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BHA-FPX4010 u03a1 - Quantitative Research Questions and Methods Learner: Darion , Alexander

OVERALL COMMENTS Darion

Overall, great attempt. I made a few comments below and on you paper. I also made detailed comments on

assessment 2, suggesting not to work ahead without first receiving my comments. Please review the below.

I am here if you need me, I know you can do it .

Dr R

RUBRICS

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CRITERIA 1

Formulate a quantitative research question and associated hypothesis.

COMPETENCY

Develop a research question based on a hospital-acquired condition.

NON_PERFORMANCE: Does not describe a quantitative research question and associated hypothesis.

BASIC: Describes a quantitative research question and associated hypothesis.

PROFICIENT: Formulates a quantitative research question and associated hypothesis.

DISTINGUISHED:

Formulates a quantitative research question and associated hypothesis, providing specific examples.

Comments:

For this section we needed to formulate a quantitative research question and associated hypothesis, providing

specific examples, along with an hypothesis

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CRITERIA 2

Identify relevant quantitative methodologies that will support answering a research question.

COMPETENCY

Explain the different types of health care research methodologies.

NON_PERFORMANCE: Does not list quantitative research methodologies.

BASIC:

Lists quantitative research methodologies, but their relevance to a specific research question is incorrect

or unclear.

PROFICIENT: Identifies relevant quantitative methodologies that will support answering a research question.

DISTINGUISHED:

Identifies relevant quantitative methodologies that will support answering a research question and offers a

brief rationale for why the identified quantitative methodologies are relevant.

Comments:

For this section we needed to identify relevant quantitative methodologies that will support answering a

research question and offers a brief rationale for why the identified quantitative methodologies are relevant.

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CRITERIA 3

Describe quantitative data collection tools or strategies that are appropriate for answering a research question.

COMPETENCY

Explain the different types of health care research methodologies.

NON_PERFORMANCE: Does not identify quantitative data collection tools or strategies.

BASIC:

Identifies quantitative data collection tools or strategies, but their relevance for answering a research

question is unclear or inappropriate.

PROFICIENT:

Describes quantitative data collection tools or strategies that are appropriate for answering a research

question.

DISTINGUISHED:

Describes quantitative data collection tools or strategies that are appropriate for answering a research

question and offers a brief rationale for why the data collection tools or strategies are appropriate.

Comments:

I did not read this section in your paper.

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CRITERIA 4

Explain the importance of methodologically relevant data collection to a research plan as a whole.

COMPETENCY

Explain the different types of health care research methodologies.

NON_PERFORMANCE: Does not describe targeted data collection.

BASIC:

Describes targeted data collection, but does not offer a full or clear explanation as to its importance to a

research plan as a whole.

PROFICIENT: Explains the importance of targeted data collection to a research plan as a whole.

DISTINGUISHED:

Explains the importance of targeted data collection to a research plan as a whole. Notes areas related to a

research question where targeted data collection will be valuable or potentially challenging.

Comments:

I did not read this section in your paper.

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Supplemental Feedback

CRITERIA 5

Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals.

COMPETENCY

Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of

others and is consistent with the expectations of health care professionals.

NON_PERFORMANCE:

Does not communicate in a manner that is consistent with expectations for the health care profession.

BASIC: Communicates in a manner that is consistent with expectations for the health care profession.

PROFICIENT:

Communicates in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity

of others and is consistent with expectations for health care professionals.

DISTINGUISHED:

Communicates with exceptional clarity in a manner that is scholarly, professional, and respectful of the

diversity, dignity, and integrity of others and is consistent with expectations for health care professionals.

Comments:

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SUPPLEMENTAL CRITERIA 1

Purpose Compose a text that articulates meaning relevant to the main topic, scope, and purpose of the prompt

BEGINNING: This text is unrelated to the assignment prompt.

DEVELOPING:

This text is related to the assignment prompt but does not demonstrate an understanding of the main

topic, scope, and purpose.

SKILLED:

This text responds to the assignment prompt and appropriately addresses the main topic, scope, and

purpose.

ADVANCED:

This text presents a focused response to the assignment prompt and demonstrates a thorough

understanding of the main topic, scope, and purpose.

