVIEW FORM (Due March 24, 2020) (TO BE COMPLETED BY THE INTERVIEW VOLUNTEER)

Dear Interview Volunteer, Thank you for taking time to enhance this student’s knowledge about your area of expertise. The SIRS program is an opportunity for our students to interact with experts in our community. The result should be a product that reflects, in part, the knowledge from this interview experience. We would appreciate your taking a few minutes after the interview experience to complete this checklist. Your input will help us decide how effectively the student used this opportunity. Because your honest assessment is an important part of the grade, please add your comments wherever they are warranted. Please place this completed evaluation form in the envelope provided by the student and sign on the seal. Note: The interview should have lasted at least 30 minutes. Student Name _______________________________________________ Date of Interview ______________________

Time of Interview _______________________

Length of interview_____________________________

Location _____________________________________

Please provide a few detailed comments on the student’s professionalism (attention, manners, attitude, and appearance) and the quality of questions. ______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Volunteer Name (printed) ____________________________________________ Signature __________________________________________________________ Phone Number _______________________ E-mail Address ____________________________

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SIRS Preliminary Component Sheet (Due March 24, 2020) Components are physical expressions of your work, exper ience, and/or research. Your components are your tangible ways of showing and sharing what you have learned and accomplished. You will use these to present your work in class and to your mentor.

Your project or paper must include multiple components. Your component choices will affect your costs. Consider the following list of proven successful component options. You may choose from the following list of suggestions or you may formulate your own ideas. You must have at least two components in addition to your paper or project, and these components must be approved by your English teacher. All projects must include either pictures or video docu-mentation as a required component. Captur ing the creative process of your effor ts is impor tant. We strongly suggest a pictorial timeline or a video to document your process, especially when constructing a larger product or partici-pating in a program (such as tutoring or coaching) over a few months. You must begin work on components early in the process and declare them formally at the April 16 deadline.

Here are some examples: blueprints scale models flow charts/diagrams student-created game/activity (interactive

with audience) shadowing a professional for at least 8 hours organizing and directing a fundraiser “How To” manual or book with glossary of

terms hands-on demonstration videotape of planned event or creative

process documented organization of a fund-raiser

scrapbook of related articles (with summaries) comparison/contrast of parts used in project journal of experience PowerPoint / multi-media presentation Prezi presentation Photostory of pictures/images website design documentation of volunteerism (log of hours and

activities) documentation of the tutoring/teaching (log of hours

and activities) portfolio of lesson plans informational guide that corresponds with a video professional shadowing of at least 8 hrs., (log of hours

and activities) pictorial time line

1. (Required Audio-Visual Component) 2. 3. Possible attention-getter?

STUDENT: ____________________________ TOPIC: ____________________________________ Components Discussed Notes from Teacher

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PROJECT MIDWAY CHECKPOINT (Due October 31, 2019)

Name _________________________________ Date _________________

Project Concept: _______________________________________________________________

NOTE: You will find it necessary to consult your records to answer some of these questions. Your answers should be concise but informative and grammatically correct. Please note the attachments you must provide in this document’s final instructions. Supporting documents will be checked in your working portfolio. Part I. Time Management (minimum time range should be 10 hours completed) 1. Total time spent: __________ hours, __________ minutes 2. One of your goals is learning to manage time. Below list three time-consuming activities you have com-

pleted for your project and describe them briefly. a. b. c.

Part II. Content *If you need to put an explanation in writing to answer these content questions, include it in your working portfolio. 1. Show concrete evidence of progress on project. This should include pictures, notes, and/or plans, etc. 2. Provide evidence of /explain the use of at least three sources from your annotated bibliography in the de-

velopment of your project. This evidence should be included in your working portfolio and discussed dur-ing your conference. Evidence can be printed and annotated articles, descriptions of how you are using sources, etc.

a. b. c.

