Assessment of Learning Objectives
The Guidelines for Primary Source Literacy present broad learning objectives which are intended to “be used as a whole or in part depending on particular learning needs and larger programmatic goals, and may be applied differently in different contexts” (Guidelines, p. 2). This rubric provides assessment criteria and performance measures to each of the learning objectives in the Guidelines. It is meant to be a tool that educators can adopt and/or adapt to suit their own teaching practice rather than a definitive statement on the assessment of primary source literacy. If you adapt this rubric at your own institution, please consider contributing it to the TPS Collective!
| Highly Competent | Developing Competency | Developing Competency | Not Achieved | |
| 4 | 3 | 2 | 1 | |
| LEARNING OBJECTIVE I: CONCEPTUALIZE | Student is able to: | Student Begins To: | Student: | Student is not yet able to: |
| Distinguish the difference between primary and secondary sources | Distinguish the difference between primary and secondary sources | Has trouble distinguishing the difference between primary and secondary sources | Distinguish the difference between primary and secondary sources | |
| Understand how primary and secondary sources are interrelated in the research process | Understand how primary and secondary sources are interrelated in the research process | Marginally understands how primary and secondary sources are interrelated in the research process | Understand how primary and secondary sources are interrelated in the research process | |
| Identify individuals, groups and organizations that might produce primary sources about a research topic within the framework of their area of study | Identify individuals, groups and organizations that might produce primary sources about a research topic | Begins to identify individuals, groups and organizations that might produce primary sources about a research topic | Identify individuals, groups and organizations that might produce primary sources about a research topic | |
| Refine information needs and search strategies as necessary, based on search results and analysis of information sources | Begins to refine information needs and search strategies as necessary, based on search results and analysis of sources | Has trouble refining information needs and search strategies as necessary, based on search results and analysis of sources | Is not yet able to refine information needs and search strategies as necessary, based on search results and analysis of sources | |
| Understand that research is often non-linear and iterative and that research questions may change as primary sources are analyzed | Begins to understand that research is often non-linear and iterative and that research questions may change as primary sources are analyzed | Marginally understands that research is often non-linear and iterative and that research questions may change as primary sources are analyzed | Is not yet able to understand that research is often non-linear and iterative and that research questions may change as primary sources are analyzed | |
| Highly Competent | Developing Competency | Developing Competency | Not Achieved | |
| 4 | 3 | 2 | 1 | |
| LEARNING OBJECTIVE II: FIND & ACCESS | Student is able to: | Student begins to: | Student: | Student: |
| Identify possible locations of primary sources related to the research topic or area of study | Begins to identify possible locations of primary sources related to the research topic or area of study | Has trouble identifying possible locations of primary sources related to the research topic or area of study | Is not yet able to identify possible locations of primary sources related to the research topic or area of study | |
| Match information needs and search strategies to appropriate search tools, such as catalog records and archival finding aids | Begins to match information needs and search strategies to appropriate search tools, such as catalog records and archival finding aids | Has trouble matching information needs and search strategies to appropriate search tools, such as catalog records and archival finding aids | Does not match information needs and search strategies to appropriate search tools, such as catalog records and archival finding aids | |
| Distinguish between online resources that contain information about primary sources verse those that contain digital versions, originals, or copies of sources | Begins to distinguish between online resources that contain information about primary sources verse those that contain digital versions, originals, or copies of sources | Has trouble distinguishing between online resources that contain information about primary sources verse those that contain digital versions, originals, or copies of sources | Is not yet able to distinguish between online resources that contain information about primary sources verse those that contain digital versions, originals, or copies of sources | |
| Understand that historical records may never have existed, may not have survived, or may not be publicly accessible | Begins to understand that historical records may never have existed, may not have survived, or may not be publicly accessible | Marginally understands that historical records may never have existed, may not have survived, or may not be publicly accessible | Is not yet able to understand that historical records may never have existed, may not have survived, or may not be publicly accessible | |
| Recognize that existing records may have been shaped by selectivity and mediation | Begins to recognize that existing records may have been shaped by selectivity and mediation | Marginally recognizes that existing records may have been shaped by selectivity and mediation | Is not yet able to recognize that existing records may have been shaped by selectivity and mediation | |
| Understand the policies and procedures that affect access to primary sources, recognizing that these differ across repositories, databases, and collections | Begins to understand the policies and procedures that affect access to primary sources, and begins to recognize that these differ across repositories, databases, and collections | Marginally understands the policies and procedures that affect access to primary sources, and that these differ across repositories, databases, and collections | Is not yet able to understand the policies and procedures that affect access to primary sources, or that these differ across repositories, databases, and collections | |
| Highly Competent | Developing Competency | Developing Competency | Not Achieved | |
| 4 | 3 | 2 | 1 | |
| LEARNING OBJECTIVE III: READ, UNDERSTAND, & SUMMARIZE | Student is able to: | Student: | Student: | Student: |
| Identify and understand information found in a primary source, which may entail: — Successfully navigating textual features like scripts, fonts, or languages — Comprehending vocabulary, syntax, and communication norms of the time and place in which the source was created — Understanding or operating the technology needed to access or retrieve information found in a primary source | Begins to identify and understand information found in a primary source. Navigates textual and other information related to the source’s content and process of creation with partial success. | Marginally identifies and understands information found in a primary source. Has trouble navigating textual and other information related to the source’s content and process of creation. | Is not yet able to identify and understand information found in a primary source. Does not navigate textual and other information related to the source’s content and process of creation. | |
