101221, 857 PM Rubric Assessment - PSY2060-Research Methods

10/12/21, 8:57 PM Rubric Assessment - PSY2060-Research
Methods SU01 - South University
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962&evalObjectType… 1/4
SUO Discussion Rubric (40 Points) - Version 1.2
Course: PSY2060-Research Methods SU01
Response
No
Submission
0 points
Emerging (F-
D: 1-13)
13 points
Satisfactory
(C: 14-16)
16 points
Proficient (B:
17-18)
18 points
Exemplary (A:
19-20)
20 points
Criterion

Score
Quality of
Initial
Posting
/ 20
No initial
posting exists
to evaluate.
The
information
provided is
inaccurate, not
focused on the
assignment’s
topic, and/or
does not
answer the
question(s)
fully. Response

demonstrates
incomplete
understanding
of the topic
and/or
inadequate
preparation.
The
information
provided is
accurate, giving
a basic
understanding
of the topic(s)
covered. A
basic
understanding
is when you

are able to
describe the
terms and
concepts
covered.
Despite this
basic
understanding,
initial posting
may not
include
complete
development
of all aspects
of the
assignment.
The
information

provided is
accurate,
displaying a
good
understanding
of the topic(s)
covered. A
good
understanding
is when you
are able to
explain the
terms and
topics covered.
Initial posting
demonstrates
sincere
reflection and

addresses most
aspects of the
assignment,
although all
concepts may
not be fully
developed.
The
information
provided is
accurate,
providing an in-
depth, well
thought-out
understanding
of the topic(s)
covered. An in-
depth

understanding
provides an
analysis of the
information,
synthesizing
what is learned
from the
course/assigne
d readings.
Participation
No
Submission
0 points
Emerging (F-
D: 1-6)
6 points
Satisfactory
(C: 7-8)
8 points
Proficient (B:
9)
9 points

Exemplary (A:
10)
10 points
Criterion
Score
Participation
No
Submission
0 points
Emerging (F-
D: 1-6)
6 points
Satisfactory
(C: 7-8)
8 points
Proficient (B:
9)
9 points
Exemplary (A:
10)
10 points

Criterion
Score
Participation
in
Discussion
/ 10
No responses
to other
classmates
were posted in
this discussion
forum.
May include
one or more of
the following:
*Comments to
only one other
student's post.
*Comments are

not
substantive,
such as just
one line or
saying, “Good
job” or “I agree.
*Comments are
off topic.
Comments to
two or more
classmates’
initial posts but
only on one
day of the
week.
Comments are
substantive,
meaning they

reflect and
expand on
what the other
student wrote.
Comments to
two or more
classmates’
initial posts on
more than one
day. Comments
are
substantive,
meaning they
reflect and
expand on
what the other
student wrote.
Comments to

two or more
classmates’
initial posts
and to the
instructor's
comment (if
applicable) on
two or more
days.
Responses
demonstrate an
analysis of
peers’
comments,
building on
previous posts.
Comments
extend and

deepen
meaningful
conversation
and may
include a
follow-up
question.
Writing
No
Submission
0 points
Emerging (F-
D: 1-6)
6 points
Satisfaction
(C: 7-8)
8 points
Proficient (B:
9)
9 points
Exemplary (A:
10)
10 points

Criterion
Score
Writing
No
Submission
0 points
Emerging (F-
D: 1-6)
6 points
Satisfaction
(C: 7-8)
8 points
Proficient (B:
9)
9 points
Exemplary (A:
10)
10 points
Criterion
Score

Writing
Mechanics
(Spelling,
Grammar,
Citation
Style) and
Information
Literacy
/ 10
No postings for
which to
evaluate
language and
grammar exist.
Numerous
issues in any of
the following:
grammar,
mechanics,

spelling, use of
slang, and
incomplete or
missing
citations and
references. If
required for
the
assignment, did
not use course,
text, and/or
outside
readings
(where
relevant) to
support work.
Some spelling,
grammatical,

and/or
structural
errors are
present. Some
errors in
formatting
citations and
references are
present. If
required for
the
assignment,
utilizes sources
to support
work for initial
post but not
comments to
other students.

