CECS RC001: Foundations of Research Short-Answer Assessment Submission Form Contact Information Please provide your contact information and date of submission below. Your Name: First and Last Your E-mail address: Your Email Here Date: Click here to enter a date Instructions This Competency includes a Short-Answer Assessment. Write your response to each prompt below in the space provided. Beneath the prompts is the Rubric which will be used by the Competency Assessor to evaluate your responses. Carefully review the Rubric rows associated with each prompt to provide a complete response. When writing your response, begin typing where it reads “Enter your response here.” Write as much as needed to satisfy the requirements of the prompt (as defined in the Rubric). Save this file as RC001_firstinitial_lastname (for example, RC001_J_Smith) and upload it to this Assessment within the learning platform. ©2014 Walden University 1 Short Answer 1 In 1–2 sentences, explain each of the principles or concepts of early childhood research listed below. • Quantitative approaches • Qualitative approaches • Longitudinal research • Hypotheses • Replication • Generalizability Your Response Enter Your Response Here Rubric 0 1 2 Not Present Needs Improvement Meets Expectations Sub-Competency 1: Explain key principles, concepts, and ethical standards in early childhood research. Learning Objective 1.1: Some or all definitions are Definitions are weak or Definitions are succinct Define key principles not present. illogical. and accurate. and concepts. 3 Exceeds Expectations Demonstrates the same level of achievement as “2,” plus the following: Definitions provide context in the field of early childhood studies. ©2014 Walden University 2 Short Answer 2 List three principles of high-quality research and explain the importance of each principle. Your response should be 2–3 paragraphs in length. Your Responses Enter Your Response Here Rubric 0 1 2 Not Present Needs Improvement Meets Expectations Sub-Competency 1: Explain key principles, concepts, and ethical standards in early childhood research. Learning Objective 1.2 Response is not present or Response lists fewer than Response clearly describes Explain the importance is inaccurate. three principles of high three principles of high of the principles of high quality research. quality research. quality research. Response provides weak Response provides a or partial explanations of thorough explanation of their importance. the importance of the identified principles. ©2014 Walden University 3 Exceeds Expectations Demonstrates the same level of achievement as “2,” plus the following: Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research. 3 Short Answer 3 Define informed consent. How does informed consent apply to research with children? Your response should be 3–5 sentences in length. Your Response Enter Your Response Here Rubric 0 1 2 Not Present Needs Improvement Meets Expectations Sub-Competency 1: Explain key principles, concepts, and ethical standards in early childhood research. Learning Objective 1.3: Response is not present or Response partially defines Response accurately Define informed is inaccurate. informed consent and/or defines informed consent consent and its its application to children. and its application to application to research research with children. with children. ©2014 Walden University 3 Exceeds Expectations Demonstrates the same level of achievement as “2,” plus the following: Response addresses the legal and ethical implications of informed consent. 4 Short Answer 4 Provide at least one example of ethical behavior in research with children. Provide at least one example of unethical behavior in research with children. Your Response Enter Your Response Here Rubric 0 1 2 Not Present Needs Improvement Meets Expectations Sub-Competency 1: Explain key principles, concepts, and ethical standards in early childhood research. Learning Objective 1.4: Response is not present or Response is incomplete or Response provides one Describe examples of is inaccurate. provides weak examples. relevant example of ethical ethical and unethical and unethical behavior in behaviors in research research with children. with children. ©2014 Walden University 3 Exceeds Expectations Demonstrates the same level of achievement as “2,” plus the following: Response provides more than one example of both ethical and unethical behavior in research with children. 5 Short Answer 5 For each link below, identify the type of source that is represented from the “Types of Sources” list. Then, explain the characteristics of each type of source. Types of Sources • Web article • Research article • Research brief • Peer-reviewed research article Links Johanson, S., & Kuh, L. (2013). Critical friends groups in an early childhood setting: Building a culture of collaboration. Voices of Practitioners, 8(2), 1–16. Retrieved from http://www.schoolreforminitiative.org/wp-content/uploads/2012/01/Voices_Johanson_v8n2.pdf Your Response Enter Your Response Here Recchia, S., & Bentley, D. F. (2013). Parent perspectives on how a child-centered preschool experience shapes children’s navigation of kindergarten. Early Childhood Research and Practice, 15(1). Retrieved from http://ecrp.uiuc.edu/v15n1/recchia.html Your Response Enter Your Response Here Mira, W. A., & Schwanenflugel, P. J. (2013). The impact of reading expressiveness on the listening comprehension of storybooks by prekindergarten children. Language, Speech, and Hearing Services in Schools, 44(2), 183–194. Retrieved from Walden University Library. Your Response Enter Your Response Here ©2014 Walden University 6 Friedman-Krauss, A., & Barnett, W. S. (2013). Early childhood education: Pathways to better health (NIEER Preschool Policy Brief, Issue 25). New Brunswick, NJ: NIEER. Retrieved from http://nieer.org/wp-content/uploads/2016/08/health20brief.pdf Your Response Enter Your Response Here Rubric 0 1 Not Present Needs Improvement Sub-Competency 2: Describe types of sources of early childhood research studies. Learning Objective 2.1 Response is not present. Response is incomplete. Describe the characteristics of different types of sources of early childhood research studies. 