RC004
Family2018
RC004_Rubric.pdf
©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, 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: 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)
- 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 - 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 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 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
- 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
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
- 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.
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.
©2014 Walden University 5
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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.
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.
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.
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 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 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.
