After students complete a class, many educators conduct surveys. The teachers give the students lists of questions about the research process. These include topics such as the ease of looking up information and the effectiveness of available resources (including assistance from librarians). Students answer these questions on a numbered scale. Some educators add additional questions that students can answer in short answer form. Surveys provide instant feedback to teachers and the individuals conducting the assessments can keep the results for further research projects to improve research techniques and services.
After students complete a research project, educators can interview them about their experiences. Teachers can develop a list of questions and ask each student (either individually or as part of a group) about the process, questioning them about the easiest part of the process, the most difficult part, the parts they would change and how to make research more effective the next time. Interviews also allow educators to ask follow-up questions, read body language, analyze any hesitation in a student's answers and recognize the tone in a student's voice.
Learning journals allow students to reflect and give insight into the entire learning process, including research. Students can write about what they like about the research and about the struggles they encounter. They can detail experiences, write stories and help educators improve the research process, including the use of Internet sources, working with library staff and conducting field research with subjects, samples and surveys. Teachers who wish to use technology can ask students to blog about the research process. Learning journals also give younger students practice in the writing process.
Portfolios that allow educators to see a project from beginning to end typically show how well a student completes a project based on the guidelines given in the set of instructions. Teachers can analyze the research portion of the portfolio--regardless of the subject matter--and examine how well students used the research, what resources they used and how they applied them. Most students must present portfolios as part of their projects, so teachers often ask questions about the research portion of the projects. Teachers can also develop lists of research goals and objectives before the students begin their portfolios, and then look to see if they accomplish those goals.