Sources include
course/text
readings but
outside sources
(when relevant)
include non-
academic/auth
oritative, such
as Wikis and
.com resources.
Minor errors in
grammar,
mechanics, or
spelling in the
initial posting
are present.
Minor errors in
formatting

citations and
references may
exist. If
required for
the
assignment,
utilizes sources
to support
work for both
the initial post
and some of
the comments
to other
students.
Sources include
course and text
readings as
well as outside

sources (when
relevant) that
are academic
and
authoritative
(e.g., journal
articles, other
text books,
.gov Web sites,
professional
organization
Web sites,
cases, statutes,
or
administrative
rules).
Minor to no
errors exist in

grammar,
mechanics, or
spelling in both
the initial post
and comments
to others.
Formatting of
citations and
references is
correct. If
required for
the
assignment,
utilizes sources
to support
work for both
the initial post
and the

comments to
other students.
Sources include
course and text
readings as
well as outside
sources (when
relevant) that
are academic
and
authoritative
(e.g., journal
articles, other
text books,
.gov Web sites,
professional
organization
Web sites,

cases, statutes,
or
administrative
rules).
Total / 40
Overall Score
No
Submissio
n
0 points
minimum
There was
no
submission

for this
assignment.
Emerging (F to D
Range)
1 point minimum
Satisfactory progress
has not been met on
the competencies for
this assignment.
Satisfactory (C
Range)
28 points minimum
Satisfactory progress
has been achieved on
the competencies for
this assignment.
Proficient (B
Range)
32 points minimum

Proficiency has been
achieved on the
competencies for
this assignment.
Exemplary (A
Range)
36 points
minimum
The
competencies
for this
assignment have
been mastered.
1. Centre the title, References, at the top of the page.
2. Double-space the list.
3. Start the first line of each reference at the left margin; indent
each subsequent line five spaces (a hanging indent).
4. Put your list in alphabetical order. Alphabetize the list by the
first word in the reference. In most cases, the first word will be
the author’s last name. Where the author is unknown,
alphabetize by the first word in the title, ignoring the words a,
an, the.
5. For each author, give the last name followed by a comma and

the first (and middle, if listed) initials followed by periods.
6. Italicize the titles of these works: books, audiovisual
material, internet documents and newspapers, and the title and
volume number of journals and magazines.
7. Do not italicize titles of most parts of works, such as: articles
from newspapers, magazines, or journals / essays, poems, short
stories or chapter titles from a book / chapters or sections of an
Internet document.
8. In titles of non-periodicals (books, videotapes, websites,
reports, poems, essays, chapters, etc), capitalize only the first
letter of the first word of a title and subtitle, and all proper
nouns (names of people, places, organizations, nationalities).
9. If a web source (not from the library) is not a stable archived
version, or you are unsure whether it is stable, include a
statement of the accessed date before the link.
EDUC 703
Philosopher Values & Ethics Grading Rubric
Criteria
Levels of Achievement
Content
80%
Advanced
Proficient
Developing
Not Present
Points Earned
Dispositions, Historical Examples, & Current Examples
17-18 points
Strong, relevant examples demonstrate a sense of all five
dispositions within both a historical and current context.
15-16 points

Relevant examples demonstrate a sense of most of the five
dispositions within both a historical and current context.
1-14 points
Incomplete and/or weak examples demonstrate a sense of some
of the five dispositions within either a historical or a current
context.
0 points
Not present
Structure
20%
Advanced
Proficient
Developing
Not Present
Points Earned
Mechanics, Composition, & Length
4 points
Assignment is free of errors in spelling, grammar, or
punctuation. Graduate-level writing style displays exceptional
composition with all of the following elements: coherent,
cohesive, effective sentence/paragraph structures, logical
progression, and transitions. Meets 100% of length
requirement.
3 points
Few errors in spelling, grammar, or punctuation. Clear writing
style displaying basic composition with most of the following
elements: coherent, cohesive, effective sentence/paragraph
structures, logical progression, and transitions. Meets 90-99%
of length requirement.
1-2 points
Several errors in spelling, grammar, or punctuation; and/or
writing includes several errors in multiple categories: coherent,

cohesive, effective sentence/paragraph structures, logical
progression, and transitions; and/or length is less than 90% of
the requirement.
0 points
Not present
Total Points
/22
Instructor’s Comments:
EDUC 703
Philosopher Values & Ethics Template
DISPOSITION
HISTORICAL EXAMPLE
With Citation
CURRENT PROPOSED APPLICATION
SOCIAL RESPONSIBILITY
Fairness, Justice, Equity
COMMITMENT
Work Ethic,
Committed to the Field of Education
REFLECTION