Comments:

The connection between this text and the assignment prompt is unclear to me. To develop this connection,

consider revisiting the prewriting stage of the writing process. It may also be helpful to narrow your focus and

develop an outline.

Resources

Develop Strong Flow

Explore the Prewriting Stage of the Writing Process

Learn about Organizational Techniques

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SUPPLEMENTAL CRITERIA 2

Organization Develop text using organization, structure, and transitions that demonstrate understanding of relationship between main and subtopics

BEGINNING:

This text does not include a thesis statement and is organized inappropriately for the assignment.

DEVELOPING:

The thesis statement in this text is unclear and/or the text is presented in paragraphs with unclear main

idea(s) and/or transitional phrases.

SKILLED:

This text includes a thesis statement and is organized into paragraphs, with clear main ideas and effective

transitional phrases.

ADVANCED:

This text reflects a strong thesis statement. Additionally, this text is organized with skillful transitions into

paragraphs with clear main ideas, sufficient evidence, analysis, and linking information.

Comments:

This text will be strengthened by including a more specific thesis statement and/or further developing the main

idea, evidence, analysis, and/or linking information in each paragraph. Consider reverse outlining your text to

strengthen your organization.

Resources

Organize Ideas for Your Paper

Explore Paragraphing Techniques

Reverse Outline Your Existing Text

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SUPPLEMENTAL CRITERIA 3

Evidence Integrate into text appropriate use of scholarly sources and evidence

BEGINNING: This text included plagiarized information.

DEVELOPING:

This text lacks synthesis of information from sources and/or the credibility of the sources is questionable,

with many flaws in APA citation style.

SKILLED:

The included evidence was integrated and synthesized from outside sources, most of which are scholarly,

with minimal flaws in APA citation style.

ADVANCED:

The evidence in this text was integrated and synthesized from credible, scholarly, and professionally sound

sources, with minimal flaws in APA citation style.

Comments:

This text includes evidence, but the credibility of and/or citation of some of those sources falls short of

academic standards. Consider your research strategies by visiting Capella's library, and study citation

guidelines regarding quoting, paraphrasing, or summarizing material from outside sources.

Resources

Quote, Paraphrase, and Summarize Effectively

Learn to Interpret Evidence

Get Started with the Library

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SUPPLEMENTAL CRITERIA 4

Tone Apply in text the standard writing conventions for the discipline, including structure, voice, person and tone

BEGINNING: Text uses language inappropriate for the intended audience.

DEVELOPING:

This text does not meet writing conventions for the discipline and lacks appropriate voice, person, and/or

tone for the intended audience.

SKILLED:

This text meets writing conventions for the discipline and there were minimal issues in appropriate use of

voice, person, or tone for the intended audience.

ADVANCED:

This text exhibits strict adherence to writing conventions for the discipline and uses appropriate voice,

person, and tone for the intended audience.

Comments:

This text lacks appropriate voice, person, and/or tone for the intended audience. In your writing process,

consider the expectations of your audience. Additionally, it may be helpful to study the Writing Center's

resources on developing a scholarly voice.

Resources

Develop Your Scholarly Voice

Explore Active and Passive Voice

Use the Correct Person

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SUPPLEMENTAL CRITERIA 5

Sentence Structure Produce text with minimal grammar, usage, spelling, and mechanical errors

BEGINNING:

Text meaning is unclear due to errors in sentence structure, grammar, usage, word choice, spelling, or

mechanics in 75% or more of text.

DEVELOPING:

Text meaning is interrupted due to sentence structure, grammar, usage, word choice, spelling, or

mechanical errors in 25%-75% or more of text.

SKILLED:

Text conveys clear meaning with minimal issues in grammar, usage, word choice, spelling, or mechanical

errors in 10%-25% of text.

ADVANCED:

Text complexity and concision conveys clear meaning, with grammar, usage, word choice, spelling, or

mechanical errors in 10% or less of text.

Comments:

Many of your ideas are communicated in grammatically unsound sentences. So that the meaning of your

messages is communicated clearly, study sentence structure guidelines and practice sentence revision to

strengthen your text.

Resources

Consider Sentence Structure and Variety

Study Subject-Verb Agreement

Revise Your Sentences