Advanced Impacting Student Learning Project
Section 1 / Introduction/Area of Focus Section
Provide an overview of what an introduction is intended to do including but not limited to:
a)
b)
c)
d)
e)
f)
g)
establishing the problem leading to the study - State the problem you wish to explore
identifying the purpose of the study. Why do you want to conduct this study? Why is it important?
state the research question that supports the problem you have identified and the purpose of your study
identify the variables that will be involved in the research: Independent and Dependent
presenting a preview or plan for reviewing the literature about the problem - What literatures will you review?
targeting an audience and noting the significance of the study for this audience, and - Who will find this important?
introduce content area concepts being studied.
After completing this assignment: Students will to be able to:
a)
b)
c)
d)
e)
Define action research
Consider an action research project that includes one or more components of the University’s conceptual framework
Develop a research question(s)
Focus on the primary purpose(s) of the research
Understand the use and description of dependent and independent variables in research
Section 1- Introduction/Area of Focus Section
Points Available
Observations/ Reflections
C & I – 3.1, 3.2
Purpose of the Research/
Research Question(s)
C & I - 5. 2
Variables
Context
Significance of study for
targeted audience.
Mechanics, Grammar,
Style, Organization
1
Unacceptable
Observations and reflections do
not logically lead to the need for
investigation and do not
demonstrate knowledge of
content, major concepts,
assumptions, that are central to the
subjects they teach.
2
Needs Improvement
Observations and reflections
somewhat support the need for
investigation and demonstrate
limited knowledge of content,
major concepts, assumptions,
debates, processes of inquiry,
and ways of knowing that are
central to the subjects they
teach.
3
Proficient
Observations and reflections
demonstrate a need for
investigation and demonstrate
adequate knowledge of content,
major concepts, assumptions,
debates, processes of inquiry, and
ways of knowing that are central
to the subjects they teach.
The purpose of the research and
the research question(s) are
unrelated, unreasonable, or not
well-written or there is no
potential for the impact of student
learning.
The purpose of the research is The purpose of the research and
somewhat supported by the
the research questions(s) are
research question(s). Both the related and well-written.
purpose and the question(s) are The potential for the impact on
reasonable. The potential for the student learning is identified and
impact of student learning is
discussed.
identified.
One or more key variables are not Key variables are identified.
Key variables are identified and
listed.
Some confounding variables
discussed.
that should be considered are
not noted.
Context is provided but is vague. Context is provided but is
Context is complete.
missing some necessary
information
Study was not useful for any
audience/classroom/subjects.
Study was useful for the
targeted audience/
classroom/subjects.
Several grammatical or word
A few grammatical errors.
choice errors. Frequent inclusion Organization is generally good,
of extraneous details or lacks
but there may be some
transitions. Organization often
extraneous details, or unclear
strays from the main idea. Lacks transitions. Generally applies
transitions. Some sentences
standard English usage and
incomplete or rambling. Errors are appropriate word choices.
distracting. No evidence of
Sentences are grammatically
proofreading.
correct but are sometimes stiff
or choppy. Contains occasional
spelling, punctuation, and/or
typographical errors, but the
errors are not overly distracting.
The study had some but limited
usefulness beyond the targeted
audience/classroom/subjects.
Essentially free of grammatical
errors. Organized with clear
transitions. English and grammar
usage are used appropriately
throughout the document. There
are few, if any spelling or
typographical errors. If there are
any errors they are not distracting.
4
Exemplary
Observations and reflections
clearly show the context of
and the need for investigation
and demonstrate clear
knowledge of content, major
concepts, assumptions,
debates, processes of inquiry,
and ways of knowing that are
central to the subjects they
teach.
The purpose of the research
and the research question(s)
are clearly related,
reasonable, and well-written.
The potential for student
learning is identified and
discussed in detail.
All variables are identified
and thoroughly discussed
indicating a well-thought out
project
Context is well-written and
provides the audience with a
clear understanding of where
the study will be conducted
The study had broad
usefulness for multiple
classrooms and audiences.
Essentially free of
grammatical errors.
Organization enhances the
main ideas. Supporting
information is presented
logically with no extraneous
details. Transitions are
smooth. The writing flows
and shows a high level of
sophistication. Strong and
specific words are used to
convey meaning.
Proofreading is thorough.
Correct spelling and
punctuation throughout.
Section 2 / The Literature Review
The student will be able to:
a)
b)
c)
d)
e)
Clarify and refine the research question(s) or area of focus – (Restate the research question.)
Identify, evaluate and utilize available library and internet resources
Differentiate between academic and non-academic resources
Analyze empirical research
Research analyze and write a literature review focused upon the research questions and content area.