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Part III. Advisors A current copy of your Documentation of Mentor Meetings & Mentor’s Ongoing Feedback should be included that provides evidence of your discussions with your mentor on a regular basis. (At this point you should have met at least two times). This evidence should also be provided in your working portfolio. 1. What is the most helpful piece of advice your mentor has provided so far? 2. What plans/changes are you making based on your mentor’s feedback? Part IV. Interview Reflection Write a paragraph in this space which explains the research you gained from the interview experience. Give specific examples of how the research is beneficial to your project. **Please include the post-interview form (page 6) with this deadline.

Part V. Analysis: 1. What part of the project development has been particularly challenging for you and what has been the least challenging? Give specific examples of challenges, failures, and successes you have experienced during this process.

Part VI. ** Working portfolio check, physical evidence of project and corrected and updated annotated bibliography submitted. (Teacher initial _______)

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PROJECT MIDWAY EVALUATION FORM for deadline on March 24, 2020

Student Name __________________________________ Date ________________________

Topic _____________________________________________________

Rating categories excellent above average

meets requirements

Below average

Does not meet requirements

Time Management

Time spent (min. 10 hours) - - - - - - 4 2 0

List of activities - - - - - - 9 5 0

Content

Concrete evidence of Progress (w/ explanatory paragraph)

18 14.5 13 11 9

Evidence of use of at least three sources

13 11 10 8 6.5

Preliminary Component Sheet - - - - - - 4 - - - 0

Advisors

Documentation of mentor meetings & feedback

5

4.5 3.5 3 2.5

Interview Reflection

Written explanation 5 4.5 3.5 3 2.5

Submitted Post-Interview Form

- - - - - - 4 - - - 0

Analysis

Explanation of challenging aspects

4 3 2 1 0

Revised Annotated Bib. **to include interview

Correct MLA format (heading, font type and size, margins, and alphabetical or-der)

- - -

- - -

4

- - -

0

Source 1—Correct citation & appropriate annotation Source 2—Correct citation & appropriate annotation

5 5

4.25

4.25

3.5

3.5

3 3

2.5

2.5

Source 3—Correct citation & appropriate annotation Source 4—Correct citation & appropriate annotation

5 5

4.25

4.25

3.5

3.5

3 3

2.5

2.5

Source 5—Correct citation & appropriate annotation Source 6—Correct citation & appropriate annotation

5 5

4.25

4.25

3.5

3.5

3 3

2.5

2.5

TOTAL______

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Your project or paper must include at least two components in addition to the paper or project itself. One com-ponent must be an audio-visual format (such as Prezi, PowerPoint, Photostory etc.). Components must explain, reflect, and support your research. These components will be part of your final presentation and the final SIRS grade. Your choice of components must show the scope of your research and the preparations you are making for completion of your final paper or project. Any changes/substitutions after this page has been signed must be approved by the teacher and signed off on an updated copy of this page. Below I have listed and described final choices for my SIRS presentation components. My description includes how it will be used to show the scope of my research and completion of final paper or project. COMPONENTS DETAILED DESCRIPTION

3. What will you do/use for the attention-getter?

__________________________________________________________________________________________________________________________________________________________________________________ Student Signature _______________________________________________ Parent Signature ________________________________________________ Teacher Signature _______________________________________________

FINAL COMPONENT SHEET (Due April 16, 2020)

Name Date Approved Topic ( _____) (teacher initial)

1. (Required Audio-Visual Component)

2.

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FORMAT FOR PROJECT SUMMARY

The project summary will be a multi-paragraph essay of at least 750 words. Use the following outline for composing this summary.

A. Introductory Paragraph

1. Identify your project. 2. Tell why you chose this project and what you hope to accomplish.

B. Body of Summary

1. Discuss stages of work completed 2. Provides detailed explanations as to how EACH research

source has contributed to the process and or product.

3. Describe obstacles and successes (include discussion of any modifications or adjustments and why these were necessary).

4. Explain work still to be completed.

C. Concluding Paragraph (Describe what you have learned from the process and work). D. Annotated Bibliography: 6 sources (at least 3 print sources); 8 for Advanced Placement or Dual Enrollment English (at least 5 print sources). E. Internet sources (print out actual pages used for research and attach to your bibliography) A CORRECTED FINAL TYPED COPY OF THIS SUMMARY AND BIBLIOGRAPHY SHOULD APPEAR IN YOUR PROJECT PORTFOLIO.

