A.1.3+Rubric+and+Example


 * For our reference:**
 * || **Rubric 1.3 – Research-based Evidence Annotated Bibliography** || ||   ||
 *  CATEGORY  ||  **10**  ||  **8**  ||  **5**  ||||  **0**  ||
 *  **Collaboration Beginning** ||  Partners find each other in **O.D.1.2a** negotiate a wiki space, post the URL to BBW, and begin their **wiki collaboration** in **Module 1.2 as** evidenced by the **wiki planning page history**.  ||  Partners fail to do **one** of these.  ||  Partners fail to do **two** of these.  ||||  Partners fail to do **three** of these.  ||
 *  **Content Negotiations** ||  The partners **ACTIVELY** negotiate the content of the draft bibliography wiki page using the Wikispaces discussion tab.  ||  The partners negotiate the content of the draft bibliography wiki page using the Wikispaces discussion tab.  ||  The partners negotiate the content of the draft bibliography wiki page using the Wikispaces discussion tab.  ||||  There is no evidence of negotiations on the Wikispaces discussion tab.  ||
 * <span style="font-family: Arial,sans-serif;"> **Content Contributions** || <span style="font-family: Arial,sans-serif;"> The wiki history shows that both **partners** contributed **two or more** annotation drafts. Each partner uses a **different font color** for her/his annotations.  || <span style="font-family: Arial,sans-serif;"> The wiki history shows that **one partner** contributed **one** annotation drafts each while the other contributed **three or more**. Each partner uses a **different font color** for her/his annotations.  || <span style="font-family: Arial,sans-serif;"> The wiki history shows that one **partners only** contributed **one** annotation drafts. Each partner uses a **different font color** for her/his annotations.  |||| <span style="font-family: Arial,sans-serif;"> The wiki history shows that one **partner** did **not contribute** anyannotation drafts or all of the annotations are in **one font color**.  ||


 * <span style="font-family: Arial,sans-serif;"> CATEGORY  || <span style="font-family: Arial,sans-serif;"> **15**  || <span style="font-family: Arial,sans-serif;"> **10**  || <span style="font-family: Arial,sans-serif;"> **5**  || <span style="font-family: Arial,sans-serif;"> **0**  ||
 * <span style="font-family: Arial,sans-serif;"> **A.1.3 Evidence-based Practice Articles Checklist** || <span style="font-family: Arial,sans-serif;"> The team **completely** filled out the checklist graphic organizer for **at least four articles.** The team turns in **ONE** checklist.  || <span style="font-family: Arial,sans-serif;"> The team may have left two blanks on the checklist graphic organizer for **at least four articles.** The team turns in **ONE** checklist.  || <span style="font-family: Arial,sans-serif;"> The team may have left two blanks on the checklist graphic organizer for **three articles.** The team turns in **ONE** checklist.  || <span style="font-family: Arial,sans-serif;"> The team may have left more than two blanks on the checklist graphic organizer**.** The team turns in **more than one** checklist.  ||
 * <span style="font-family: Arial,sans-serif;"> **Content: Annotations** || <span style="font-family: Arial,sans-serif;"> The team selected **four** significant research readings that provide **data and support** for librarian’s positive impact of student achievement through the instructional partner role **AND** leader role (professional developer).  || <span style="font-family: Arial,sans-serif;"> The team selected **four** research readings that provide **support** for librarian’s positive impact of student achievement through the instructional partner role **OR** leader role (professional developer).  || <span style="font-family: Arial,sans-serif;"> The team selected **three** research readings that provide data and **support** for the librarian’s positive impact of student achievement **OR** on instructional partner **OR** leader (professional developer) roles.  || <span style="font-family: Arial,sans-serif;"> The team selected **one or two** readings that provide support for the librarian’s positive impact of student achievement **or** on the instructional partner **or** leader (professional developer) roles.  ||
 * <span style="font-family: Arial,sans-serif;"> **Content- Annotations** || <span style="font-family: Arial,sans-serif;"> **Rich annotations** speak directly to the audience for this work. Annotations include **data** from the study.  || <span style="font-family: Arial,sans-serif;"> **Thoughtful annotations** speak to this audience. One annotation does not include data.  || <span style="font-family: Arial,sans-serif;"> **Annotations** **do not** speak to this audience Two annotations does not include data.  || <span style="font-family: Arial,sans-serif;"> **Annotations** **are not fleshed out or data is missing**.  ||
 * <span style="font-family: Arial,sans-serif;"> **Works Cited: MLA Format** || <span style="font-family: Arial,sans-serif;"> The **MLA format is double-spaced, properly indented, and precise** in both **parenthetical citations and Works Cited**.  || <span style="font-family: Arial,sans-serif;"> The MLA format is double-spaced, properly indented, and there may be **one or two errors** in either the parenthetical citations or Works Cited.  || <span style="font-family: Arial,sans-serif;"> The MLA format is double-spaced, properly indented, and there may be **three or four errors** in either the parenthetical citations or Works Cited.  || <span style="font-family: Arial,sans-serif;"> MLA format is not graduate-level work.  ||


 * <span style="font-family: Arial,sans-serif;"> CATEGORY  || <span style="font-family: Arial,sans-serif;"> **10**  || <span style="font-family: Arial,sans-serif;"> **5**  || <span style="font-family: Arial,sans-serif;"> **3**  || <span style="font-family: Arial,sans-serif;"> **0**  ||
 * <span style="font-family: Arial,sans-serif;"> **Conventions** || <span style="font-family: Arial,sans-serif;"> There are **one or two errors** in spelling or grammar that do not impede comprehension.  || <span style="font-family: Arial,sans-serif;"> There are **three or four errors** in spelling or grammar that do not impede comprehension.  || <span style="font-family: Arial,sans-serif;"> There are **more than four errors** in spelling or grammar that may begin to impede comprehension.  || <span style="font-family: Arial,sans-serif;"> The paper is not graduate-level work.  ||

**Total from Rubric (100 points):** __________


 * Sample Research-based Evidence Annotated Bibliography Entry – This one focuses on the instructional partner role. To meet the rubric criteria for full points for annotations at least one other annotation must address the leadership/professional developer role of school librarians.**


 * Classroom-Library Collaboration for Instruction**

Collaboration for instruction is an essential component of a 21st-century school and for a 21st-century school library program. The Texas Study (Smith 2001) was one of fifteen studies (out of twenty-one School Library Impact Studies from Library Research Service 2013) that showed a positive correlation between classroom-library collaboration for instruction and increased student achievement. In her executive summary, Smith noted that "on average, 89.3 percent of students in schools with librarians compared with 78.4 percent in schools without librarians met minimum TAAS expectations in reading." While the socio-economic characteristics of students (those receiving free and reduced lunch) was the greatest factor in disparities in student achievement, school library program variables contributed to the differences in students' Texas Assessment of Academic Skills test scores as well. The frequency of classroom-library collaborative activities was among those variables. Working as a team, educators can improve student learning outcomes, particularly in reading. Works Cited Library Research Service. //School Library Impact Studies//. Web. 17 May 2013. < http://www.lrs.org/data-tools/school-libraries/impact-studies >. Smith, Esther G. //Texas School Libraries:// //Standards, Resources, Services, and Students' Performances//. Austin, TX: Texas State Library and Archives Commission, 2001. Web. 17 May 2013. <https://www.tsl.state.tx.us/ld/pubs/schlibsurvey/index.html>.