Journal Critique
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files (4)JournalArticleCritiqueAssignmentInstructions.pdf
JournalArticleCritiqueTemplate.docx
JournalArticleCritiqueGradingRubric.pdf
EXAMPLE.pdf
JournalArticleCritiqueAssignmentInstructions.pdf
EDUC 735
JOURNAL ARTICLE CRITIQUE ASSIGNMENT INSTRUCTIONS
OVERVIEW During this course, you will complete two journal article critiques. For each of these assignments, select one of the articles you included in your Annotated Bibliography Assignment to critique. The two journal article critiques you will compose for this course are intended to build upon the Annotated Bibliography Assignment and serve as a foundation for your Research Paper Assignment later in the course. The articles you select to critique must be from professional journals and must be current (published no more than 5 years ago). INSTRUCTIONS
Utilize the Journal Article Critique Template for this assignment. Each section of the template includes the specific required components of each section.
1. In the first section, the introduction, you should include a 4-5 sentence introduction to and overview of the article with a clear thesis sentence that reveals your purpose for the critique. Please do not include a heading for this section. It is understood in APA that the first section is introductory in nature and therefore does not need a heading.
2. The next section is the summary and should have a Level 1 heading. The summary should provide a description of the methodology and the findings of the research. It should be a minimum of two paragraphs of at least five sentences each. Finally, the summary should have a balance of direct quotes and paraphrases from the article that is the focus of this assignment.
3. The next section, the critical analysis, should be comprised of at least three paragraphs of at least five sentences each. This section should have a heading. The critical analysis should address the credibility of the author(s) by describing the professional accomplishments of the author(s) and the main logic of the article. This section should also discuss the validity of the assertions made by the author(s). The analysis should include a discussion of the limitations, strengths, and weaknesses of the research methodology. In addition to the selected article, there should be at least one additional source that provides support for the assertions made in this critical analysis section.
4. Finally, the conclusion should be at least one paragraph of at least five sentences. Summarize your insight into the article based on your professional experience and include a clear concluding sentence.
The article critique should be at least 750 words in length. This does not include the required title page or the required references list. An abstract is not required. Follow current APA formatting guidelines. Refer to the Journal Article Critique Grading Rubric for more details on the expectations for this assignment. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
JournalArticleCritiqueTemplate.docx
TITLE OF PAPER 1
TITLE OF PAPER 4
Journal Article Critique: [Topic]
Student Name
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Student Name.
Email: [email protected]
Journal Article Critique: [Topic]
(* Do not label the introduction section.*)
Use this space to give a short introduction to the article and the purpose of the critique. This should be a minimum of four to five sentences. Make sure when you list the author’s name, you place the year of publication in parenthesis after the author’s name. You will need to follow all APA guidelines for citations. Citations should include the author’s last name, comma, and the year of publication. Example: (Smith, 2010). Citations with direct quotes should include the author’s name, comma, year of publication, comma, and page number. Example: (Smith, 2010, p.23). You do not need the page number unless you have a direct quote from the work in the sentence.
Summary
Use this section to summarize the article you read, providing a description of the authors’ methodology and findings of the research. Also include the main points of the article. Make sure you properly cite within this section using both paraphrases and direct quotes from the article. APA states that you must credit the source when “paraphrasing, quoting an author directly, or describing an idea that influenced your work” (p. 170). This section should be written in a factual manner that is void of opinion or emotion. Include a minimum of two paragraphs with each paragraph having at least five sentences.
Critical Analysis
Use this section to analyze the article. This means you critically think through the article’s main points. Who was the intended audience? Did the author clearly communicate the main points to the intended audience? Did the author provide adequate support to back his/her claims? Address the credibility of the author(s) of the article by describing professional accomplishments that reveal to the reader reasons that the opinions of the author(s) can or cannot be relied upon.
The validity of the research should be explored by discussing the limitations and the strengths of the research methodology. At least one source in addition to the article you are critiquing should be cited in this section to support your opinions of the validity of the article and/or its research methods. This section should be at least three paragraphs of at least five sentences each.
Conclusion
Use this section to provide insight from your professional experience as related to the issue addressed in the article. How does this article relate to the issue that you have chosen as your topic for the research paper for this course? You should include a clear concluding sentence. This paragraph should be a minimum of five sentences.
References
You will only include references that you cited within the Journal Article Critique. At a minimum, you should include the article you read and one additional source. Make sure all references utilize a hanging indent and include appropriate hyperlinks.
JournalArticleCritiqueGradingRubric.pdf
Criteria Ratings Points
Article Selection
5 to >4 pts
Advanced
The article is no more than 5 years old and comes from a scholarly journal.