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Name_____________________________ (Due April 16, 2020)

*There will be an automatic deduction of 15 points if the summary is not a multi-paragraph composition.

Prescribed outline and body of abstract (55 points)

Identifies project and explains purpose 5 - - - 3 - - - 2.5 Discusses stages of work 10 8 7 6 5 Explains how each source contributes to the process/product 20 16 15 12 10/0 Describes obstacles and successes 10 8 7 6 5/0 Explains work still to be completed 10 8 7 6 5/0 Grammar and Mechanics (15 points) Uses correct sentence structure 5 4 3.5 3 2.5

Uses correct punctuation/capitalization 5 4 3.5 3 2.5 Has correct word usage 5 4 3.5 3 2.5 Annotated Bibliography (25 points) Uses correct format 10 8 7 6 5/0 Uses correct annotations 10 8 7 6 5/0 Includes printed internet sources 5 - - - 3 - - - 0 Final Component Sheet (5 points) - - - - - - 5 - - - 0 Total __________

Rating Categories Excellent Above Average Meets Requirements Below Average Does not meet requirements

PROJECT SUMMARY EVALUATION FORM

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SIRS Final To-Do List As the final deadlines approach, we wanted to include a few important reminders. As always, you should use your deadline calendar and handbook forms to help you stay on track for deadlines. This is a list of additional reminders for professionalism.

Return all books and/or other materials you may have checked out from the library to research your project/paper.

See the librarians to be certain you are clear of fines.

Write thank-you notes to your mentor and anyone else who has been especially helpful during your SIRS experience.

Practice your presentation with your mentor. Get feedback and make adjustments so that the first presentation you give is not the one you give to your English class.

Also, provide your mentor with an envelope (labeled on the outside with your name and your Eng-lish teacher’s name); have your mentor complete the “Mentor’s Final Feedback/Rating Sheet” and put it in this envelope. Your mentor needs to seal the feedback sheet in the envelope, seal it, and sign on the seal. You are responsible for getting this envelope to your English teacher NO LATER THAN your assigned presentation date in English 12.

Review the rubrics for the presentation, portfolio, and project or paper. Be certain that you have met the basic requirements so that you do not lose excessive points.

Do your best! You have worked hard, and this is the final stretch of your senior English class. Put the finishing touches on your project or paper and your components. The portfolio is simply the documentation of your work all year, and presentation is how you “show-off” all your hard work!

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PROJECT PORTFOLIO INTRODUCTION The portfolio is a requirement of your Senior Independent Research Study. It is a logical, well-ordered com-pilation of all paperwork related to your SIRS. It demonstrates your ability to maintain and organize important forms and papers for an extended length of time. The portfolio should be a working document as the SIRS process continues during the year. Through-out the deadline process, this working portfolio will be checked by your English teacher. Please refer to the Deadline Calendar to be aware of which deadlines the portfolio will be checked. The culmination of all your work during the school year in this portfolio will be evident in your final portfolio due in April. Requirements for the portfolio differ from the research paper and the project, so please be sure to follow the evaluation form for the project portfolio when completing your final deadline. The contents of the portfolio must be in the order dictated on the following portfolio evaluation form. Your English teacher grades the portfolio. Use the evaluation form that follows to set up your portfo-lio. Then place the project portfolio evaluation form at the front of your portfolio for your English teacher’s use in grading. DIRECTIONS FOR COMPILING PORTFOLIO: Refer to the portfolio rubric (on page 16) as you compile your final portfolio. You have been consistent-ly adding to this portfolio as you have completed deadlines during the year. Remember this portfolio should reflect your hard work as you have completed your project throughout the year. Items to re-member to include, in addition to paperwork, could be receipts, phone logs, contact list of community members spoken with, diagrams, blue prints, etc.

