©2014 Walden University 1 CECS RC004: Research and Advocacy Assessment Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations 3 Exceeds Expectations Sub-Competency 1: Analyze research on advocacy issues impacting children and families. Learning Objective 1.1: Describe an advocacy issue/challenge/ need and its impact on children and families. Description of the advocacy issue/challenge/ need is missing. Description details only one aspect of the issue/challenge/need and/or does not explain the impact on children and families. Description is unclear and/or incomplete. Description details at least two aspects of the issue/challenge/need and explains how each one (or how they collectively) affects children and families. Description is clear and complete. Response demonstrates the same level of achievement as “2,” plus the following: Implications of the issue/challenge/need for the larger field are discussed and relevant examples are provided. Learning Objective 1. 2: Synopsize research findings that support a specific area of the early childhood field worthy of advocacy. Synopsis is not present. Synopsis highlights only one research finding and/or research findings were not relevant and/or compelling. Research findings do not relate to issue/challenge/need. Synopsis does not provide rationale or rationale is unclear or illogical. Synopsis highlights at least two relevant and compelling research findings related to the issue/challenge/need. Synopsis provides clear and logical rationale for the need for advocacy related to the issue/challenge/need previously identified. Response demonstrates the same level of achievement as “2,” plus the following: Synopsis highlights more than two relevant research findings. Synopsis includes compelling examples to support rationale. Sub-Competency 2: Analyze professional organizations that advocate for young children, families, and the early childhood field. Learning Objective 2. 1: Description of organization is missing. Description does not clearly identify the name, Description clearly identifies the name, Response demonstrates the same level of ©2014 Walden University 2 0 Not Present 1 Needs Improvement 2 Meets Expectations 3 Exceeds Expectations Describe how organizations advocate for issues that affect young children, families, and the early childhood field. mission/vision, and purpose of an organization that advocates for young children, families, and the early childhood field. Overview of advocacy initiative in which the organization in engaged is vague. Explanation for how the initiatives relate to the issue/challenge/need previously identified is unclear, or online one initiative is addressed. mission/vision, and purpose of at least one organization that advocates for young children, families, .

1. ©2014 Walden University 1
CECS RC004: Research and Advocacy
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze research on advocacy issues
impacting children and families.
Learning Objective 1.1:
Describe an advocacy
issue/challenge/ need
and its impact on
children and families.
Description of the
advocacy issue/challenge/
need is missing.

2. Description details only
one aspect of the
issue/challenge/need
and/or does not explain
the impact on children and
families.
Description is unclear
and/or incomplete.
Description details at least
two aspects of the
issue/challenge/need and
explains how each one (or
how they collectively)
affects children and
families.
Description is clear and
complete.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Implications of the
issue/challenge/need for
the larger field are
discussed and relevant
examples are provided.
Learning Objective
1. 2:

3. Synopsize research
findings that support a
specific area of the
early childhood field
worthy of advocacy.
Synopsis is not present. Synopsis highlights only
one research finding
and/or research findings
were not relevant and/or
compelling.
Research findings do not
relate to
issue/challenge/need.
Synopsis does not provide
rationale or rationale is
unclear or illogical.
Synopsis highlights at least
two relevant and
compelling research
findings related to the
issue/challenge/need.
Synopsis provides clear
and logical rationale for
the need for advocacy
related to the
issue/challenge/need
previously identified.
Response demonstrates
the same level of

4. achievement as “2,” plus
the following:
Synopsis highlights more
than two relevant research
findings.
Synopsis includes
compelling examples to
support rationale.
Sub-Competency 2: Analyze professional organizations that
advocate for young children, families, and the early childhood
field.
Learning Objective
2. 1:
Description of organization
is missing.
Description does not
clearly identify the name,
Description clearly
identifies the name,
Response demonstrates
the same level of
©2014 Walden University 2
0

5. Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Describe how
organizations advocate
for issues that affect
young children,
families, and the early
childhood field.
mission/vision, and
purpose of an organization
that advocates for young
children, families, and the
early childhood field.
Overview of advocacy
initiative in which the
organization in engaged is
vague.
Explanation for how the
initiatives relate to the
issue/challenge/need
previously identified is
unclear, or online one

6. initiative is addressed.
mission/vision, and
purpose of at least one
organization that
advocates for young
children, families, and the
early childhood field.
Description provides a
clear overview of one
current advocacy initiative
for the organization and
clearly explains how this
initiative relates to the
issue/challenge/need
previously identified.
achievement as “2,” plus
the following:
Two or more organizations
are addressed.
Informational documents,
web links, photos, or other
supporting artifacts are
included.
Sub-Competency 3: Develop advocacy initiatives to effect
social change on behalf of children, families, and the early
childhood field.
Learning Objective 3.1:

7. Describe an advocacy
initiative to effect
social change.
Description of advocacy
initiative is missing.
Description of advocacy
initiative to effect social
change is incomplete or
unclear in terms of
including the following:
- Targeted sphere of
influence (local,
regional, national,
global)
- One or more
measurable goals that
can be achieved within 6
to 12 months
- Explanation of how
Description of advocacy
initiative to effect social
change includes the
following:
- Targeted sphere of
influence (local,
regional, national,
global)

8. - At least two measurable
goals that can be
achieved within 6 to 12
months
- Explanation of how
goals will be measured
Demonstrates the same
level of achievement as
“2,” plus the following:
Response provides
evidence of a response
from a government official
and/or evidence of
sending the letter.
©2014 Walden University 3
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
goals will be measured

9. - Action steps and
timeline for the initiative
- Potential roadblocks and
plans for overcoming
them
- Action steps and
timeline for the initiative
- Potential roadblocks and
plans for overcoming
them
Learning Objective 3.2:
Identify policymakers
or stakeholder groups
from whom to elicit
support for advocacy
initiatives.
Identification of one or
more policymakers or
stakeholders is missing.
Identification of one or
more policymakers or
stakeholders with whom
communication will be
initiated in support of the
advocacy initiative is
vague.
Rationale for selection of

10. policymakers or
stakeholders is vague or
missing.
Response clearly identifies
one or more policymakers
or stakeholders with
whom communication will
be initiated in support of
the advocacy initiative.
Response provides clear
rationale for selection of
policymakers or
stakeholders.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Response demonstrates
creative and/or strategic
thinking.
Sub-Competency 4: Communicate with policymakers and other
stakeholders to enlist support for advocacy initiatives that
benefit children,
families, and the early childhood field.
Learning Objective
4. 1:
Develop a
communication piece

11. aimed at policymakers
or stakeholders to elicit
their support for an
advocacy initiative.
Communication piece is
missing.
Communication piece is
incomplete or unclear in
terms of including the
following:
- Clear statement of
issue/challenge/need
being addressed
- Research-based
information or data, and
rationale, for the
initiative
Communication piece
aimed at policymakers
includes the following:
- Clear statement of
issue/challenge/need
being addressed
- Research-based
information or data, and
rationale, for the
initiative

12. - An initiation of dialogue
Response demonstrates
the same level of
achievement as “2,” plus
the following:
The communication piece
is engaging and utilizes
creative tools and
techniques.
©2014 Walden University 4
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
- An initiation of dialogue
or an appeal for support
- Request for a response
- Proposal of next steps

13. or an appeal for support
- Request for a response
- Proposal of next steps
Sub-Competency 5: Reflect on advocacy efforts.
Learning Objective 5.1:
Summarize experiences
communicating about
advocacy initiatives.
Summary of experiences
communicating about
advocacy initiatives is
missing.
Summary of experiences
communicating about
advocacy initiatives
is fewer than 2 pages
and/or is vague or
incomplete in terms of
including the following:
- Description of
experience in delivering
communication to
policymaker or
stakeholder groups
- Detailed description of
responses received by
individuals

14. - Three action steps for
continuing efforts for
the advocacy initiative
Summary of experiences
communicating about
advocacy initiatives
is 2–3 pages and includes
the following:
- Description of
experience in delivering
communication to
policymaker or
stakeholder groups
- Detailed description of
responses received by
individuals
- Three action steps for
continuing efforts for
the advocacy initiative.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Summary demonstrates
creative or strategic
thinking.
Professional Skill #1: Written Communication: Demonstrates
graduate level writing skills.

15. 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
Grammar, spelling, and
mechanics reflect a high
level of accuracy in
standard American English
and enhance readability.

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

17. 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.

18. APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.
Professional Skill #5: Critical Thinking: Use critical thinking
and problem-solving skills to analyze professional issues and
inform best
practice.
Learning Objective
PS 5.1:
Analyze assumptions
and fallacies.
Analysis of assumptions is
missing.
Response is weak in
assessing the
reasonableness of
assumptions in a given
argument.
Response does not
adequately identify and
discuss the implications of
fallacies or logical
weaknesses in a given
argument.

