Rubric Name: RC001 Rubric v.2 This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria 0 - Not Present 2000 points 1 - Needs Improvement 2000 points 2 - Meets Expectations 50 points 3 - Exceeds Expectations 1 point Learning Objective 1.1: Define key principles and concepts. Some or all definitions are not present. Definitions are weak or illogical. Definitions are succinct and accurate. Demonstrates the same level as “2” plus the following: Definitions provide context in the field of early childhood studies. 50 / 2000 Criterion Feedback Just be more clear about generalizability - which is about being able to generalize your findings to a broader population. Learning Objective 1.2: Explain the importance of the principles of high quality research. Response is not present or is inaccurate. Response lists fewer than three principles of high quality research. Response provides weak or partial explanations of their importance. Response clearly describes three principles of high quality research. Response provides a thorough explanation of the importance of the identified principles. Demonstrates the same level as “2” plus the following: Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research. 2000 / 2000 Criterion Feedback You have ethical considerations here - it needs to be specific to what constitutes "high quality research" - it's in one of the readings provided (Mac Naughton, G., Rolfe, S. A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill) Learning Objective 1.3: Define informed consent and its application to research with children. Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research. Response partially defines informed consent and/or its application to children. Response accurately defines informed consent and its application to research with children. Demonstrates the same level of achievement as “2,” plus the following: Response addresses the legal and ethical implications of informed consent. 50 / 2000 Learning Objective 1.4: Describe examples of ethical and unethical behaviors in research with children. Response is not present or is inaccurate. Response is incomplete or provides weak examples. Response provides one relevant example of ethical and unethical behavior in research with children. Demonstrates the same level of achievement as “2,” plus the following: Response provides more than one example of both ethical and unethical behavior in research with children. 50 / 2000 Learning Objective 2.1 Describe the characteristics of different types of sources of early childhood research studies. Response is not present. Response is incomplete. Response correctly defines the type of source and provides the c.

1. Rubric Name: RC001 Rubric v.2
This table lists criteria and criteria group name in the first
column. The first row lists level names and includes scores if
the rubric uses a numeric scoring method.Criteria
0 - Not Present
2000 points
1 - Needs Improvement
2000 points
2 - Meets Expectations
50 points
3 - Exceeds Expectations
1 point
Learning Objective 1.1: Define key principles and concepts.
Some or all definitions are not present.
Definitions are weak or illogical.
Definitions are succinct and accurate.
Demonstrates the same level as “2” plus the following:
Definitions provide context in the field of early childhood
studies.
50 / 2000
Criterion Feedback
Just be more clear about generalizability - which is about being
able to generalize your findings to a broader population.
Learning Objective 1.2: Explain the importance of the
principles of high quality research.
Response is not present or is inaccurate.
Response lists fewer than three principles of high quality
research.
Response provides weak or partial explanations of their
importance.
Response clearly describes three principles of high quality
research.
Response provides a thorough explanation of the importance of
the identified principles.

2. Demonstrates the same level as “2” plus the following:
Response includes a thoughtful analysis of the importance of
each principle in terms of early childhood research.
2000 / 2000
Criterion Feedback
You have ethical considerations here - it needs to be specific to
what constitutes "high quality research" - it's in one of the
readings provided (Mac Naughton, G., Rolfe, S. A., & Siraj-
Blatchford, I. (2010). Doing early childhood research:
International perspectives on theory and practice (2nd ed.). New
York, NY: McGraw-Hill)
Learning Objective 1.3: Define informed consent and its
application to research with children.
Response includes a thoughtful analysis of the importance of
each principle in terms of early childhood research.
Response partially defines informed consent and/or its
application to children.
Response accurately defines informed consent and its
application to research with children.
Demonstrates the same level of achievement as “2,” plus the
following:
Response addresses the legal and ethical implications of
informed consent.
50 / 2000
Learning Objective 1.4: Describe examples of ethical and
unethical behaviors in research with children.
Response is not present or is inaccurate.
Response is incomplete or provides weak examples.
Response provides one relevant example of ethical and
unethical behavior in research with children.
Demonstrates the same level of achievement as “2,” plus the
following:
Response provides more than one example of both ethical and
unethical behavior in research with children.
50 / 2000
Learning Objective 2.1 Describe the characteristics of different

