***CHECK***S3W6 – Research Symposium Evaluation Package

Component 1: Exhibition Board Submission

Instructions: Photograph or scan your completed exhibition board and upload it here as your first submission.

Your exhibition board will be evaluated on the following criteria:

Thesis clarity (25 points): Is your central argument clearly stated and prominently displayed? Can a reader understand what you are arguing within 30 seconds of looking at the board?

Evidence quality (25 points): Are your three pieces of supporting evidence specific, credible, and explicitly connected to your thesis? Is it clear why each piece of evidence matters for your argument?

Acknowledgment of complexity (20 points): Does your board include a genuine engagement with the counterargument or complicating factor your research identified? Is this section honest rather than dismissive?

Visual organization (15 points): Is the board organized in a way that guides the reader through your argument logically? Is it readable? Are sources listed?

Sources (15 points): Are at least three credible sources identified? Are they varied in type and perspective?

Exhibition board total: 100 points

Component 2: Presentation Self-Evaluation

Instructions: After delivering your presentation, complete this self-evaluation and submit it as a written response.

Answer each of the following questions in 3-5 sentences:

Question 1: What was the strongest moment in your presentation — the point where you felt most confident that your argument was landing clearly? What made it strong?

Question 2: What was the weakest moment — the point where you felt least certain, or where you struggled to communicate what you meant? What would you do differently if you presented again?

Question 3: Describe the most challenging question you received during the Q&A. How did you respond? In retrospect, was your response adequate, or do you wish you had said something different?

Question 4: Did your research change your mind about anything — did you find something that complicated or contradicted what you initially expected to argue? How did you handle that in your presentation?

Question 5: What question did your research open up that it could not answer — something you became curious about that you did not have time or resources to investigate? If you were going to continue this research, where would you start?

Presentation self-evaluation total: 100 points (20 points per question)

Component 3: Peer Review or Parent Evaluation

Instructions: Submit the completed peer review rubric evaluating your fellow student’s presentation, or the parent-teacher evaluation of your presentation using the same rubric.

If you are submitting a peer review of another student’s work: complete all five categories of the rubric from Lesson 4 with honest scores and specific written feedback for each category. Feedback should be specific — not “good job on evidence” but “the prize money data from 1950 to 2000 was a particularly strong piece of evidence because it made the gap concrete and measurable rather than just asserted.”

If your parent-teacher is submitting your evaluation: the same standard of specificity applies. Generic praise does not help your student grow.

Peer review / parent evaluation total: 100 points (20 points per rubric category)

Component 4: Stage 3 Reflection Letter

Instructions: Write a reflection letter of 400-600 words addressed to yourself — to the version of you who is about to begin Stage 4 of this curriculum.

Your letter should address the following:

What you know now that you did not know at the beginning of Stage 3. Not a list of facts — a description of how your thinking about golf history, and about history generally, has changed.

The moment in Stage 3 that was most intellectually challenging for you. What made it hard? How did you work through it? What did the difficulty teach you?

The question from Stage 3 that you still cannot fully answer. Every serious student of history finishes a course with more unresolved questions than they started with. What is yours?

What you are bringing into Stage 4. What habits of thinking, what specific knowledge, what unresolved questions are you carrying forward? What do you want Stage 4 to do for you?

This letter will be kept as part of your Stage 3 portfolio. It will also be provided to you at the end of Stage 4, so you can see how your thinking has continued to develop.