Instructions: Use headings to help with transitions
Use current 6th edition APA format.
Use reputable peer reviewed journals.
It is always a good idea to run your paper through a plagiarism site like “Turn It In” to make sure that you have not
plagiarized.
Use current and relevant resources.
Section 2 - Literature Review
1
Unacceptable
Over-reliance on tertiary
sources; spotty
documentation of facts in
text; pattern of citation errors
2
Needs Improvement
Several relevant secondary
sources; some facts not
referenced; several citation
errors
3
Proficient
Several relevant secondary
sources, revealing adequate
research; sources
appropriately referenced in
paper; no more than one or
two citation errors
Analysis and Argument
C & I – 3.1, 3.2
Topic considerably too large
for paper length and/or
marginally related to
research; simple chronology
with no discernible argument;
logical and factual errors;
significant problems with
understanding of historical
context, no identification of
impact on student learning
and does not demonstrate
knowledge of content, major
concepts, assumptions, that
are central to the subjects
they teach.
Topic considerably too large
for paper length and/or
marginally related to
proposed research; thesis not
clear; paper organized more
toward chronology than
analysis and argument and
investigation and
demonstrates limited
knowledge of content, major
concepts, assumptions,
debates, processes of inquiry,
and ways of knowing that are
central to the subjects they
teach. Identification of
impact on student learning is
identified.
Topic good but a bit too large
for paper length; clear thesis;
good argument well supported
by cited facts; sensitivity to
historical context and
causality when appropriate
and demonstrates adequate
knowledge of content, major
concepts, assumptions,
debates, processes of inquiry,
and ways of knowing that are
central to the subjects they
teach.. Identification of
impact on student learning is
identified, and adequately
explained.
Grammar / Style
Pattern of ungrammatical
writing; little evidence of
coherent organization; no
evidence of connection to
proposed research
Several grammatical errors;
introduction and organization
weak; conclusion and
integration of proposed
research weak
Format / Submission
Paper typed with numerous
errors; more than two of the
above elements missing;
APA format not followed for
both citations and references.
Paper typed and formatted
with some errors; one or two
of the above elements
missing. APA format
followed for only citations or
only references.
A few grammatical errors;
distinct introduction, though
thesis not entirely clear;
organization and examples
appropriate; conclusion does
not summarize the point or
does not effectively integrate
proposed research
Paper typed and formatted
with very few errors; Digital
Drop Box used if available;
no more than one of the above
elements missing; APA
format partially followed for
citations and references.
Points Available
Research and Documentation
C & I – 3.1, 3.2
4
Exemplary
Numerous relevant scholarly
sources (and primary sources,
where available and
appropriate) demonstrating
extensive, in-depth research;
little reliance on tertiary
sources; sources skillfully
incorporated into paper at all
necessary points; all citations-in-text and bibliography-follow a standard
bibliographic format
Narrow, focused topic with
clear, insightful, informed
thesis; forceful, persuasive
argument amply supported by
facts that are carefully chosen
and weighed; evidence of
sophisticated understanding
of historical context and
causality when appropriate
and demonstrates clear
knowledge of content, major
concepts, assumptions,
debates, processes of inquiry,
and ways of knowing that are
central to the subjects they
teach. Identification of impact
on student learning identified,
and thoroughly explained.
Essentially free of
grammatical errors; concise
introduction with clear thesis;
extremely well organized and
supported argument; cogent,
summative conclusion with
proposed research integrated
effectively
Paper neatly typed and
formatted. Drop Box used if
available; student name, Email address, Course and
Section, Assignment, and
Date clearly indicated; APA
format followed for citations
and references.
Section 3 / Methods section
The student will be able to:
a)
a)
b)
c)
d)
Identify data collection techniques – (Tell how you will collect data.)
Identify research design possibilities for the identified research project – (Describe how you will conduct the research.)
Determine the type of data that will be collected for his/her research project
Develop or identify research instruments needed for the research project
Complete a methods section for the action research project
 Population and sample (Who and how many participants?)
 Selection of participants (How will you select them?)
 Characteristics and number of participants in the research (Describe participants)
 Permissions if needed to conduct the research at the school
 Discuss relationship between the instrument(s) proposed and the research question(s) (Why are you using this
instrument? Why does it work for this research question and topic?)
 Discuss the validity and reliability of instruments (Has this instrument been used before? How do you know it is a
reliable document?)
 Discuss how the data will be collected and analyzed. (What will you do with the data?)
Section 3 - Methods Section
Points Available
Participant Selection;
Process Selection
Criteria; Description
of Subjects
C & I – 5.2
1
Unacceptable
Selection process, criteria, and
subject description are not welldefined.