4 to >3 pts
Proficient
The article is no more than 5 years old. It does not come from a scholarly journal.
3 to >0 pts
Developing
The article is more than 5 years old or does not come from a scholarly journal.
0 pts
Not Present
5 pts
Article Summary
15 to >13 pts
Advanced
The body provides a professional summary of the article. Both paraphrasing and quotes are used with citations to support the assertions that are made. This section is written in a factual, objective manner and is void of any opinion or emotion.
13 to >12 pts
Proficient
The body provides a summary of the article with paraphrasing but few or no direct quotes. There are few citations to support assertions. The summary may include some opinion in addition to factual information.
12 to >0 pts
Developing
The body provides a limited and underdeveloped summary of the article. The ideas presented are opinion rather than factual information. There are no sources cited to support assertions.
0 pts
Not Present
15 pts
Critical Analysis
35 to >31 pts
Advanced
The critical analysis portion addresses such issues as the credibility of the author, the main logic of the article, the validity of the research, etc.
The critical analysis section includes valid reasons to support the thesis statement in the introduction.
Assertions in the critical analysis section include quotes and/or statistics with citations from other resources for support.
31 to >28 pts
Proficient
The critical analysis portion addresses some issues as the credibility of the author, the main logic of the article, or the validity of the research.
The critical analysis section includes some information to support the thesis statement.
Some assertions in the critical analysis section include quotes and/or statistics with no citations from other resources for support.
28 to >0 pts
Developing
The critical analysis portion does not address the credibility of the author, the main logic of the article, or the validity of the research.
The critical analysis section does not support the thesis statement.
Few assertions in the critical analysis section include quotes and/or statistics.
There are no citations from other resources for support.
0 pts
Not Present
35 pts
Journal Article Critique Grading Rubric | EDUC735_B02_202430
Criteria Ratings Points
Introduction and Conclusion
15 to >13 pts
Advanced
The introduction provides a 4-5-sentence overview of the article and a clear thesis statement.
The conclusion summarizes the main points and restates the thesis statement in fresh words. It reiterates the significance of the article (or lack thereof).
13 to >12 pts
Proficient
The introduction provides a 4-5-sentence overview of the article. The thesis statement may not be clear.
The conclusion summarizes the main points but does not restate the thesis statement. It does not make clear the significance of the article.
12 to >0 pts
Developing
The introduction does not provide an overview of the article, and the thesis statement is not clear.
The conclusion does not summarize the main points or restate the thesis. It does not discuss the significance of the article.
0 pts
Not Present
15 pts
Grammar, Usage, and Mechanics
15 to >13 pts
Advanced
Spelling and grammar are correct. Sentences are complete, clear, and concise. The submission is at least 750 words in length.
13 to >12 pts
Proficient
There are some spelling and grammar errors. Sentences require some re-reading for understanding. The submission is less than 750 words in length.
12 to >0 pts
Developing
Spelling and grammar errors distract the reader. Sentences are incomplete or unclear. The submission is less than 750 words in length.
0 pts
Not Present
15 pts
Format 15 to >13 pts
Advanced
Current APA format is used accurately and consistently in all citations. This includes both the body of the assignment and the References list.
13 to >12 pts
Proficient
Current APA format is used with minor errors in the body of the assignment or the References list.
12 to >0 pts
Developing
There are frequent errors in current APA format in the body of the assignment or the References list.
0 pts
Not Present
15 pts
Total Points: 100
Journal Article Critique Grading Rubric | EDUC735_B02_202430
EXAMPLE.pdf
STUDENT ENGAGEMENT 1
Journal Article Critique: Student Engagement
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
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STUDENT ENGAGEMENT 2
Journal Article Critique: Student Engagement
The article Digitally recorded assessment feedback in a secondary school context:
student engagement, perception and impact by Ryan, Henderson, & Phillips (2019) focuses on
how educators can replace traditional, written pieces of feedback with voice recordings. Overall,
the article focuses on the usefulness of digital feedback, its impact on student motivation and
engagement, and student feedback on its implementation. It discusses the need for this type of
feedback based on how students respond to it and the corrections made by students. This critique
will summarize the authors' study and research findings, analyze the authors' credibility, and
discuss the methodology.
Summary
The authors' final sample included 346 secondary and higher-education students who
completed their survey (Ryan et al., 2020). In this study, teachers were trained by the authors to
use various types of technology in order to create digitally recorded feedback comments. The
teachers then used their choice of technology to provide feedback on formative and summative
assessments, such as essays and math problems, using specific feedback guidelines (Ryan et al.,
2020). Some educators also chose to pair their digital comments with written ones. Their
comments may have been up to 20 minutes for seniors, but most of the other scholars had
feedback between 1 and 5 minutes long (Ryan et al., 2020).
