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RC005: Developing Research Proposals

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Rekeetha Hosley

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PS 1: Written Communication

PS 2: Oral Communication

PS 3: Technology

PS 4: Collaboration

PS 5: Critical Thinking

PS 6: Information Literacy

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PS 6: Information Literacy

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RC005: Developing Research Proposals

RC005: Developing Research ProposalsRC005: Developing Research Proposals

RC005: Developing Research Proposals

Learning Resources

Progress

Quizzes

Discussions

Assessment Instructions

Assessment Submission

Assessment

Assessment

ePortfolio

PS 1: Written Communication

PS 2: Oral Communication

PS 3: Technology

PS 4: Collaboration

PS 5: Critical Thinking

PS 6: Information Literacy

Professional Skills

Professional Skills

Walden Library

Writing Center

Academic Skills Center

APA Resources

Turnitin Draft Check

Other Academic Resources

Walden Resources

Walden Resources

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©2014 Walden University 1

RC005 Developing Research Proposals

Assessment Rubric

0
Not Present

1
Needs Improvement

2
Meets Expectations

3
Exceeds Expectations

Part I

Sub-Competency 1: Develop research questions to explore topics relevant to the early childhood field.

Learning Objective
1.1: Develop a research
question that is based
on a relevant early
childhood topic.

Research question is
missing.

Research question is broad
in scope and has limited
relevance to the early
childhood field.

Research question is
focused and relevant to
the early childhood field.

Response demonstrates
the same level of
achievement as “2,” plus
the following:

Research question
demonstrates a compelling
alignment between the
research question and the
problem.

Learning Objective
1.2: Analyze gaps in
research literature to
inform research
questions.

Analysis is missing. Introduction provides an
illogical or incomplete
justification for the
research question.

Introduction provides a
logical justification for the
research question, based
on a synthesis of the
research literature.

Response demonstrates
the same level of
achievement as “2,” plus
the following:
Provides a compelling
justification for the
research question, based
on an insightful synthesis
of the research literature.

Sub-Competency 2: Develop a review of the literature to inform a topic that is relevant to the early childhood field.

Learning Objective
2.1: Apply skills for
choosing relevant and
reliable sources that
inform a research
question.

Sources are missing. Sources included in the
literature review are
vaguely or partially
relevant to the question
and some are drawn from
peer-reviewed

Sources included in the
literature review are
generally relevant to the
question and are mostly
drawn from peer-reviewed
publications.

Response demonstrates
the same level of
achievement as “2,” plus
the following:
Sources included in the
literature review are highly

©2014 Walden University 2

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

publications. relevant to the research
question and are drawn
entirely from peer-
reviewed publications.

Learning Objective
2.2: Synthesize findings
from the literature
related to a research
topic.

Synthesis is missing. Synthesis of findings from
the literature provides a
vague or partial analysis of
the scholarly landscape in
which the research
question is situated.

Literature review provides
an illogical explanation of
the implications of the
research to the research
question.

Synthesis of findings from
the literature provides a
general analysis of the
scholarly landscape in
which the research
question is situated.

Literature review provides
a logical explanation of the
implications of the
research to the research
question.

Response demonstrates
the same level of
achievement as “2,” plus
the following:
Synthesis of findings from
the literature provides a
clear and in-depth analysis
of the scholarly landscape
in which the research
question is situated.

Sub-Competency 3: Apply research methods to design an effective research proposal.

Learning Objective
3.1: Justify the use of a
specific research
methodology in the
design of a research
proposal (i.e.,
qualitative,
quantitative, or mixed
methods).

Justification for the
research method is
missing.

Justification for the
research method is vague
and/or only partially
relevant to the research
question.

Justification for the
research method is clear
and logical and connects
the chosen methodology
to the research question.

Response demonstrates
the same level of
achievement as “2,” plus
the following:
Justification for the
research method is
detailed and provides an
explicit rationale for how
the chosen methodology
illuminates the research
question.

Learning Objective
3.2: Describe specific
methods of data
gathering to be used in

Method(s) of gathering
data is/are missing.

Method(s) of gathering
data is/are vaguely or
partially described.

Specific method(s) of
gathering data is/are
described clearly, in detail,
and are supported by a

Response demonstrates
the same level of
achievement as “2,” plus
the following:

©2014 Walden University 3

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

a research study.

Rationale has limited
relevance.

logical rationale.

Specific method(s) of
gathering data is/are
supported by a compelling
rationale for why this
approach is most
appropriate to the
research question.

Learning Objective
3.3: Explain the
processes for
identifying research
participants for a
proposed study.

Explanation is missing. A process for identifying
research participants is
vaguely explained.

A process for identifying
research participants is
clearly explained.

Response includes
anticipated number of
participants and how they
will be selected.

Response clearly identifies
potential sampling
issues/challenges.

Response demonstrates
the same level of
achievement as “2,” plus
the following:
Response analyzes and
addresses potential
sampling
issues/challenges.

Learning Objective 3.4:
Describe data
collection methods.

Description is missing. Response provides an
unclear description of the
data collection methods or
provides an illogical
rationale.

Response provides a clear
description of the data
collection methods and a
logical rationale.

Response demonstrates
the same level of
achievement as “2,” plus
the following:
Response justifies the
validity and reliability of
the data collection
methods.

Learning Objective
3.5
Describe ethical issues
related to research
studies.

Description is missing.

Description of ethical
issues is vague and/or only
partially relevant to the
proposal.