2
3
Needs Improvement
Proficient
Somewhat thorough and detailed Selection process, criteria, and
description of selection process, subject description is discussed
criteria, and subject descriptions; including all needed information.
Lacks some necessary clarity in
one area.
Safeguards;
Precautions;
Permissions
C & I – 5.2
Two or more potential risks are not Some potential risks are
considered and/or necessary
considered; Missing one
permissions are not listed.
important precaution.
Timeline
C & I – 5.2
Timeline is not well-planned;
timeline cannot be reasonably
executed; does not include two
or more necessary steps in the
research plan
Treatment/Intervention listed but
not explained.
Treatment/
Intervention
C & I – 5.2
Data Collection
C & I – 5.2
All potential risks are considered.
Timeline does not include one of A complete timeline is in place. It
the necessary steps; lacks some shows evidence of planning.
evidence of planning
Somewhat detailed explanation of Complete explanation of
treatment/intervention but does treatment/intervention. Relevant
not provide all information
information is included.
Data collection method and
Data collection method and
frequency of collection not
frequency of collection explained
adequately explained; many
adequately but some questions
questions about the process remain about the process remain.
unanswered.
Mechanics, Grammar, Several grammatical or word choice A few grammatical errors.
Style, Organization
errors. Frequent inclusion of
Organization is generally good,
extraneous details or lacks
but there may be some extraneous
transitions. Organization often
details, or unclear
strays from the main idea. Lacks
transitions. Generally applies
transitions. Some sentences
standard English usage and
incomplete or rambling. Errors
appropriate word choices.
are distracting. No evidence of
Sentences are grammatically
proofreading.
correct but are sometimes stiff or
choppy. Contains occasional
spelling, punctuation, and/or
typographical errors, but the
errors are not overly distracting.
Data collection method and
frequency of collection is
completely explained.
Essentially free of grammatical
errors. Organized with clear
transitions. English and grammar
usage are used appropriately
throughout the document. There
are few, if any spelling or
typographical errors. If there are
any errors they are not distracting.
4
Exemplary
Thorough and detailed
discussion of how participants
will be selected; lists criteria
necessary for participation;
subject characteristics listed
separately or are incorporated
into above stated components.
All potential risks are
considered with necessary
safeguards listed; All necessary
permissions are listed including
but not limited to: LHUP-IRB,
supervisor or principal, parental
and/or individual participant.
Well-planned, reasonable, and
detailed timeline. Includes all
necessary steps of research
Detailed and relevant
explanation of
treatment/intervention to be
used in research project (i.e.
survey, questionnaire,
interview, test administered to
whom, experimental group,
control group, test/retest)
Data collection method and
frequency of collection
explained thoroughly
Essentially free of grammatical
errors. Organization enhances
the main ideas. Supporting
information is presented
logically with no extraneous
details. Transitions are
smooth. The writing flows and
shows a high level of
sophistication. Strong and
specific words are used to
convey meaning. Proofreading
is thorough. Correct spelling
and punctuation throughout.
Section 4 / Conclusion, Data Collection and Analysis
The student will be able to:
a)
b)
c)
d)
e)
f)
Collect and organize data in a meaningful way
Create visual representation of data
Complete a section 4 Collection and analysis (or Results)
Utilize data to answer the research question
Explain how the study impacts study learning
Make recommendations based on the results of the study
Section 4: Conclusion, Data Collection and Analysis
Points Available
1
Unacceptable
Presentation of Results
Results are not presented
clearly.
Data Collection and
Analysis
Data is mentioned without
discussion.
C & I – 5.2
Discussion
Impact on Student
Learning
C & I – 5.1
Significance to Audience
C & I – 5.1
Mechanics
2
Needs Improvement
3
Acceptable
4
Exemplary
Results presented,
however, presentation is
difficult to follow,
interpret, or understand.
Data is discussed
somewhat thoughtfully,
however, no accepted tool
is used.
Results presented in a
manner which is clear and
leads to easy
understanding.
Results presented in a
clear an organized manner
which is appropriate and
thorough to the method.
Data is analyzed using the
proper tools for the type of
data AND is clear in
meaning.
Data is analyzed using and
tool that explains the data
AND is relatively clear.
Discussion is limited to a
description of the data
without context.
Discussion is related to the
data, but has little
relevance to the purpose
of the study.
Discussion is related to the
data, however, is not
focused on the research
question and/or literature
review.
The impact on student
learning is limited and
there is little or no
discussion on the
teaching/learning process.
The impact on student
learning is mentioned and
discussed, however the
implications are
superficial and or
simplistic.
