Two part assignment: adding background and contribution to knowledge sections to your existing foundational research elements document, and a 500- to 700-word addendum to your a research foundations paper that conveys how the SPL model provides structure

res709_r3_research_foundations_rubric_A_v2281291.xls

Home >Business & Finance homework help >Management homework help >Two part assignment: adding background and contribution to knowledge sections to your existing foundational research elements document, and a 500- to 700-word addendum to your a research foundations paper that conveys how the SPL model provides structure

Sheet1


RES/709 Research Foundations Paper Grading Rubric
Competency		1 - Not Developed	2 - Developing	3 - Proficient	4 - Exemplar	Score
Critical Thinking: 60% of total	Critical Analysis (25%)	Student describes research in general terms, does not identify gap in the literature, and does not design a feasible study grounded in theory underlying research paradigms and methods to fill the gap. Student does not provide research method that aligns with the core elements of a research outline. Student does not provide citations to support discussion. Student analyzes literature or develops research elements from a single, narrow perspective learned in the past and applied in new contexts.	Student identifies a gap in the literature and includes the required core elements of a research outline. Student compares theoretical foundations of two to four research paradigms using and citing classroom texts and resources. Student selects one research paradigm and method that are aligned with the core elements of their research outline, but student does not select an aligned research design. Student recognizes the difference in opinion and informed opinion that depends upon control of personal bias, suspension of judgment, and rational interpretation of evidence.	Student analyzes a clear gap in the literature supported by scholarly sources, analyzes a theoretical framework for paradigm and method that aligned with core elements of a research outline, and examines the differences in research methods as indicated by underlying assumptions of research paradigms supported by scholarly sources Student selects one research paradigm, method, and design that are aligned with the core elements of their research outline. Student examines the underlying theoretical assumptions of research paradigms using and citing class texts and resources.	Student situates his/her research study in relevant literature. Student analyzes the relationship between feasibility of core elements of the research outline and practical considerations (i.e., cost of study, access to data, and population). Student expresses the relationship between the general research topic and potential audiences. Student examines the relationship between situatedness and bias. Student examines the relationship among multiple perspectives grounded in literature. Student analyzes the relationship between feasibility of research propositions and practical and theoretical considerations Student expresses the relationship between the general research topic and potential audiences.	Enter Score	0	0
	Critical Evaluation (20%)	Student does not articulate a reasonable problem driven from literature gap, does not recognize differences in research methodology. Student does not articulate the relevance of theory as a basis for research paradigms or research methods. Student does not address feasibility of research study. Student does not address the relationship between the general research topic and potential audiences.	Student articulates research problem and provides rationale for alignment of paradigm and method. Student does not cite literature-based theory to support the rationale. Student explains the relevance of applying theoretical assumptions for paradigm and method to inform core elements of a research outline. Student addresses feasibility but does not account for practical and theoretical considerations. Student acknowledges a relationship between the general research topic and potential audiences.	Student evaluates core elements of a research outline using and citing theory-based literature for paradigm and method for implementation consistent with theory. Student evaluates feasibility of core elements of a research outline within the context of practical considerations (i.e., cost of study, access to data, and population). Student evaluates the relationship between the general research topic and potential audiences.	Student justifies the relationship between feasibility of research propositions and practical and theoretical considerations. Student evaluates the significance of the relationship between the general research topic for potential audiences. Student evaluates the relationship between situatedness and bias in the literature reviews. Student evaluates the relationship among multiple perspectives grounded in literature.	Enter Score	0	0
	Creative Synthesis (15%)	Student does not provide continuity between the core elements of a research outline and a specific research design. Student does not identify a general research interest.	Student identifies core elements of a research outline but lacks continuity between the elements and a specific research design. Student identifies a general research interest but is unable to construct a coherent proposition.	Student constructs core elements of a research outline that aligns with a specific research paradigm and methodology. Student constructs innovative, context-based core elements of a research outline that is grounded in literature-based theory for paradigm and method and able to be validated with empirical evidence.	Student incorporates multiple sources of evidence to articulate the alignment of core elements of a research outline. Student infers the viability of a research study given research propositions and practical and theoretical considerations. Student synthesizes the general problem and purpose based on an understanding of the potential significance to the audience.	Enter Score	0	0
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Writing Competence: 25% of total	Mechanics	Essay contains frequent grammatical, spelling, and/or typographical errors.	Essay contains several grammatical, spelling, and/or typographical errors.	Essay is free of grammatical, spelling, and typographical errors.	Essay is free of grammatical, spelling, and typographical errors.	Enter Score	0
	Comprehension	Essay contains language that is difficult to understand.	Essay contains language that is often unclear.	Essay contains language that is clear and concise.	Essay contains language that is clear, concise and provides an approprate and consistent level of detail for the reader.	Enter Score	0
	Logical Flow	Writer continually strays from the topic.	Essay contains an illogical flow of ideas.	Essay presents a logical flow of ideas.	Writer presents a logical flow of ideas and presents a rationale underpinning that flow.	Enter Score	0
	Content	Writer does not present a consistent or clear message.	Writer strays from the topic by abruptly moving from one idea to the next.	Writer stays on topic, without jumping from one idea to the next.	Writer stays on topic, without jumping from one idea to the next and provides effective transitions from one idea to the next.	Enter Score	0
	Scholarly Tone	Writer fails to demonstrate scholarly tone.	Essay contains frequent lapses in scholarly tone.	Writer demonstrates scholarly tone.	Writer demonstrates scholarly tone and balances complexity with brevity.	Enter Score	0
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Use of Source and APA Style/Format: 15% of total	Use of Sources	Writer does not use any sources to support assertions.	Writer includes source material that does not lend meaningful support for ideas.	Writer uses citations and references somewhat haphazardly to support assertions.	Writer uses citations and references to support assertions.	Enter Score	0
	Builds off Literature	Writer distorts the meaning of the source material and misrepresents the source.	Writer frequently distorts the meaning of source material and/or misrepresents the source (cites the wrong source, misspells the author's name, and so forth).	Writer mostly represents source material accurately.	Writer accurately represents source material.	Enter Score	0
	Quoting and paraphrasing	Writer uses direct quotes excessively.	Writer frequently uses direct quotes.	Writer mostly paraphrases sources, but occasionally overuses direct quotes.	Writer paraphrases sources and minimizes direct quoting.	Enter Score	0
	APA Style and Format	Writer uses APA formatting intermittently and/or infrequently.	Writer demonstrates significant errors in formatting title page, margins, spacing, headings, and/or citations and references in APA style.	Writer demonstrates minor errors in formatting title page, margins, spacing, headings, and/or citations and references in APA style.	Writer correctly formats title page, margins, spacing, headings, and citations and references in APA style.	Enter Score	0
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					Total Assigned Points:	0.00		0
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