Critical Analysis, Reform, Progress, Data-based Decisions
INTEGRITY
Ethical Leadership
PROFESSIONALISM
Effective Problem Solving
References
Authorlastname, A. B. (2020). Book title in italics with only the
first word and proper nouns and proper adjectives, like
Christian, capitalized: If there is a subtitle, the first word is
capitalized. Publisher.
Authorlastname, A. B. (2019). Article title in regular font with
only the first word and proper nouns, like European,
capitalized: Subtitles may or may not be used. Journal Titles
and Volume Numbers Are Italicized, 15(2), 41-50.
https://doi.org/10.1037/rev0000126

EDUC 703
Philosopher Values & Ethics Assignment Instructions
Overview
The purpose of the Philosopher Values & Ethics Assignment is
twofold. The first purpose is to identify dispositions displayed
by various educational philosophers throughout history. The
second is to discuss how educators may apply the dispositions
in a current-day context in such a way as to impact education
and society. Candidates will provide historical examples of how
educators in the past have displayed specific values and ethical
dispositions. Then, considering factors regarding current social
and cultural issues, candidates will also provide examples of
how educators today may impact culture through the
dispositions of social responsibility, commitment, reflective
practice, integrity, and professionalism. As candidates identify
various dispositions displayed by historical figures, they are
indicating the relevance of specific ethical beliefs and actions.
Candidates apply the lens of Biblical truth and their own
educational philosophy as they analyze the dispositions of
various philosophers.
Instructions
Using the Philosopher Values & Ethics Template, in the
Historical Example column, explain how each disposition was
exemplified by a particular educational philosopher. Refer to a
variety of different philosophers throughout the template and
cite each example in APA format; include a reference list at the
bottom.
In the Current Proposed Application column, propose how
educators today might impact culture by applying each
disposition. Current application should be specific to societal
issues that influence education. Do not submit a formal paper
for this assignment. The template is all that is required.
Each cell in the template should include one or two fully-

developed and well-structured sentences.
Note: Your assignment will be checked for originality via an
online plagiarism tool.
SCRIP Disposition Explanation
Below is an explanation of what is intended by each disposition.
Consider these definitions as you complete the assignment: S-C-
R-I-P: Social responsibility, Commitment, Reflective practice,
Integrity, Professionalism
1. Displays a sense of Social responsibility and the belief that
all students can learn.
Fruit of the Spirit: Love, Joy, Peace, Goodness
(Gal 5:22,23)
· Demonstrates the belief that all students can learn.
· Demonstrates a sense of fairness, justice, and equity for all
students.
· Differentiates instruction to meet the needs of all diverse
learners.
· Demonstrates empathy and sensitivity to human needs.
· Provides opportunities and motivation for all students to learn.
· Interacts effectively with students to provide a positive,
structured learning environment where student access, success,
and achievement is priority.
2. Demonstrates Commitment and Work ethic.
Fruit of the Spirit: Faithfulness, Longsuffering
(Gal 5:22,23)
· Is committed to the professional field of education.
· Follows through on commitments.
· Takes responsibilities seriously.
· Completes assigned tasks on time.
· Shows the self-discipline and work ethic essential to be
planned, prepared, and organized for success.
· Demonstrates a persevering commitment to each student’s

learning success.
3. Demonstrates Reflective practice.
Fruit of the Spirit: Faithfulness
(Gal 5:22,23)
· Critically evaluates issues as a means for reform and progress.
· Considers thoughtfully educational matters and the practice of
teaching.
· Makes choices after pondering ideas and experiences.
· Learns from collaboration and shared leadership with
colleagues.
· Utilizes data to make informed decisions.
4. Displays personal Integrity.
Fruit of the Spirit: Goodness
(Gal 5:22,23)
· Models exemplary citizenship through moral leadership.
· Acts in an ethical and moral manner.
· Values honesty both professionally and personally.
· Demonstrates trustworthiness.
· Abides by a professional code of ethics; maintains
confidentiality and discretion.
5. Displays Professionalism in behavior and actions.
Fruit of the Spirit: Gentleness, Meekness, Temperance
(Gal 5:22,23)
· Respects authority, colleagues, students, and others.
· Accepts constructive feedback in a respectful, appropriate
manner.
· Demonstrates appropriate behavior; possesses patience, self-
control, and flexibility when obstacles or difficult si tuations
occur.
· Effectively manages personal emotions and feelings and reacts

