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  This milestone will serve as a rough draft and must cover the three critical elements described in Part I of the Final Project Two Guidelines and Rubric document.
 

PSY 409 Outcomes Assessment Assignment Planning Document

Step 1: Create a Research Question (RQ)

A well-written RQ statement is critical to successful research writing. Your RQ should direct the reader’s focus on what he or she can expect to learn from the paper. It should introduce the subject matter of the essay and why it is worth reading.

When developing a research question, it is important to be as specific and linear as possible. A strong RQ for this project would include just a few simple variables that can be defined, measured, and analyzed. Keep in mind that whatever variables you choose for your research question will require a specific real-world measurement during the methods section.

In general, the formula for determining your thesis statement is “Does (Variable X) have an (affect) on (Variable Y)? For Example:

“Does increased activity on social media increase symptoms of depression?”

Fill out the following template to complete this handout:

Variable #1: _________drug abuse__________________________________________________________

Variable #2: ____unemployment_____________________________________________________________


Hypothesized Effect: ____increase in unemployment rates________________________________________________________

Write your completed research question below:

_does an increase in drug abuse increase unemployment rates_________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Page 1 of 6

EVALUATION RUBRIC for the RESEARCH PROPOSAL

CRITERIA

DEFICIENT

6.4

NEEDS IMPROVEMENT

7.0

MEETS EXPECTATIONS

7.9

ABOVE

AVERAGE

8.6

EXEMPLARY/ EXCEEDS EXPECTATIONS

10

1. COVERAGE & DEPTH OF REFERENCE TO LITERATURE

· Few references to the literature

· Refers to inappropriate literature

· References were made to literature; however, the number of references and their appropriateness is questionable

· Adequate references to the literature

· Refers to appropriate literature

· Explains relevance of the literature to the problem statement

· More than adequate references to the literature

· Uses appropriate literature and explains relevance of each citation

· Relevance of the literature and connection to problem statement is clear and concise

· Exhaustive coverage of literature

· There is no doubt in the reader’s mind as to the relevance of the literature reviewed and the problem statement

2. ANALYSIS/ EVALUATION OF LITERATURE

· The student-writer did not identify how the reviewed studies related to the research problem

· The student-writer failed to deconstruct each study and the description of the results and conclusions was unclear and/or inaccurate

· The student-writer did not demonstrate a thorough evaluation of the literature

· The student-writer failed to express any judgments about the reviewed studies in regard to the research methods, design, sampling, etc.

· The relationship of the reviewed studies and the research problem was somewhat vague or unclear

· Some, but not all, of the studies deconstructed

· The description of the results and conclusions of studies may have been either vague or difficult to interpret

· The student-writer expressed judgments about some of the reviewed studies in regard to the research methods, design, sampling, etc.

· However, the judgments were not always appropriate

· The student-writer identified how the reviewed studies related to the research problem

· Most of the studies deconstructed

· The description of the results and conclusions of studies were stated

· The student-writer demonstrated a somewhat thorough evaluation of the literature

· The student-writer expressed appropriate judgments about many of the reviewed studies in regard to the research methods, design, sampling, etc.

· The student-writer clearly identified how the reviewed studies related to the research problem

· All of the studies were deconstructed

· The description of the results and conclusions of studies were easy to interpret

· The student-writer demonstrated a thorough evaluation of the literature

· The student-writer expressed legitimate judgments about all the reviewed studies in regard to the research methods, design, sampling, validity, etc.

· The student-writer clearly and concisely identified how the reviewed studies related the research problem

· All of the studies were clearly and concisely deconstructed

· The student-writer demonstrated a thorough evaluation of the literature

· The student-writer clearly and concisely expressed judgments about all the reviewed studies in regard to the research methods, design, sampling, etc.

3. CONCLUSION/ SYNTHESIS OF IDEAS

· The student-writer did not attempt or failed to combine the reviewed studies to create a summary of the research related to the issue/topic

· The student-writer attempted to combine the literature to create a summary of the research related to the issue/topic

· However, the summary lacked in clarity and cohesiveness

· The student-writer combined the literature to create a summary of the research related to the issue/topic

· The summary was mostly clear and cohesive

· The student-writer combined the literature to create a very clear and cohesive summary of the research related to the issue/topic

· The student-writer combined the reviewed studies to create an exceptionally clear and cohesive summary of the research related to the issue/topic

4. PARTICIPANTS

-sampling techniques

-appropriateness of sample

· The sampling techniques described were not accurate and appropriate.

· The sample chosen was not appropriate or relevant given the problem statement.

· The sampling techniques described were mostly accurate and appropriate.

· The sample chosen was not appropriate or relevant given the problem statement.

· The sampling techniques described were mostly accurate and appropriate.

· The sample chosen is appropriate and relevant given the problem statement.

· The sampling techniques described were accurate and appropriate.

· The sample chosen was appropriate and relevant given the problem statement.

· The sampling techniques were clearly described and were undoubtedly accurate and appropriate.

· The sample chosen was appropriate and relevant given the problem statement.

5. PROCEDURES

-clarity of procedures

-appropriateness of methods

-ethically appropriate procedures



· The procedures were either not described or the description was significantly lacking.

· The proposed procedures were not ethical (Informed consent is not mentioned at all)

· The proposed methods were not discussed. Most to all of the descriptions were not accurately named.

