Developing Research Proposals
©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.