This document outlines an assessment rubric for evaluating research studies and information sources related to early childhood. It assesses competencies in four parts: 1) evaluating scholarly sources, 2) evaluating credible internet sources, 3) adhering to ethical guidelines for early childhood research, and 4) synthesizing information. For each competency, learning objectives are defined and scored on a scale from 0 to 3 based on criteria for not meeting expectations, needing improvement, meeting expectations, and exceeding expectations.

1. ©2014 Walden University 1
RC003: Evaluating Research: Evaluate the quality of early child
hood research studies and other sources of information.
.
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Part 1: Evaluating Scholarly Sources
Sub‐ Competency 1: Evaluate the credibility and validity of sch
olarly publications.
Learning Objective
LO 1.1: Summarize
research findings in the
early childhood field.

2. Summary of three peer‐
reviewed journal articles is
not present.
Response includes a vague
summary of three peer‐
reviewed journal articles
related to one of the topics
presented in the
Assessment.
Or, response does not
include an APA citation for
each article or the citation
is inaccurate.
Response includes an
accurate and thorough
summary of three peer‐
reviewed journal articles
related to one of the topics
presented in the
Assessment.
Response includes an
accurate APA citation for
each article.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes an
accurate and thorough
summary of two additional

3. (total of five) peer‐
reviewed journal articles
related to one of the topics
presented in the
Assessment.
Learning Objective
LO 1.2:
Apply strategies to
evaluate scholarly
publications.
Application of appropriate
strategies for evaluating
the validity and credibility
of three peer‐ reviewed
journal articles is not
present.
Response demonstrates a
superficial or incomplete
application of appropriate
strategies for evaluating
the validity and credibility
of three peer‐ reviewed
journal articles.
Response demonstrates an
application of appropriate
strategies for evaluating
the validity and credibility
of three peer‐ reviewed
journal articles.

4. Demonstrates the same
level of achievement as
“2,” plus the following:
Response weighs the
merits and limitations of
using specific strategies for
evaluating the validity and
credibility of three peer‐
reviewed journal articles.
Part II: Evaluating Credible Internet Sources
Sub‐ Competency 2: Evaluate the credibility and validity of Inte
rnet sources.
©2014 Walden University 2
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Learning Objective
LO 2.1: Summarize

5. findings from Internet
sources related to topics
in the early childhood
field.
Summary of two Internet
sources related to one of
the topics presented in the
Assessment is not present.
Response includes a vague
summary of two Internet
sources related to one of
the topics presented in the
Assessment.
Or, response does not
include an APA citation for
each Internet source, or the
citation is inaccurate.
Response includes an
accurate and thorough
summary of two Internet
sources related to one of
the topics presented in the
Assessment.
Response includes an
accurate APA citation for
each Internet source.
Demonstrates the same
level of achievement as
“2,” plus the following:

6. Response includes an
accurate and thorough
summary of two additional
(total of four) Internet
sources related to one of
the topics presented in the
Assessment.
Learning Objective
LO 2.2:
Apply strategies to
evaluate Internet
sources.
Application of appropriate
strategies for evaluating
the validity and credibility
of Internet sources is not
present.
Response demonstrates a
superficial or incomplete
application of appropriate
strategies for evaluating
the validity and credibility
of Internet sources.
Response demonstrates an
application of appropriate
strategies for evaluating
the validity and credibility
of Internet sources.
Demonstrates the same

7. level of achievement as
“2,” plus the following:
Response weighs the
merits and limitations of
using specific strategies for
evaluating the validity and
credibility of Internet
sources.
Part III: Adhering to Ethical Guidelines
Sub‐ Competency 3: Analyze ethical guidelines for conducting
early childhood research studies.
Learning Objective
LO 3.1: Describe ethical
guidelines for
conducting early
childhood research
studies.
Description of the ethical
guidelines for conducting
early childhood research
studies is not present.
Response provides a vague
or superficial description of
the ethical guidelines for
conducting early childhood
research studies.

8. Response clearly describes
the ethical guidelines for
conducting early childhood
research studies.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response provides a
rationale for strict
adherence of the SRCD
Ethical Standards for
©2014 Walden University 3
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Research with Children.
Learning Objective

9. LO 3.2:
Analyze research studies
for adherence to ethical
guidelines for
conducting early
childhood research
studies.
Analysis of whether the
study adheres to ethical
guidelines is not present.
Response provides a
superficial or unclear
explanation.
Response thoroughly
explains how the
methodology in the
chosen article adheres to
ethical guidelines for
conducting early childhood
research studies.
Rationale is supported by
logical connections to
SRCD Ethical Standards for
Research with Children.
Demonstrates the same
level of achievement as
“2,” plus the following:

10. Response provides cited
examples from the
research study to
demonstrate adherence to
specific principles from
SRCD Ethical Standards for
Research with Children.
Part IV: Synthesizing Sources of Information
Sub‐ Competency 4: Synthesize research findings.
Learning Objective
LO 4.1:
Synthesize various
sources of information
related to a research
topic in the early
childhood field.
Synthesis is not present. Response provides an
incomplete or illogical
synthesis of the sources
used in the Assessment.
Response provides a
logical synthesis of all five
sources used in the
Assessment.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response explains the
implications from the

11. research on professional
practice.
Learning Objective
LO 4.2:
Explain the importance
of credibility, validity,
ethics, relevance, and
accuracy in early
childhood research.
Explanation of is not
present.
Response provides an
unclear or vague
explanation.
Response clearly explains
the importance of
credibility, validity, ethics,
relevance, and accuracy in
early childhood research.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response identifies
potential benefits and
challenges to using
information that is not

12. ©2014 Walden University 4
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
peer reviewed.
PS001: Written Communication: Demonstrate graduate‐ level w
riting 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

13. 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.

14. 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 1.4:
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.

15. APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.
PS006: Information Literacy: Apply appropriate strategies to id
entify relevant and credible information and data in order to eff
ectively
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.

16. ©2014 Walden University 5
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
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,

17. or purpose, and
synthesizes findings to
generate new insights.