| Quantitative Research Design Comparison Scoring Guide | ||||
| Criteria | Non-performance | Basic | Proficient | Distinguished |
| Describe major quantitative research methods and designs. 12% |
Does not describe major quantitative research methods and designs. | Identifies but does not accurately describe major quantitative research methods and designs. | Describes major quantitative research methods and designs. | Describes major quantitative research methods and designs accurately, clearly, and concisely. |
| Describe an appropriate use for each research design. 12% |
Does not describe an appropriate use for each research design. | Describes uses that are not well aligned with the research designs. | Describes an appropriate use for each research design. | Describes an appropriate and effective use for each research design. |
| List the key characteristics and steps followed for each research design. 12% |
Does not list the key characteristics and steps followed for each research design. | Lists the key characteristics and steps followed for each research design, but the lists are incomplete or contain inaccuracies. | Lists the key characteristics and steps followed for each research design. | Lists the key characteristics and steps followed for each research design, and ensures the lists are accurate, complete, and concise. |
| Identify the ethical considerations for each design. 12% |
Does not identify the ethical considerations for each design. | Identifies the ethical considerations for each design, but draws conclusions inconsistent with best practices. | Identifies the ethical considerations for each design. | Identifies the ethical considerations for each design, and identifies assumptions upon which the assessment is based. |
| Cite educational research examples that include a quasi-experimental study, a correlational study, and a descriptive comparative study that are each reported in a peer-reviewed journal article that is no older than seven years. 13% |
Does not cite educational research examples that include a quasi-experimental study, a correlational study, and a descriptive comparative study that are each reported in a peer-reviewed journal article that is no older than seven years. | Cites research examples that do not include educational research or incorrectly identifies the designs of the studies cited. | Cites educational research examples that include a quasi-experimental study, a correlational study, and a descriptive comparative study that are each reported in a peer-reviewed journal article that is no older than seven years. | Cites educational research examples that fit with the learner’s topic for the course project that include a quasi-experimental study, a correlational study, and a descriptive comparative study that are each reported in a peer-reviewed journal article that is no older than seven years. |
| Summarize how data were collected and analyzed for each of the three qualitative research examples. 13% |
Does not summarize how data were collected and analyzed for each of the three qualitative research examples. | Provides a partial incomplete summary for how the data were collected and analyzed for each of the three studies. | Summarizes how data were collected and analyzed for each of the three qualitative research examples. | Provides a clear, detailed description for each study of how the data were collected and analyzed. |
| Use APA format and style. 13% |
Does not use APA format and style. | Uses APA format and style inconsistently, with errors or omissions. | Uses APA format and style. | Uses APA format and style consistently and with no errors. |
| Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of an education professional. 13% |
Does not write coherently to support a central idea, and there are errors in grammar, usage, and mechanics. | Writes to support an idea with significant errors of grammar, usage, and mechanics. | Writes coherently to support a central idea with correct grammar, usage, and mechanics as expected of an education professional. | Writes coherently, using evidence to support a central idea with correct grammar, usage, and mechanics as expected of an education professional. |
P(5.u)
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