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PROJECT PORTFOLIO EVALUATION FORM (for deadline on May, 5, 2020) Name _________________________________ Date _____________

Total: _______________________

Professional Approaching Professional

Presented Unprofes-sional

Not Presented/

Signed

1. Responsibilities of Student/ Statement of Ethics

- - - - - - 2 - - - 0

2. Parental Awareness Form -- -- 2 - - - 0

3. Topic Approval Sheet/Preliminary Bibliography

3 2.4 2.1 1.8 0

4. Task List/Documentation of Time: a. Documentation of time b. Description of task

8 8

6.4 6.4

5.6 5.6

4.8 4.8

0 0

5. Documentation of All Mentor Meetings a. Documentation of time/date b. Mentor’s Ongoing Feedback w/notes

& initials d. Mentor Contract

4 8

4

3.2 6.4

3.2

2.8 5.6

2.8

2.4 4.8

2.4

0 0

0

6. Midway Checkpoint (with bibliography) 5 4 3.5 1.5 0

7. Project Summary: a. Revised Copy b. Original Copy

4 6

3.2 4.8

2.8 4.2

2.4 3.6

0 0

8. Final Annotated Bibliography (MLA) 9. Internet printouts 10. Preliminary Interview Sheet 11. Post-Interview Sheet 12. Documentation of interview or shadow ing (notes, transcript, etc.)

10

3

2 3

3

8

—

1.6 2.4

1.6

7

1.5

1.4 2.1

1.4

6

—

1.2 1.8

1.2

0

0

0 0

0

13. Components: a. Preliminary component sheet b. Final component sheet b. Printed/Pictorial representations of ONE component (for ex., ppt. slides, photos, posters, etc.)

2 3

10

1.6 2.4

8

1.4 2.1

7

1.2 1.8

6

0 0

0

14. Professionalism: a. Cover sheet b. Quality of pages c. Overall appearance/organization

2 3 5

1.6 2.4 4

1.4 2.1 3.5

1.2 1.8 3

0 0 0

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Student’s Name____________________________

Mentor’s Name____________________________

MENTOR’S FINAL FEEDBACK/RATING SHEET

***Please return to English 12 teacher no later than the student’s presentation date in a sealed envelope provided by student. The student may deliver this document.

***Please sign on the seal to assure authenticity. Please rate the overall performance and growth (on a scale of 1-10) of the senior you have mentored throughout this year. Consider growth and effort in these areas: skills, knowledge, research, work ethic, organization, professionalism, and willingness to accept advice/improve. Your rating and feedback will inform the English teacher as he/she applies a final grade on the paper/project, but it will not be so heavy as to determine whether the student receives a passing or failing grade for this year-long endeavor. Rest assured that your efforts in mentoring the student throughout the process will surely have a favorable impact on the final paper/project grade and on the presentation grade. Overall Rating: Please circle the appropriate number. The descriptors under the numbers are approximate and intended to help determine a fair rat-ing. 1 2 3 4 5 6 7 8 9 10 Failed to Unreliable effort Average product/presentation; Commendable product Exemplary to meet, complete, throughout process; completed work/ lacked and strong presentation; in every way requirements, or partial completion; interest in depth of development; overcame struggles well present for mentor needs to improve needs to improve time

time management and management skills organization skills

Feedback: In the space below, please comment on your experience with the student and why the rating you have given seems fair and accurate. __________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

Signature__________________________________________ Phone #__________________

Thank you very much for your service as a mentor in the SIRS program this year!

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Student_________________________________

Component #1 ________________________________

Component #2 ________________________________

ENGLISH TEACHER’S PROJECT EVALUATION Basic Requirements

1. Annotated Bibliography contains at least six sources yes no (eight for AP/DE classes), including one interview experience. 2. The student has completed and submitted the project yes no and two components on the final component sheet. 3. The student has provided documentation of minimum of yes no

20 hours spent in production.

If any of the above answers is “no,” this work may not receive any grade higher than

a 50 (F) on this evaluation.

Rating Categories

10/20=Exceptional 8/16=Above Average 7/14=Meets Requirements 6/12=Below Average 5/10=Does not meet requirements 0=not present

Project components reflect /document progress during project completion.

10 8 7 6 5/

0

Components explain how research contributes to project/product. 20 16 14 12 10

/0

Project components properly cite research when necessary. 10 8 7 6 5

Components enhance project/demonstrate creativity. 10 8 7 6 5

Project displays synthesis, application, and documentation of knowledge from research.

