Run Two Sources, One Claim using only classroom-approved sources. Simple comparison grid with five components. Mark the justification, not the source count.
The comparison grid pushes students beyond "this source is good" toward genuine disciplinary evaluation. Four questions worth building into the habit:
When students can answer these four questions for two sources about the same claim, they are doing research. When they cannot, they are doing link collection.
Students choose one sentence from a Science explanation and find two classroom-approved sources that either support or challenge it. They write: "Source A is stronger because..." The justification is the learning.
Students take a key claim for an internal and compare two sources: one broad, one specialist. They justify which source better matches the assessment purpose and name what each leaves out.
Have I designed research as a credibility judgement task, or as a link-collection task?
Equity: are all students working from the same approved set, or does access create an uneven playing field? Accuracy: do students confuse confident language with credible evidence? Both are design problems, not student problems.
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