3. types of sources of early childhood research studies.
Response is not present.
Response is incomplete.
Response correctly defines the type of source and provides the
correct example.
Demonstrates the same level of achievement as “2,” plus the
following:
Response elaborates on the characteristics by describing the
value of each type of source.
50 / 2000
Learning Objective 2.2 Describe high-quality sources of early
childhood research studies.
Response is not present or is inaccurate.
Response is incomplete.
Response describes the type of research covered in two high-
quality publications.
Response includes an explanation of the reasons the
publications are consider high quality.
Demonstrates the same level of achievement as “2,” plus the
following:
Response describes more than two high-quality publications.
2000 / 2000
Criterion Feedback
See my announcement about this in RC001. These should be
whole publications (rather than individual articles). In other
words, evaluate the source from which these articles came,
where they were published.
Learning Objective 3.1 Describe the main parts of a research
article and the purpose of each part.
Response is not present or is inaccurate.
Response describes some of the parts of a research article.
Description includes a partial explanation of the purpose of
each part of a research article.
Response accurately describes the five parts of a research
article.
Description includes a clear explanation of the purpose of each

4. part of a research article.
Demonstrates the same level of achievement as “2,” plus the
following:
Description includes each of the four parts of the methods
section.
50 / 2000
Learning Objective 4.1: Define reliability and validity within
the context of early childhood research.
Response is not present or is inaccurate.
Response includes a partially-accurate definition of reliability
and validity in the context of early childhood research.
Response includes an accurate definition of reliability and
validity in the context of early childhood research.
Demonstrates the same level of achievement as “2,” plus the
following:
Response includes an example of reliable or valid test results
cited in a peer-reviewed journal article.
50 / 2000
Learning Objective 4.2: Define types of validity and reliability.
Response is not present or is inaccurate.
Response is incomplete .
Response includes an accurate definition of each type of
validity and reliability.
Demonstrates the same level of achievement as “2,” plus the
following:
Response includes an example of each type of validity from
research articles.
50 / 2000
Learning Objective 5.1: Describe strategies for gathering data in
research studies.
Response is not present or is inaccurate.
Response mentions data-gathering techniques but does not
match them to the questions.
Response clearly describes one strategy for gathering data
related to each research question presented.
Response includes a logical rationale.

5. Demonstrates the same level of achievement as “2,” plus the
following:
Response clearly describes more than one strategy for gathering
data related to each research question presented.
2000 / 2000
Criterion Feedback
The second one is good, but you would not want to do focus
groups with preschool children on this particular topic. What is
another way you could go about collecting meaningful data for
the first one?
Rubric Total ScoreTotal
6350 / 20000
Overall Score
Overall Score
0 - Not Present
1 - Needs Improvement
2 - Meets Expectations
3 - Exceeds Expectations
Score
Not Yet Achieved
Feedback Date
May 19, 2020 10:59 PM
Assignment
RC001 Assessment Submission (Attempt 1)
Submission ID
Submission(s)
Turnitin® Similarity

6. Date Submitted
82564
RC001_M_Johnson.doc (122 KB)
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RC001: Foundations of Research
Malodree Johnson
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Assessment Submission (Attempt 1)Submission Feedback
Good start, Malodree. See my comments in each area of the
rubric for ideas to help you better address particular items. I'll
go ahead and open your second attempt, so whenever you're
ready to submit you can go ahead and do that. Let me know if
you have questions.
Rubric Name: RC001 Rubric v.2Score

9. / - Not Yet Achieved
Feedback DateMay 19, 2020 10:59 PMAssignmentRC001
Assessment Submission (Attempt 1)Submission
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Submitted82564RC001_M_Johnson.doc (122 KB)
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Academic Writing Expectations Checklist

11. The faculty Assessor will use this checklist to evaluate whether
your written responses adhere to the conventions of scholarly
writing. Review this checklist prior to submitting your
Assessment to ensure your writing follows academic writing
expectations. Click the links to access Writing Center
resources:
Sentence-Level Skills
|_| Constructing complete and correct sentences
Note: See an explanation of sentence components and how to
avoid sentence fragments and run-ons.
|_| Using and spelling words correctly
Note: See a list of commonly misused words and information on
MS Word’s spell check.
|_| Using punctuation appropriately
Note: See the different types of punctuation and their uses.
|_| Using grammar appropriately
Note: See a Grammarly tutorial to catch further errors.
Paragraph-Level Skills
|_| Using paragraph breaks
Note: See a description of paragraph basics.
|_| Focusing each paragraph on one central idea (rather than
multiple ideas)
Note: See an explanation of how topic sentences work.
Use of Evidence
|_| Using resources appropriately
Note: See examples of integrating evidence in a paper.
|_| Citing and referencing resources accurately
Note: See examples of citing and referencing resources in a
paper.
|_| Paraphrasing (explaining in one’s own words) to avoid
plagiarizing the source
Note: See paraphrasing strategies.
Formatting Written Assignments
|_| Using appropriate APA formatting, including title page,
margins, and font