10 8 7 6 5/

0

Project displays attention to detail and professionalism. 10 8 7 6 5

Project demonstrates attention to organization. 10 8 7 6 5

Project displays evidence of persistence and effort. 10 8 7 6 5

Mentor’s Final Evaluation (from Mentor’s Final Feedback form)

______________

Total______________ Teacher Signature ________________________ Date_______________

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PRESENTATION INTRODUCTION The presentation is the culmination of your Senior Independent Research Study. It is the opportunity for you to shine as a well-prepared, capable, goal-oriented adult. The presentation entails an eight-minute to twenty-minute speech followed by question and answer sessions. The presentation describes the process of conducting research and what you have learned through the process. It must include slides, video, audio, or other visual aids. This presentation may include what worked, what did not work, how you solved problems that arose, and what successes you enjoyed. In short, it should demonstrate what you learned from the total experience. Proper attire and appearance are also important considerations. Consider the following tips as you plan your presentation: If you use a video clip (or any other material that you did not create) for an attention-getter or other portion

of your presentation, it may not exceed 3 minutes… because... You should be on-stage—speaking and presenting your research, process, and product—for at least 8 or

your 20 minutes for presentation. Practice! Practice! Practice!

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p. 1 of 2 PRESENTATION EVALUATION FORM

Student Name _________________________________ Date________________ Starting time:__________ Finishing time: ___________Total Time:___________ Use the following scale for scoring parts I, II, and III.

4 = excellent 3 = satisfactory 2 = needs improvement 1 = unsatisfactory 0 = not present

Part I. Content

1. Begins with attention-getter 4 3 2 1 0

2. Topic is made clear in the introduction 4 3 2 1 0

3. Points are supported with appropriate details 4 3 2 1 0

4. Includes personal insights ( “I learned...”, “I liked…”, “I was

frustrated because…”)

4 3 2 1 0

5. Maintains appropriate balance between information and anecdote 4 3 2 1 0

6. Points are presented logically 4 3 2 1 0

7. Appropriate language (good grammar, no slang) 4 3 2 1 0

8. Audio/visual/technological components incorporated smoothly 4 3 2 1 0

9. Audio/visual/technological components clear and easy to follow 4 3 2 1 0

10. Audio/visual/technological components demonstrate accuracy

and attention to grammar and mechanics

4 3 2 1 0

11. Evidence of preplanning 4 3 2 1 0

12. References to sources (including interview) 4 3 2 1 0

13. Effective organization and structure of content, including relevant

conclusion

4

3

2

1

0

Part II. Technique

14. Pacing (not too fast or too slow) 4 3 2 1 0

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15. Volume 4 3 2 1 0

16. Eye contact 4 3 2 1 0

17. Poise 4 3 2 1 0

18. Diction 4 3 2 1 0

19. Voice inflection 4 3 2 1 0

20. Appropriate dress and appearance 4 3 2 1 0

21. Evidence of rehearsal 4 3 2 1 0

22. Student arrives on time 4 3 2 1 0

23. Student concludes speech appropriately 4 3 2 1 0

Part III. Question and Answer Session

24. Responds to questions knowledgeably 4 3 2 1 0

25. Handles questions confidently and fluently 4 3 2 1 0

The Final Score Please add up the numbers circled on both pages. That is the student's final score. Total __________ —Deduction of 25 points for speaking less than 8 minutes

—Deduction of 5 points for speaking over 20 minutes Deductions ______ Final Total ___________ Signature_____________________________________________ Date_____________________

p. 2 of 2

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SENIOR INDEPENDENT RESEARCH STUDY

FINAL SCORE SHEET

Student: __________________________________ Note: Each of the following scores in the column on the right counts as an individual score second quarter in the SIRS category. _______________________________________________________________________________________________________

PORTFOLIO EVALUATION __________ __________________________________________________________________________________________________________

PROJECT EVALUATION __________

__________________________________________________________________________________________________________

Final Exam Grade

PRESENTATION EVALUATION _________ (10% of Course Average) __________________________________________________________________________________________________________