| Communicate the information content of a primary source | Begins to communicate and summarize the information content of a primary source | Marginally communicates and summarizes the information content of a primary source | Is not yet able to communicate and summarize the information content of a primary source | |
| Identify and communicate key information about a primary source, including source type, and/or how, when, and by whom it was created | Begins to identify and communicate key information about a primary source, including source type, and/or how, when, and by whom it was created | Marginally identifies and has trouble communicating key information about a primary source, including source type, and/or how, when, and by whom it was created | Has trouble identifying and communicating key information about a primary source, including source type, and/or how, when, and by whom it was created | |
| Understand that a primary source may exist in various iterations due to publication, copying, or other transformations | Begins to understand that a primary source may exist in various iterations due to publication, copying, or other transformations | Marginally understands that a primary source may exist in various iterations due to publication, copying, or other transformations | Is not yet able to understand that a primary source may exist in various iterations due to publication, copying, or other transformations | |
| Highly Competent | Developing Competency | Developing Competency | Not Achieved | |
| 4 | 3 | 2 | 1 | |
| LEARNING OBJECTIVE IV: INTERPRET, ANALYZE, & EVALUATE | Student is able to: | Student: | Student: | Student: |
| Assess the fit between a primary source and a particular research question | Begins to assess the fit between a primary source and a particular research question | Has trouble assessing the fit between a primary source and a particular research question | Does not assess the fit between a primary source and a particular research question | |
| Recognize and evaluate the perspective, subjectivity, and credibility of the creator(s) of a primary source, including how these relate to the source’s intended purpose(s) and audience | Begins to recognize and evaluate the perspective, subjectivity, and credibility of the creator(s) of a primary source, including how these relate to the source’s intended purpose(s) and audience | Marginally recognizes and has trouble evaluating the perspective, subjectivity, and credibility of the creator(s) of a primary source | Is not yet able to recognize and evaluate the perspective, subjectivity, and credibility of the creator(s) of a primary source | |
| Situate a primary source in context. Applies knowledge about the source type or format; how, when, and by whom it was created; or related materials in a collection | Begins to situate a primary source in context. Begins to apply knowledge about the source type or format; how, when, and by whom it was created; or related materials in a collection | Marginally situates a primary source in context. Has trouble applying knowledge about the source type or format; how, when, and by whom it was created; or related materials in a collection | Is not yet able to situate a primary source in context. Does not apply knowledge about the source type or format; how, when, and by whom it was created; or related materials in a collection | |
| Identify and interrogate the reasons for silences, gaps, contradictions, or evidence of power relationships in the documentary record and how they impact the research process | Begins to identify and interrogate the reasons for silences, gaps, contradictions, or evidence of power relationships in the documentary record and how they impact the research process | Has difficulty identifying and interrogating the reasons for silences, gaps, contradictions, or evidence of power relationships in the documentary record and how they impact the research process | Is not yet able to identify and interrogate the reasons for silences, gaps, contradictions, or evidence of power relationships in the documentary record and how they impact the research process | |
| Understand the relationship between physical attributes and informational content of a primary source, including the relationship between original sources and physical or digital copies of that source | Begins to understand the relationship between physical attributes and informational content of a primary source, including the relationship between original sources and surrogates of that source | Marginally understands the relationship between physical attributes and informational content of a primary source, including the relationship between original sources and surrogates of that source | Is not yet able to understand the relationship between physical attributes and informational content of a primary source, including the relationship between original sources and surrogates of that source | |
| Express a sense of historical empathy, curiosity about the past, and appreciation for historical sources and historical actors | Expresses a developing sense of historical empathy, curiosity about the past, or appreciation for historical sources and historical actors | Expresses a vague or marginal sense of historical empathy, curiosity about the past, or appreciation for historical sources and historical actors | Does not express a sense of historical empathy, curiosity about the past, or appreciation for historical sources and historical actors | |
| Highly Competent | Developing Competency | Developing Competency | Not Achieved | |
| 4 | 3 | 2 | 1 | |
| LEARNING OBJECTIVE V: USE & INCORPORATE | Student is able to: | Student begins to: | Student has trouble: | Student: |
| Examine and synthesize a variety of sources in order to construct, support, or dispute a research argument | Examine and synthesize a variety of sources in order to construct, support, or dispute a research argument | Examining and synthesizing a variety of sources in order to construct, support, or dispute a research argument | Is not yet able to examine and synthesize a variety of sources in order to construct, support, or dispute a research argument | |
| Use primary sources in a manner that respects privacy rights and cultural contexts | Use primary sources in a manner that respects privacy rights and cultural contexts | Using primary sources in a manner that respects privacy rights and cultural contexts | Is not yet able to use primary sources in a manner that respects privacy rights and cultural contexts | |
| Cite primary sources in their own information production, using appropriate style guidelines and/or repository practices | Cite primary sources in their own information production, using appropriate style guidelines and/or repository practices | Citing primary sources in their own information production, including difficulty using appropriate style guidelines and/or repository practices | Does not cite primary sources in their own information production; does not use appropriate style guidelines and/or repository practices | |
| | Adhere to copyright and privacy laws when incorporating primary source information into their own information production | Adhere to copyright and privacy laws when incorporating primary source information into their own information production | Adhering to copyright and privacy laws when incorporating primary source information into their own information production | Is not yet able to adhere to copyright and privacy laws when incorporating primary source information into their own information production |
Maggie Gallup Kopp and the RBMS Instruction and Outreach Committee, 2019