12. Note: See APA overview and APA template from the Writing
Center.
Comments:
©2014 Walden University 1
CECS RC001: Foundations of Research
Short-Answer Assessment Submission FormContact Information
Please provide your contact information and date of submission
below.
Your Name: First and Last
Your E-mail address: Your Email Here
Date: Click here to enter a dateInstructions
This Competency includes a Short-Answer Assessment. Write
your response to each prompt below in the space provided.
Beneath the prompts is the Rubric which will be used by the
Competency Assessor to evaluate your responses. Carefully
review the Rubric rows associated with each prompt to provide
a complete response.
When writing your response, begin typing where it reads “Enter
your response here.” Write as much as needed to satisfy the
requirements of the prompt (as defined in the Rubric).
Save this file as RC001_firstinitial_lastname (for example,
RC001_J_Smith) and upload it to this Assessment within the
learning platform.
Short Answer 1

13. In 1–2 sentences, explain each of the principles or concepts of
early childhood research listed below.
· Quantitative approaches
· Qualitative approaches
· Longitudinal research
· Hypotheses
· Replication
· Generalizability
Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Explain key principles, concepts, and
ethical standards in early childhood research.
Learning Objective 1.1: Define key principles and concepts.
Some or all definitions are not present.
Definitions are weak or illogical.
Definitions are succinct and accurate.
Demonstrates the same level of achievement as “2,” plus the
following:
Definitions provide context in the field of early childhood
studies.

14. Short Answer 2List three principles of high-quality research and
explain the importance of each principle. Your response should
be 2–3 paragraphs in length.
Your Responses
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Explain key principles, concepts, and
ethical standards in early childhood research.
Learning Objective 1.2 Explain the importance of the principles
of high quality research.
Response is not present or is inaccurate.
Response lists fewer than three principles of high quality
research.
Response provides weak or partial explanations of their
importance.
Response clearly describes three principles of high quality
research.
Response provides a thorough explanation of the importance of
the identified principles.
Demonstrates the same level of achievement as “2,” plus the
following:
Response includes a thoughtful analysis of the importance of

15. each principle in terms of early childhood research.
Short Answer 3Define informed consent. How does informed
consent apply to research with children? Your response should
be 3–5 sentences in length. Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Explain key principles, concepts, and
ethical standards in early childhood research.
Learning Objective 1.3:
Define informed consent and its application to research with
children.
Response is not present or is inaccurate.
Response partially defines informed consent and/or its
application to children.
Response accurately defines informed consent and its
application to research with children.
Demonstrates the same level of achievement as “2,” plus the
following:
Response addresses the legal and ethical implications of
informed consent.

16. Short Answer 4
Provide at least one example of ethical behavior in research
with children. Provide at least one example of unethical
behavior in research with children. Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Explain key principles, concepts, and
ethical standards in early childhood research.
Learning Objective 1.4: Describe examples of ethical and
unethical behaviors in research with children.
Response is not present or is inaccurate.
Response is incomplete or provides weak examples.
Response provides one relevant example of ethical and
unethical behavior in research with children.
Demonstrates the same level of achievement as “2,” plus the
following:
Response provides more than one example of both ethical and
unethical behavior in research with children.
Short Answer 5For each link below, identify the type of source

17. that is represented from the “Types of Sources” list. Then,
explain the characteristics of each type of source.
Types of Sources
· Web article
· Research article
· Research brief
· Peer-reviewed research article
Links
Johanson, S., & Kuh, L. (2013). Critical friends groups in an
early childhood setting: Building a culture of collaboration.
Voices of Practitioners, 8(2), 1–16. Retrieved from
http://www.schoolreforminitiative.org/wp-
content/uploads/2012/01/Voices_Johanson_v8n2.pdf
Your Response
Enter Your Response Here
Recchia, S., & Bentley, D. F. (2013). Parent perspectives on
how a child-centered preschool experience shapes children’s
navigation of kindergarten. Early Childhood Research and
Practice, 15(1). Retrieved from
https://files.eric.ed.gov/fulltext/EJ1016156.pdfYour Response
Enter Your Response Here
Mira, W. A., & Schwanenflugel, P. J. (2013). The impact
of reading expressiveness on the listening comprehension of
storybooks by prekindergarten children. Language, Speech, and
Hearing Services in Schools, 44(2), 183–194.
Retrieved from Walden University Library.
Your Response
Enter Your Response Here
Friedman-Krauss, A., & Barnett, W. S. (2013). Early childhood
education: Pathways to better health (NIEER Preschool Policy
Brief, Issue 25). New Brunswick, NJ: NIEER. Retrieved from