The authors divided their findings into engagement, preference, and impact categories. In
terms of engagement, most students who participated "engaged with feedback at least once, and
many did so multiple times" (Ryan et al., 2020, p. 318). Although both groups appreciated the
digital feedback for the category of preference, secondary students would have liked longer
recordings, similar to higher-education scholars (Ryan et al., 2020). The students appreciated the
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STUDENT ENGAGEMENT 3
detail provided and the specific cues used by the teachers. Lastly, both sets of students agreed
"felt that the digitally recorded feedback had positively influenced their understanding and
confidence to improve future work" (Ryan et al., 2020, p. 321).
Critical Analysis
The article has a brief overview of the credentials and links to an ORCID (Open
Researcher and Contributor ID) account for each author. Tracii Ryan is listed as employed at the
University of Melbourne as a Research Fellow at the Melbourne Centre for the Study of Higher
Education ("Tracii Ryan," n.d.). Her research, published articles, and contributions have mainly
revolved around feedback, technology, and socioemotional learning ("Tracii Ryan," n.d.). Ryan
has published and co-published over 40 educational research articles since 2011 ("Tracii Ryan,"
n.d.). Michael Henderson is currently a Monash University professor specializing in digital
education ("Michael Henderson," n.d.). His works focus on feedback and effective online
teaching and learning, and he has contributed to or published over 100 works ("Michael
Henderson," n.d.). Lastly, Michael Phillips is also a Monash University professor; however, he
specializes in digital transformation ("Michael Phillips," n.d.). He aims to enhance educators'
understanding of educational technology ("Michael Phillips," n.d.).
The article's intended audience is educators of secondary or postsecondary students
because the groups and teachers who participated in the study are a part of either of these
schools. The authors clearly state their main points through their introduction and literature
review. The authors mention the need to build relationships between students and teachers by
focusing more on ensuring students achieve their highest ability (Ryan et al., 2020). In their
literature review, several works are cited regarding the importance of feedback; however,
teachers often need more time and effort to provide such comments to many students in a timely
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STUDENT ENGAGEMENT 4
manner (Ryan et al., 2020). Therefore, they explore the possibility of digital recording comments
to cut back on time while still providing detailed, constructive criticisms in less time than written
comments.
A strength of their research was the number of students involved in their study. In
addition, the authors used a design-based approach for their research, which "is an established
technique for researching the development and evaluation of interventions in educational
contexts" (Ryan et al., 2020, p. 313). A design-based approach in research attempts to solve
problems by developing and implementing interventions while revising its design principles and
working extensively with the teachers involved in the process (Lim & Nguyen, 2021). However,
some of their limitations were that all secondary students were females, and English was not the
first language for most of them. It would have been interesting to see data with males and
students whose first language was not English. Also, although they state that some teachers opted
to include written feedback with digital feedback, it was not specified if the written comments
were a transcript of the digital versions or different comments.
Conclusion
Providing scholars with timely, detailed feedback will help them grow and improve as
students. Students will have the chance to acknowledge their strengths and weakness and make
corrections for the next assignment. This may also increase a student's engagement in class
because they will know more immediately how they perform on class tasks. Digital feedback
may also be easier for teachers to complete if they are at ease and knowledgeable about the
technology. Faster feedback can lead to pinpointing the areas of need more efficiently and allow
for more differentiation in the classroom.
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STUDENT ENGAGEMENT 5
References
Lim, F. V., & Nguyen, T. T. (2021). Design-based research approach for teacher learning: A case
study from Singapore. ELT Journal, 76(4), 452–464. https://doi.org/10.1093/elt/ccab035
Michael Henderson. Monash University. (n.d.). Retrieved February 2, 2023, from
https://research.monash.edu/en/persons/michael-henderson
Michael Phillips. Monash University. (n.d.). Retrieved February 2, 2023, from
https://research.monash.edu/en/persons/michael-phillips
Ryan, T., Henderson, M., & Phillips, M. (2020). Digitally recorded assessment feedback in a
secondary school context: Student engagement, perception and impact. Technology,
Pedagogy and Education, 29(3), 311–325.
https://doi.org/10.1080/1475939x.2020.1744479
Tracii Ryan. Melbourne CSHE. (n.d.). Retrieved February 2, 2023, from https://melbourne-
cshe.unimelb.edu.au/about/our-staff/tracii-ryan
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