2 Meets Expectations Response correctly defines the type of source and provides the correct example. 3 Exceeds Expectations Demonstrates the same level of achievement as “2,” plus the following: Response elaborates on the characteristics by describing the value of each type of source. Short Answer 6 Choose at least two high-quality research publications. Provide the name of each publication, describe what type of research each publication covers, and explain why each source is considered “high quality.” Refer to this ASU resource for an overview of high-quality research publications: • Angelo State University (ASU). (n.d.-a). Library Guides. How to recognize peer-reviewed (refereed) journals. Retrieved from https://www.angelo.edu/services/library/handouts/peerrev.php Note: You may also access high-quality early childhood research publications in the Walden Library. ©2014 Walden University 7 Your Response Enter Your Response Here Rubric 0 1 Not Present Needs Improvement Sub-Competency 2: Describe types of sources of early childhood research studies. Learning Objective 2.2 Response is not present or Response is incomplete. Describe high-quality is inaccurate. sources of early childhood research studies. ©2014 Walden University 2 Meets Expectations 3 Exceeds Expectations Response describes the Demonstrates the same type of research covered in level of achievement as two high-quality “2,” plus the following: publications. Response describes more Response includes an than two high-quality explanation of the reasons publications. the publications are consider high quality. 8 Short Answer 7 List the main parts of a research article and provide a brief description of each. Your Response Enter Your Response Here Rubric 0 1 2 Not Present Needs Improvement Meets Expectations Sub-Competency 3: Describe the main parts of research articles and the purpose of each. Learning Objective 3.1 Response is not present or Response describes some Response accurately Describe the main is inaccurate. of the parts of a research describes the five parts of parts of a research article. a research article. article and the purpose of each part. Description includes a Description includes a partial explanation of the clear explanation of the purpose of each part of a purpose of each part of a research article. research article. ©2014 Walden University 3 Exceeds Expectations Demonstrates the same level of achievement as “2,” plus the following: Description includes each of the four parts of the methods section. 9 Short Answer 8 Define the terms “reliability” and “validity” in the context of research. Your response should be 3–5 sentences in length. Your Response Enter Your Response Here Rubric 0 1 2 Not Present Needs Improvement Meets Expectations Sub-Competency 4: Explain the importance of validity and reliability in early childhood research. Learning Objective 4.1: Response is not present or Response includes a Response includes an Define reliability and is inaccurate. partially-accurate accurate definition of validity within the definition of reliability and reliability and validity in context of early validity in the context of the context of early childhood research. early childhood research. childhood research. ©2014 Walden University 3 Exceeds Expectations Demonstrates the same level of achievement as “2,” plus the following: Response includes an example of reliable or valid test results cited in a peerreviewed journal article. 10 Short Answer 9 In 1–2 sentences, define each type of validity and reliability. Types: • Face validity • Criterion validity • Content validity • Inter-rater reliability Your Response Enter Your Response Here Rubric 0 1 2 Not Present Needs Improvement Meets Expectations Sub-Competency 4: Explain the importance of validity and reliability in early childhood research. Learning Objective 4.2: Response is not present or Response is incomplete. Response includes an Define types of validity is inaccurate. accurate definition of each and reliability. type of validity and reliability. 3 Exceeds Expectations Demonstrates the same level of achievement as “2,” plus the following: Response includes an example of each type of validity from research articles. ©2014 Walden University 11 Short Answer 10 Read the two research questions below. Then, suggest one or more data-gathering techniques that could be used to test a hypothesis related to each, and explain why. Research questions: 1. To what extent do preschoolers whose parents read to them on a regular basis perform better on academic tasks in elementary school than preschoolers who are not read to? 2. Does flexible scheduling of parent-teacher meetings increase working parents’ involvement in their children’s education? Your Response Enter Your Response Here Rubric 0 1 Not Present Needs Improvement Sub-Competency 5: Describe the strategies used to gather data for research studies. Learning Objective 5.1: Response is not present or Response mentions dataDescribe strategies for is inaccurate. gathering techniques but gathering data in does not match them to research studies. the questions. 2 Meets Expectations Response clearly describes one strategy for gathering data related to each research question presented. Response includes a logical rationale. ©2014 Walden University 3 Exceeds Expectations Demonstrates the same level of achievement as “2,” plus the following: Response clearly describes more than one strategy for gathering data related to each research question presented. 12
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