18. http://nieer.org/wp-content/uploads/2016/08/health20brief.pdf
Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 2: Describe types of sources of early
childhood research studies.
Learning Objective 2.1 Describe the characteristics of different
types of sources of early childhood research studies.
Response is not present.
Response is incomplete.
Response correctly defines the type of source and provides the
correct example.
Demonstrates the same level of achievement as “2,” plus the
following:
Response elaborates on the characteristics by describing the
value of each type of source.
Short Answer 6
Choose at least two high-quality research publications. Provide
the name of each publication, describe what type of research
each publication covers, and explain why each source is

19. considered “high quality.”
Refer to this ASU resource for an overview of high-quality
research publications:
· Angelo State University (ASU). (n.d.-a). Library Guides. How
to recognize peer-reviewed (refereed) journals. Retrieved from
https://www.angelo.edu/services/library/handouts/peerrev.php
Note: You may also access high-quality early childhood
research publications in the Walden Library. Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 2: Describe types of sources of early
childhood research studies.
Learning Objective 2.2 Describe high-quality sourcesof early
childhood research studies.
Response is not present or is inaccurate.
Response is incomplete.
Response describes the type of research covered in two high-
quality publications.
Response includes an explanation of the reasons the
publications are consider high quality.
Demonstrates the same level of achievement as “2,” plus the

20. following:
Response describes more than two high-quality publications.
Short Answer 7List the main parts of a research article and
provide a brief description of each.
Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 3: Describe the main parts of research articles
and the purpose of each.
Learning Objective 3.1 Describe the main parts of a research
article and the purpose of each part.
Response is not present or is inaccurate.
Response describes some of the parts of a research article.
Description includes a partial explanation of the purpose of
each part of a research article.
Response accurately describes the five parts of a research
article.

21. Description includes a clear explanation of the purpose of each
part of a research article.
Demonstrates the same level of achievement as “2,” plus the
following:
Description includes each of the four parts of the methods
section.
Short Answer 8Define the terms “reliability” and “validity” in
the context of research. Your response should be 3–5 sentences
in length.Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 4: Explain the importance of validity and
reliability in early childhood research.
Learning Objective 4.1: Define reliability and validity within
the context of early childhood research.
Response is not present or is inaccurate.
Response includes a partially-accurate definition of reliability

22. and validity in the context of early childhood research.
Response includes an accurate definition of reliability and
validity in the context of early childhood research.
Demonstrates the same level of achievement as “2,” plus the
following:
Response includes an example of reliable or valid test results
cited in a peer-reviewed journal article.
Short Answer 9
In 1–2 sentences, define each type of validity and reliability.
Types:
· Face validity
· Criterion validity
· Content validity
· Inter-rater reliabilityYour Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 4: Explain the importance of validity and
reliability in early childhood research.

23. Learning Objective 4.2: Define types of validity and reliability.
Response is not present or is inaccurate.
Response is incomplete.
Response includes an accurate definition of each type of
validity and reliability.
Demonstrates the same level of achievement as “2,” plus the
following:
Response includes an example of each type of validity from
research articles.
Short Answer 10
Read the two research questions below. Then, suggest one or
more data-gathering techniques that could be used to test a
hypothesis related to each, and explain why.
Research questions:
1. To what extent do preschoolers whose parents read to them
on a regular basis perform better on academic tasks in
elementary school than preschoolers who are not read to?
2. Does flexible scheduling of parent-teacher meetings increase
working parents’ involvement in their children’s
education?Your Response
Enter Your Response HereRubric
0
Not Present
1

24. Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 5: Describe the strategies used to gather data
for research studies.
Learning Objective 5.1: Describe strategies for gathering data in
research studies.
Response is not present or is inaccurate.
Response mentions data-gathering techniques but does not
match them to the questions.
Response clearly describes one strategy for gathering data
related to each research question presented.
Response includes a logical rationale.
Demonstrates the same level of achievement as “2,” plus the
following:
Response clearly describes more than one strategy for gathering
data related to each research question presented.
©2020 Walden University 12