reasonably to situations.
· Adheres to proper, formulated lines of communication /
expresses a grievance in a dignified, temperate manner.
· Acts confidently and maturely.
· Is prompt and responsible in attendance for class, field
experiences, meetings, etc.
· Effectively uses language in speech and writing to persuade
and positively impact others.
· Maintains enthusiasm and passion for the field of education.
· Cooperatively collaborates with others to form learning
communities.
· Views learning as a life-long activity.
Page 1 of 2
- Yes. I was skeptical to know more about it after browsing the
internet that certain people hate cilantro. But there is a small
number of people who don't like the herb. The reason explained
by researchers is that the odor triggers the mind to hate it.
- No, I don't think scientifically sound research is not accepted
for publications. Because earlier editors used to decide that
research will go for publication or not, but now it has changed,
research is published and people decide it is right or wrong
according to their preferences until it is technically correct and
scientifically sound research.
- To continue the research more information is required and for
that more subjects need to study. We have to find new ideas to
enhance the research, and we have to rely on true statements.
This is how we can continue the investigation.
- The primary source of any research is evidence about an
event. The object, people, and witnesses are the primary sources

of any research study. It is important to read the primary source
because it will help the researcher to understand the research,
he will understand the basics of it and it will give him the lead,
and he will get an idea of what to do next.
Reference
Lewandowski, G. W., Ciarocco, N. J, & Strohmetz, D. B.
(2019). Discovering the Scientist Within: Research Methods in
Psychology (2nd ed.). New York, NY: Macmillan Higher
Education
The Research Process
Imagine you are in a fast-food restaurant where a lady tells you
that she had heard there was a gene for liking or hating the taste
of cilantro. You looked on the Internet to investigate this
statement, and although you found similar comments on
reputable websites, you are yet to find any scientific studies
supporting this claim.
· Should you be skeptical about the scientific merit of this claim
after browsing the Internet? Why?
Yes, although the internet is widely used for information on
different topics, without a verified source such as web MD or a
similar site, the information on the internet is hearsay.
Unfortunately, people learn from what others tell them and
there are tons of forums on thousands of topics in which people
read and start believing what they read, instead of finding the
actual research and findings for the topic at hand.
· Do you think there are times when scientifically-sound
research is not accepted for publication? Why?
Rejection of scientifically sounds research is a norm on the
internet. Reasons include results are not generalized enough for
the common public’s understanding, use of the methods of
research are obsolete versus methods used today, outdated
information or older information, secondary analysis without
adding substantial knowledge, studies that report already known
information, results that are predictable, results that have no

clinical, theoretical or practical implications and findings that
are typical or manuscripted that can be searches with ease with
the internet.
· What should you do to continue this investigation?
Use reputable sources to further investigate the topic and use
sources that are published by sources with knowledge on the
matter.
· Using the South University Online Library, find two peer-
reviewed articles discussing genetics and food preference.
Using the skills you learned from this week's lectures,
summarize each of them.
Peer-review 1: “The associations between genetics, salt taste
perception and salt intake in young adults”.
Food intake highly depends on the liking of the food you ingest.
Salt taste perceptions and preference play a role in liking salt
and this may be genetically determined. Although, research for
salt preference and genetic linking is small and scarce. The link
between the taste and preference of salt was linked to the
pleasantness the salt complimented the food making it more
enjoyable to eat. Salt habits were self-reported in participants
on how salty a participant normally likes their food. Studies on
the participants were done according to their self-reporting
analysis. Genotypes tests on the same participants were also
performed.
Population: Human, male and female.
Age groups: Adulthood (18 yrs & older), Young Adulthood (18-
29 yrs),Thirties (30-39 yrs)
Tests & Measures: Salt Eating Habit Measures
Methodology: Empirical & Quantative Study
Reference: Pilic, L., Lubasinski, N. J., Berk, M., Ward, D.,
Graham, C. A.-M., Da Silva Anastacio, V., King, A., &

