UNDERGRADUATE RESEARCH

UNDERGRADUATE RESEARCH PROGRAMS

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Please complete this assessment form at three different times over the course of your student's summer research project: (1) At the outset of the project, once you have had an opportunity to get to know the student, based on previous work together, the student's Program Survey answers, and/or your initial "intake interview." (2) As part of your mid-project Progress Report. (3) As part of your end-of-project Final Report. On each occasion, the student researcher will independently complete the same form. Before submitting each of your assessments, we would like you to meet with your student to compare views. This will provide you with information about the extent of your student's self-knowledge, provide the student with an opportunity to obtain a more realistic assessment of his/her strengths and weaknesses, and provide the student with an opportunity to bring new information to bear on your assessment. Once you have had these discussions, please make each of your three assessments final and submit them to the Program office.

Outcomes

For each of the outcomes shown in the accompanying table, please assess your student researcher on a six-point scale, where the points on the scale are defined as follows:

5-Always displays the outcome
4-Usually displays the outcome
3-Often displays the outcome
2-Seldom displays the outcome
1-Never displays the outcome
0-Not applicable



Confidence Levels

The assessment instrument asks for your judgment on a wide range of outcomes, and we realize that you may not have equally rich or compelling information about your student across every outcome listed, at all three assessment intervals. We would therefore appreciate your taking a moment to indicate, in the column next to each assessment score, your own level of confidence in the score's accuracy. We do not expect you to have the highest possible level of confidence in every score at every assessment interval. We do, however, want to make this process as fair and transparent as possible. We also hope that the act of indicating confidence levels will encourage additional reflection on the validity of each assessment score. In assigning confidence levels, please use the following scale

5-Very confident
4-Fairly confident
3-Somewhat confident
2-Not terribly confident
1-Not confident at all



All students in the program will be completing a parallel assessment form that includes space for indicating their own levels of confidence in their self-assessments. These student answers should provide you with additional information about the extent of a student's self-knowledge.

Please note that we have included some extra space for you to insert other outcomes of your own choosing. If you do so, please use the same assessment scale and confidence indicators for your assessments. At the end of the table, we have listed some other possible outcomes that may be of interest to you, which we have omitted from the table in order to keep the assessment instrument to a manageable length.

Finally, a note on the assessment process: We believe it is important that each of your three assessments is based, insofar as possible, on systematic observations and analyses that you have recorded and can review prior to making your final judgments. We believe that a written record of your observations and conclusions will also be very helpful to you when you meet with your student at each assessment period in order to discuss your assessment scores. We therefore strongly suggest that you keep an informal journal expressly for this purpose, in which you note observations that are relevant to the student outcomes shown in the accompanying table. The only person with whom we will ask you to share your journal is the Program evaluator, who will maintain your confidentiality. (We encourage you to share with your student the main reasons for your assessment on each of the listed outcomes, but we recommend against sharing the full journal, since it is best that your recorded observations not be constrained by any possible concern about what the student may think of what you have written.) For your ease of use (as well as ease of access for the Program evaluator), please make this a computer-based document and please feel free to write as much as you think is needed in order to create a record that you will find useful in support of your assessments.

To be filled out only by the mentor after student and mentor have met to discuss student's responses to pre-research questionnaire/interview survey

Faculty Mentor Name


Email


Student Name


Communication

Uses and understands professional and discipline-specific language:

Confidence Level:



Expresses ideas in an organized, clear, concise and accurate manner:

Confidence Level:



Writes clearly and effectively in discipline-specific formats:

Confidence Level:

Creativity

Brings new insights to the problem at hand:

Confidence Level:



Shows ability to approach problems from different perspectives:

Confidence Level:



Combines information in new ways and/or demonstrates intellectual resourcefulness:

Confidence Level:



Effectively connects multiple ideas/approaches :

Confidence Level:

Autonomy

Demonstrates the ability to work independently and identify when input, guidance and feedback are needed:

Confidence Level:



Accepts constructive criticism and applies feedback effectively:

Confidence Level:



Displays high level of confidence in ability to meet challenges:

Confidence Level:



Uses time well to ensure work gets accomplished and meets deadlines :

Confidence Level:

Ability to deal with obstacles

Learns from and is not discouraged by set-backs and unforeseen events:

Confidence Level:



Shows flexibility and a willingness to take risks and try again:

Confidence Level:

Practice and process of inquiry

Demonstrates ability to formulate questions and hypothesis within discipline:

Confidence Level:



Demonstrates ability to properly identify and/or generate reliable data :

Confidence Level:



Shows understanding of how knowledge is generated, validated and communicated within the discipline:

Confidence Level:

Nature of disciplinary knowledge

Shows understanding of the way practitioners think within the discipline (e.g., as an earth scientist, sociologist, artist . . .) and view the world around them:

Confidence Level:



Shows understanding of the criteria for determining what is valued as a contribution in the discipline:

Confidence Level:



Shows understanding of important current individuals within the discipline:

Confidence Level:

Critical thinking and problem solving

Trouble-shoots problems, searches for ways to do things more effectively and generates, evaluates and selects between alternatives:

Confidence Level:



Recognizes discipline-specific problems and challenges established thinking when appropriate:

Confidence Level:



Recognizes flaws, assumptions and missing elements in arguments:

Confidence Level:

Understanding ethical conduct

Shows understanding and respect for intellectual property rights:

Confidence Level:



Predicts, recognizes and weighs the risks and benefits of the project for others:

Confidence Level:



Recognizes the severity of creating, modifying, misrepresenting or misreporting data including omission or elimination of data/findings or authorship:

Confidence Level:

Intellectual development

Demonstrates growth from basic to more complex thinking in the discipline:

Confidence Level:



Recognizes problems are often more complicated than they first appear to be and the most economical solution is usually preferred over convoluted explanations:

Confidence Level:



Approaches problems from a perspective that there can be more than one right explanation or model or even none at all:

Confidence Level:



Displays accurate insight into the extent of his/her own knowledge and understanding and an appreciation for what isn't known:

Confidence Level:

Culture of scholarship

Is involved in the scholarly community of the discipline and/or professional societies:

Confidence Level:



Behaves with a high level of collegiality and ethical responsibility:

Confidence Level:

Content knowledge skills/methodology

Displays detailed and accurate knowledge of key facts and concepts:

Confidence Level:



Displays a thorough grasp of relevant research methods and is clear about how these methods apply to the research project being undertaken:

Confidence Level:



Demonstrates an advanced level of requisite skills:

Confidence Level:



Additional Outcomes Identified by Faculty Mentor and Student Researcher

List and score any additional outcomes identified at the beginning of the research experience. Some suggestions for optional additional outcomes are provided on this page

Description of the first optional outcome


Assessment Score:

Confidence Level:



Description of the second optional outcome


Assessment Score:

Confidence Level:



Description of the third optional outcome


Assessment Score:

Confidence Level:



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