Description of ethical
issues is clear, accurate,
and generally relevant to
the proposal.

Response Demonstrates
the same level of
achievement as “2,” plus
the following:
Description of specific

©2014 Walden University 4

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

ethical issues is
comprehensive, specific,
and highly relevant to the
proposal.

Learning Objective 3.6:
Describe benefits,
limitations, and,
challenges to research
studies.

Description is missing. Response provides an
unclear or partial
description.

Response clearly describes
the benefits, limitations,
and challenges to the
research study.

Demonstrates the same
level of achievement as
“2,” plus the following:
Response provides a clear
explanation of the benefits
of the study for advancing
professional knowledge
and to professional
practice.

Professional Skill 001: Written Communication: Demonstrates graduate level writing skills.

Learning Objective
PS 1.1:
Use proper grammar,
spelling, and
mechanics.

Multiple major and minor
errors in grammar,
spelling, and/or mechanics
are highly distracting and
seriously impact
readability.

Multiple minor errors in
grammar, spelling, and/or
mechanics are distracting
and negatively impact
readability.

Writing reflects competent
use of standard edited
American English.

Errors in grammar,
spelling, and/or mechanics
do not negatively impact
readability.

Grammar, spelling, and
mechanics reflect a high
level of accuracy in
standard American English
and enhance readability.

Learning Objective
PS 1.2:
Organize writing to
enhance clarity.

Writing is poorly organized
and incoherent.
Introductions, transitions,
and conclusions are
missing or inappropriate.

Writing is loosely
organized. Limited use of
introductions, transitions,
and conclusions provides
partial continuity.

Writing is generally well
organized. Introductions,
transitions, and
conclusions provide
continuity and a logical
progression of ideas.

Writing is consistently well
organized. Introductions,
transitions, and
conclusions are used
effectively to enhance
clarity, cohesion, and flow.

Learning Objective
PS 1.3:
Support writing with

Writing does not integrate
appropriate resources and
content in support of ideas

Writing loosely integrates
some appropriate
resources and content in

Writing sufficiently
integrates appropriate
resources (which may

Writing effectively
integrates appropriate
resources (which may

©2014 Walden University 5

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

appropriate resources. and argument. support of ideas and
argument.

include peer-reviewed
resources) and content in
support of ideas and
argument.

include peer-reviewed
resources) and content to
support and expand upon
ideas and arguments.

Learning Objective
PS 1.4:
Apply APA style to
written work.

APA conventions are not
applied.

APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied inconsistently.

APA conventions for
attribution of sources,
structure, formatting, etc.,
are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.

APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.

Learning Objective
PS 1.5:
Use appropriate
vocabulary and tone
for the audience and
purpose.

Vocabulary and tone are
inappropriate and
negatively impact clarity of
concepts to be conveyed.

Vocabulary and tone have
limited relevance to the
audience.

Vocabulary and tone are
generally appropriate for
the audience and support
communication of key
concepts.

Vocabulary and tone are
consistently tailored to the
audience and effectively
and directly support
communication of key
concepts.

Professional Skill 006: Information Literacy: Apply appropriate strategies to identify relevant and credible information and data in order to
effectively analyze issues and make decisions.

Learning Objective
PS 6.1:
Identify credible
sources.

Credible sources are
missing.

Some sources are credible,
appropriate, and relevant
to the topic.

Most sources are credible,
appropriate, and relevant
to the topic.

All resources are credible,
appropriate, and relevant
to the topic.

Learning Objective
PS 6.2:
Analyze findings from
relevant sources.

Analysis is missing. Analysis superficially
reflects relevance of
findings to the identified
problem, issue, or
purpose.

Analysis clearly reflects
relevance of findings to
the identified problem,
issue, or purpose.

Analysis clearly reflects
relevance of findings to
the identified problem,
issue, or purpose, and
synthesizes findings to
generate new insights.

©2014 Walden University 6

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

Part II

Sub-Competency 4: Explain how research in early childhood can contribute to the field and to positive social change.

Learning Objective
4.1
Explain how research in
early childhood can
contribute to the field
and to positive social
change.

Explanation is missing.

Video includes an illogical
explanation of the
research and how it can
contribute to the field and
to positive social change.

Video includes a logical
explanation of the
research proposal and how
it can contribute to the
field and to positive social
change.

Responses are supported
by logical connections to
the professional
knowledge base and the
research proposal.

Response demonstrates
the same level of
achievement as “2,” plus
the following:
Video is highly persuasive.

Professional Skill 002: Oral Communication: Use effective oral presentation skills.

Learning Objective
PS 2.1:
Use clear enunciation,
correct pronunciation,
comfortable pacing,
and appropriate
volume.

Presenter mumbles or
speaks in a monotone,
mispronounces words,
and/or struggles to find
appropriate pacing or
volume.

Presenter inconsistently
uses clear enunciation,
correct pronunciation,
comfortable pacing, and
appropriate volume.

Presenter engages the
audience through mostly
clear enunciation, correct
pronunciation,
comfortable pacing, and
appropriate volume.

Presenter enhances
audience engagement
through consistently clear
enunciation, correct
pronunciation,
comfortable pacing, and
appropriate volume.

Learning Objective
PS 2.2:
Organize information
to be presented.

Information is disorganized
to a degree that impedes
audience understanding.

Organization of
information minimally
supports audience
understanding.

Organization of
information generally
enhances audience
understanding of
concepts.

Organization of
information significantly
enhances audience
understanding of both
general and specific
concepts, and promotes
audience engagement.