· The procedures were described.

· The proposed procedures were somewhat ethical.

· The proposed methods were discussed. Most descriptions were accurately named.

· The procedures were described.

· The proposed procedures were ethical. Informed consent is included.

· The proposed methods were discussed and accurately named.

· The procedures were clearly described.

· The procedures were ethical and informed consent covered all participants.

· The proposed methods were thoroughly discussed and accurately named.

· The procedures were clearly described.

· The proposed procedures were ethical. Informed consent included. Thorough Human Subjects Review information.

· The proposed methods are thoroughly discussed and accurately named. The method described is clear and concise.

6. DATA MEASUREMENT AND ANALYSIS

–appropriateness of instrument

–findings and expected results

· Means of data collection were not appropriately chosen.

· Instrumentation was not discussed.

· An explanation of proposed analysis and/or the expected results and anticipated outcomes were not discussed

· Means of data collection were mostly appropriate.

· Most, but not all instrumentation was discussed.

· Either an explanation of proposed analysis and/or the expected results and anticipated outcomes were not discussed.

· Means of data collection were appropriately chosen.

· All proposed instrumentation was discussed.

· An explanation of proposed analysis was given.

· Expected results and anticipated outcomes were discussed.

· Means of data collection were appropriately chosen.

· All proposed instrumentation was discussed.

· An explanation of proposed analysis was given and was accurate. Included appropriate statistical analysis.

· Expected results and anticipated outcomes were discussed.

· Means of data collection were appropriately chosen.

· All proposed instrumentation is thoroughly discussed.

· An explanation of proposed analysis was given and was accurate and as thorough as possible. Included a thorough statistical analysis.

· Expected results and anticipated outcomes were discussed.

7. DISCUSSION

-accurate and appropriate limitations and implications

· The discussion was lacking.

· An insufficient number of limitations and implications were offered OR the limitations and implications offered were inaccurate and inappropriate.

· The limitations and implications (if offered) demonstrated a very poor understanding of the study and/or research methods.

· The discussion was lacking.

· The limitations and implication offered were either inaccurate and/or inappropriate and demonstrated a poor understanding of the study and/or research methods.

· The discussion somewhat thorough.

· Accurate and appropriate limitations and implications were offered.

· Some of the limitations and implications were well-thought out and demonstrated a less sophisticated understanding of the study and/or research methods.

· The discussion was thorough.

· Accurate and appropriate limitations and implications were offered.

· Most, but not all limitations and implications were well-thought out and demonstrated a sophisticated understanding of the study and/or research methods.

· The discussion was very thorough.

· Accurate and appropriate limitations and implications were offered.

· All of limitations and implications were well-thought out and demonstrated a sophisticated understanding of the study and/or research methods.

8. APPENDICES



· The student-writer did not include all of the necessary appendices—more than 2 were not included.

· The items that were included were thorough, well-organized, clear, and appropriate OR they were not thorough, well-organized, clear, and appropriate.

· Some, but not all of the necessary appendices were included—2 items were not included.

· The items that were included were either all or mostly thorough, well-organized, clear, and appropriate.

· Some, but not all of the necessary appendices were included—only 1 item was not included.

· The items that were included were thorough, well-organized, clear, and appropriate.

· All of the necessary appendices were included.

· Most, but not all items were thorough, well-organized, clear, and appropriate.

· All necessary appendices were included.

· All appendices were thorough, well-organized, clear, and appropriate.

9. WRITING STYLE

· The paper was difficult to read and understand due to the many errors and unclear writing and organization of thoughts

· Significant (more than 8) spelling and grammatical errors were found throughout the paper

· There were a few areas where the wording was confusing

· Although the main idea of the paper could be understood, readers may have to re-read section so as to understand the writing

· 5-8 errors in spelling, punctuation or word choice

· Overall, writing was clear and easy to understand; no re-reading was necessary

· Most sentences are smooth to make each paragraph understandable

· Ideas were logically organized into paragraphs and supported with references to the literature

· Several (between 3-4) spelling and grammatical mistakes were found

· Most of the paper was clearly organized

· Most sentences were carefully composed for smoothness within each paragraph

· References to the literature were appropriately used and clearly supported the student-writer’s claims

· Few (between 1-2) errors in spelling, punctuation or incorrect word choice

· The student-writer was clear, coherent, and concise

· The writing was compelling, clearly organized, and easy to read

· The thoughts were organized and developed in a logical sequence

· There were no mistakes in grammar, spelling, or punctuation

10. FORMATTING/ (APA, Citations, References, Etc.)

· More than 8mistakes in formatting references, citations, and/or quotations were found

· The cover sheet, text, and/or margins of the paper were incorrectly formatted in APA style

· Some (5-7) errors in formatting of the cover sheet and/or text of the paper (i.e., font requirements/ margins, etc.) formatting of the cover sheet

· Some (5-7) errors in formatting references (i.e., capitalization and punctuation errors)

· References or quotes were properly cited most of time; no more than 4 errors in formatting references, citations, and/or quotes were found

· The cover sheet was formatted in accordance with APA style

· References and quoted material were properly cited and only 1-3 errors were found.

· The cover sheet was formatted in accordance with APA style.

· References and quotations were all properly cited according to APA format.

· The entire paper was formatted correctly according to APA style

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