Mavrommatis, Y. (2020). The associations between genetics,
salt taste perception and salt intake in young adults. Food
Quality and Preference, 84. https://doi-
org.su.idm.oclc.org/10.1016/j.foodqual.2020.103954
Peer-review 2:
Population: Human, male and female.
Age groups: Adulthood (18 yrs & older) Twins
Tests & Measures: Self reporting questionnaire. Quantative
study through self reporting on 62 individual foods.
Design: : Participants were 2865 twins aged 18–19 y from the
TEDS (Twins Early Development Study).
Twin studies have established that genes of shared family
environment both play important roles in shaping a child’s food
preference. Transitioning from child to adolescent is
characterized by independence, but the relative influence of
genes and the environment on food preferences in late
adolescence are unknown. 62 individual foods grouped into 6
categories (fruit, vegetables, meat or fish, dairy, starch foods,
and snacks) using factor analysis is how the information was
given by participants.
Results: vegetables (0.54; 95% CI: 0.47, 0.59), fruit (0.49; 95%
CI: 0.43, 0.55), starchy foods (0.32; 95% CI: 0.24, 0.39), meat
or fish (0.44; 95% CI: 0.38, 0.51), dairy (0.44; 95% CI: 0.37,
0.50), and snacks (0.43; 95% CI: 0.36, 0.49). All other
variances were explained by non-twin in a family setting.
Children in same homes were closer in aspects to the same
foods than children from different homes. In the older aged or
independent adolescence, the influence of the shared family
environments had disappeared and those individuals’
symbolized independence in their preferences. This finding
suggests that a shared environmental experience that influence

food preferences in childhood may not have effects that same
preference into adulthood
Reference: SMITH, A. D. et al. Genetic and environmental
influences on food preferences in adolescence. American
Journal of Clinical Nutrition, [s. l.], v. 104, n. 2, p. 446–453,
2016. DOI 10.3945/ajcn.116.133983. Disponível em:
https://search-ebscohome
com.su.idm.oclc.org/login.aspx?direct=true&db=fsr&AN=11720
2106&site=eds-live. Acesso em: 8 out. 2021.
· What is a primary source for any research study? Why is it
important to read the primary source?
Historians use the term “primary source” to describe a piece of
historical evidence such as an artifact, photograph, newspaper
article, book, or letter originally created during the era you are
researching. A primary source provides direct or firsthand
evidence about an event, object, person, or work of art. Primary
sources include historical and legal documents, eyewitness
accounts, results of experiments, statistical data, pieces of
creative writing, audio and video recordings, speeches, and art
objects. Providing a first-hand account of an event or time
period and considered to be authoritative. It is important to read
the primary source because it gives insight into the ways in
which history was understood and internalized how the
experience felt while taking place.
· Why do most students settle for reading secondhand or
thirdhand accounts of research studies instead of reading the
primary source?
While primary sources provide first-hand accounts, secondary
sources offer different perspectives and conclusions of those
accounts. Secondary sources can also provide background
information and analysis of an event or work, and these sources

can also give historical perspective based on other events that
have taken place since the original event or work. Students
more than likely would rather have the second-hand version of a
situation in order to form their own opinions of the subject at
hand. Second-hand provides commentary from other researchers
therefore making it easier for students to form opinions and
their own interpretation of the situation.
· When might you have to depend on a secondary source of
information? Are thirdhand accounts of research studies
reliable? Why?
Secondary sources provide good overviews of a subject and are
particularly useful if you need to find about an area that's new
to you. They are also helpful because you can find keywords to
describe a subject area, as well as key authors and key
references that you can use to do further reading and research.
It is like working backwards to gather the information helps put
the puzzle together and make it make sense from a research
perspective.
Third-hand sources are sources that index, abstract, organize,
compile, or digest other sources. Some reference materials and
textbooks are considered tertiary sources when their chief
purpose is to list, summarize or simply repackage ideas or other
information. Third-hand or Tertiary sources provide overviews
of topics by synthesizing information gathered from other
resources. Tertiary resources often provide data in a convenient
form or provide information with context by which to interpret
it. It is like three times check system. One is the account, two is
the research with all the specifics and third is the check off list
to make sure nothing was missed in parts one and two.

101221, 857 PM Rubric Assessment - PSY2060-Research Methods

101221, 857 PM Rubric Assessment - PSY2060-Research Methods

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101221, 857 PM Rubric Assessment - PSY2060-Research Methods