The impact on student
learning is meaningful and
focuses the study on the
teaching/learning process.
There is little discussion
of the significance of the
study to the audience.
The significance of the
study to the intended
audience is superficial
and/or simplistic.
The significance of the
study to the intended
audience is clear and
meaningful.
Extensive grammatical or
mechanical errors.
Many grammatical or
mechanical errors
Some grammatical or
mechanical errors
Discussion is clear,
thoughtful and related to
both the research question
and literature review.
The impact on student
learning is clear,
meaningful, and
thoroughly describes the
implications on the
teaching/learning process.
The significance of the
study to the intended
audience is clear and
meaningful and includes
recommendations for that
audience.
Very few grammatical or
mechanical errors
Section 5 / Final Reflections
Action Research Project Rubric
Points Available
Section 1
Introduction
1
Unacceptable
Introduction is weak; does not
adequately establish the
setting or problem.
2
Needs Improvement
Introduction provides some
information about the setting
and problem researched, but
some questions remain.
The literature review lacks a
clear connection to the
research project.
3
Proficient
Introduction includes most
information regarding the
setting and problem
Section 2
Literature Review
C & I – 3.1, 3.2
The literature review has no
connection to the research
project.
Section 3
Methods
The method presented does
not correspond to the data
collected.
The method presented
somewhat corresponds to the
data collected OR the actions
taken are somewhat unclear.
The method presented
corresponds with the data
collected. Actions are clear
but perhaps not fully
explained.
Section 4
Data Collection and Analysis
Gathering evidence:
Document changes, and
demonstrate reflective
decision making
C & I – 5.2
Section 5
Conclusion and Reflections
Drawing conclusions: Using
implications to reflect on new
learning and future actions
C & I – 5.1
Data collected is not gathered,
analyzed, or presented in a
meaningful way; no tables,
graphs or charts included
Some of the data gathered and
analyzed in a meaningful
way; tables, graphs, charts
somewhat communicate
results of the study
Most data gathered and
analyzed in a meaningful
way; tables, graphs, or charts
generally communicate the
results of the study;
No conclusions are made;
shows no evidence of ability
to think and write
reflectively;
Illustrates that results and
conclusions are credible;
understands the action
research process; analyzes
how study could have been
improved upon; generates
new questions; shows some
evidence of ability to think
and write reflectively;
Reflection on Impact on
Student Learning
No documentation of impact
of study on student learning
Conclusions unfounded;
understanding of action
research unclear; does not
analyze or reflect upon how
study could be improved if it
were to be replicated; does
not generate new questions or
questions generated do not
follow logically from the
research; shows no evidence
of ability to think and write
reflectively;
Few implications of the study
on student learning are
discussed.
Presentation, Format
1. Table of Contents
2. Abstract
3. References (correct
completion and placement)
4. Appendices
5. Pagination
Presentation lacks one or
more of the components
listed.
Abstract not included or does
not make sense
Presentation includes all
components in the correct
format
Abstract provides a synopsis
of the action research report
but is somewhat disjointed
Mechanics
Extensive grammatical or
mechanical errors.
Does not follow APA format
for in-text citations or
references
Presentation includes all
components but lacks a
professional format causing
confusion to the reader
Abstract does not include
conclusions of the action
research report introductory
information
Many grammatical or
mechanical errors.
Follows APA format for intext citations only OR for
references only.
APA citations and references
The literature review
somewhat supports the
purpose of the research
project.
The impact of the study on
student learning is
documented
Some grammatical or
mechanical errors.
Minor lapses in APA format
(example ¨Occasional
capitalization title error;
occasional missing comma;
occasional incorrect format of
retrieval date,¡)
4
Exemplary
Introduction provides
extensive and comprehensive
discussion of the setting and
problem to be investigated.
The literature review includes
information that clearly
supports the purpose of the
research project; uses the
literature review as a
foundation for the research
project.
The method presented clearly
corresponds with the data
collected and is fully
explained. Chapter 4 flows
smoothly and logically from
Chapter 3
Data gathered and analyzed in
a meaningful way; tables,
graphs, or charts effectively
communicate results of the
study
Includes all satisfactory
characteristics; demonstrates
confidence that results and
conclusions are credible;
generates relevant new
questions that will continue to
improve practice;
demonstrates value of action
research as a professional
practice; shows evidence of
ability to think and write
reflectively;
The impact of the study on
student learning is
thoroughly discussed and
documented with supporting
examples.
All components are easily
located and correctly
identified
Abstract provides a wellwritten synopsis of the action
research report
Very few or no grammatical
or mechanical errors.
Follows APA format (most
recent edition) throughout the
paper including in-text
citations and references.