19. Response generally
assesses the
reasonableness of
assumptions in a given
argument.
Response identifies and
discusses the implications
of fallacies and/or logical
weaknesses in a given
argument.
Response clearly and
comprehensively assesses
the reasonableness of
assumptions in a given
argument.
Response provides a
detailed and compelling
analysis of implications of
fallacies and logical
weaknesses in a given
argument.
Learning Objective
PS 5.4:
Problems and solutions are
not identified.
Response presents
solutions, but they are
Response presents

20. solutions that are practical
Response presents
compelling supporting
©2014 Walden University 6
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Use problem-solving
skills.
ineffective in addressing
the specific problem.
and work in addressing the
specific problem.
arguments for proposed
solutions.
Professional Skill #6: Information Literacy: Apply appropriate
strategies to identify relevant and credible information and data

21. 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

22. 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.
RC004-
Part one: Research Brief
Select a topic of interest. (Homelessness)
What current problems, policies, or issues affect the health,
safety, or education of young children and families? Which of
these issues are of greatest interest to you? Perhaps you are
concerned about the increased focus on high-stakes testing in
primary grades, the lack of opportunity for young children to
engage in creative and experiential play, or the need to increase
children’s access to books in the home. Explore the web
resources provided with the Assessment and/or other resources
to gain information and insights on pressing issues, needs, and
challenges that affect children and families.
Based on your initial exploration, select a topic of interest, one
for which you want to advocate for action that can positively
impact the lives of children and families. With this issue in
mind, continue exploring reputable resources and investigate
advocacy organizations and initiatives that are already in place.
Consider how this issue relates to your sphere of influence
(e.g., workplace, local community, state, national, global level)

23. and what actions you might take to promote positive changes
within this sphere.
Based on your exploration, prepare a 2- to 3-page Research
Brief as follows:
Describe the advocacy issue/challenge/need and its impact on
children and families.
Include a synopsis of major, compelling research findings that
support your position on the cause for which you want to
advocate.
Explore local, regional, state, national, and/or global advocacy
efforts that have been devoted to this issue. Identify one or
more organizations and describe their work in supporting the
advocacy issue.
After reading about how established organizations have
advocated for your issue, describe an initiative of your own that
could further your cause. Your initiative should be one that you
can spearhead within your sphere of influence. Your initiative
might involve activities that will increase awareness, educate
others, change a policy, bring in resources to your workplace,
start a community project, create a service to families, or any
other forms of advocacy.
State at least two measureable goals that you believe can be
achieved within the next six months to a year.
Include specific action steps you plan to take and a timeline for
implementation.
Identify any roadblocks you anticipate and plans to overcome
them.
Identify one or more policymakers or stakeholders to whom you
will communicate your advocacy initiative.
Explain the purpose of your communication to these
stakeholders.
Part 2: Communication to Policymakers and Stakeholders

24. Determine whether your communication will be to policymakers
or stakeholders. Consider what you know about this audience
and, thus, what type of information and messages would best
capture their hearts, minds, and interests about the
issue/challenge/need you chose. Then, determine how best to
present this information (e.g., PowerPoint presentation, letter,
speech, video, proposal, historical timeline, report with
statistics, etc.)
With these ideas in mind, prepare your communication piece
and then either meet with your audience face to face or send the
communication to your audience via e-mail or other means. If
you meet with your audience, be sure to engage in dialogue and
solicit their responses to the information, messages, and appeals
for help. If you send the communication via e-mail or other
means, request a response in writing, a phone call, or other
form. You will submit your communication piece with this
assessment. If it is a PowerPoint, video, or oral presentation,
you will submit it as a separate file when you submit the
Assessment.
Your communication should include:
Statement of issue/challenge/need being addressed
Brief explanation of the research you found
Description of the initiative you are spearheading and a
rationale for its importance
Initiation of dialogue or an appeal for support
Request for a response
Proposal of next steps
PART 3: Summery and Next Steps
Once you have received responses from policymakers or
stakeholders, reflect on your experience and write a 2- to 3-page
summary. Your summary should:

25. Describe your experience in delivering your communication to
policymakers or stakeholders. What worked well? What could
you have done differently to better communicate the issue or to
better position your intentions related to advocacy?
Describe in detail the responses you received from individuals
to who you delivered the communication. What did you learn?
Explain how the responses serve to support or present
challenges to your advocacy initiative.
Determine at least three action steps for continuing your
advocacy efforts (e.g., responding to one or both of the
stakeholder groups, communicating with other stakeholders,
organizing for action, conducting further research, etc.)