Tag: Homework Solution

Assignment Prompt & Instructions

I need guidance on a research proposal

– 2 years ago

**files (3)**

– ## ResearchProposal.docx

– ## SignatureProjectStage1FirstSubmissionRubric.pdf

– GoodExample_FinalSubmissionofSignatureProjectStage1.pdf

**## ResearchProposal.docx**

## THE SIGNATURE PROJECT FINAL SUBMISSION

The culminating requirement in ED504 is the final iteration of your Signature Project Stage 1. The Signature Project Stage 1 is your research proposal. It is designed to guide candidates through the steps for planning an experimental study to examine an in-depth school improvement project focused on improving teaching and learning. The project involves an opportunity for candidates to apply the knowledge, skills, and behaviors they gain from their respective programs.

Cover Page

Abstract

Chapter 1: Research Problem

Introduction

Statement of the Research Problem (include hypothesis)

Data Graphic and Discussion

Impact on Student Achievement

Research Methodology

Summary (of chapter 1)

Chapter 2: Literature Review

Introduction

Sub-headings (according to the organization of your study) Synthesis of Literature Review

Chapter 3: Methodology

Introduction

Population

Sample

Sample Technique (with justification)

Role of Participants and Impact on Participants (with explanation)

Plan for Protection of Human Subjects Variables

Timeline (with sequence of steps and timeline for data collection)

Constitutive and Operation Definitions Description of Data (data needed) Reliability and Validity of Instrument Limitations References

Appendix A: Consent Form

Appendix B: Permission to Study

Appendix C: Copy of the instrument or survey if one is used.

## General Guidelines

· APA format.

· Double-space using Times New Roman 12 pt. font size. Follow the example found in the Course Resource section of this course.

· Top, bottom and side margins must be 1 inch.

· Pages must be numbered, top flushed right.

· Organize the literature review according to themes important to the study.

· Direct quoting of other authors is not permitted. All written text should be in your own words.

· Appropriately cite all information sources using APA.

· Include a minimum of ten scholarly sources, five of these sources should come from the primary literature (ED504 requirement). All ten sources should primarily be from the past five years.

· References should be in APA format and on a separate page in the document.

· If your scholarly literature sources were obtained from an Internet site (e.g., online journal article), include the URL and the date downloaded as part of the bibliographic details presented. Check APA on formatting.

· Grammar and spelling must be correct.

**## SignatureProjectStage1FirstSubmissionRubric.pdf**

Signature Project Stage 1 First Submission Rubric

Writing Components

CATEGORY Unacceptable

(0 points)

Revisions Required

(2.5 points)

Target

(5 points)

Are the focus and purpose clear
and ideas well supported?

Missing thesis; confusion about or
misunderstanding of topic; no sense of
purpose

Simplistic and unfocused ideas; limited
sense of purpose; support is provided, but is
not specific; support is only loosely relevant
to the main points

Developed thesis; represents sound
understanding of the assigned topic;
focused support is provided and is sound,
valid, and logical

Is the writing structured well
organized? Is correct
sentence structure and
proper mechanics utilized?

No paragraph structure; or single,
rambling paragraph; or series of isolated
paragraphs; Contains multiple and
serious errors of sentence structure: i.e.,
fragments, run-ons; unable to write
simple sentences; numerous errors in
spelling and capitalization; intrusive
and/or inaccurate punctuation;
communication is hindered

Organization structure is present, but
is confusing or disjointed; weak paragraph
structure; transitions are missing or
inappropriate; Formulaic sentence
patterns or overuse of simple
sentences; errors in sentence structure;
contains several punctuation, spelling,
and/or capitalization errors (up to 6);
errors may or may not interfere with
meaning

Clear organizational structure;
easily followed; includes transitions;
structured format; Effective and
varied sentences; errors (if present) due
to lack of careful proofreading; virtually
free of punctuation, spelling,
capitalization errors (no more than
3); errors do not interfere with
meaning

Are vocabulary and word
usage varied and
appropriate?

Vocabulary is unsophisticated; or subject
specific vocabulary or sophisticated
vocabulary used incorrectly

Proper, but simple vocabulary used;

subject specific vocabulary used
infrequently

Vocabulary is varied, specific and
appropriate; uses subject specific
vocabulary correctly

Is the source requirement
met and is APA format
followed?

Source requirements for the appropriate
level were not met; there are significant
format errors present; multiple (more
than 6) of APA formatting errors; in the
reference list and/or in-text citations

Meets minimum requirements for
degree level: Masters – A minimum of
10 sources were utilized; Fewer than
6 APA format errors are present in the
reference list in-text; citations; header;
headings; page numbers; etc.

Five (5) sources beyond minimum
requires were utilized; there are
virtually no APA format errors present in
either reference list in-text; citations;
header; headings; page numbers; etc.

Is proper evidence and support
of original work provided in
body of the review?

Safe Assign originality report indicates
match percentage of greater than 25
percent

Safe Assign originality report indicates
match percentage of 15 to 25 percent

Safe Assign originality report indicates a
match percentage of less than 15
percent

Content Components

CATEGORY Unacceptable

(0 points)

Revisions Required

(2.5 points)

Target

(5 points)

Source of data is credible, and
data is representative of the
scope requirements for the
advanced degree being sought

(InTASC 6, 9; CAEP A1.1)

The source of the data is ambiguous or
lacks credibility; data does not allow for
problem/weakness identification
appropriate for required project scope

The source of the data is clear and
credible; data does not allow for
problem/weakness identification
appropriate for required project scope

The source of the data is clear and
credible; data allows for identification
of an of a classroom, multi-
classroom, school or district level
problem/weakness appropriate to
the required project scope

Signature Project Stage 1 First Submission Rubric

Graphical representation
of compiled data allows
for easy analysis

(CAEP A1.1)

Graphical format does not present the
data in a clear manner; data is only
partially presented

Graphical format(s) is appropriate
and clearly presents all the collected
data

Graphical format(s) is appropriate; clearly
presents all the collected data; highlights
visible patterns or trends

Identified
problem/weakness is
supported by trends or
patterns seen in the data

(InTASC 6, 9, 10; CAEP A1.1)

Problem/weakness is not clearly
identified or does not align with the
trends and patterns identified in the data

Problem/weakness is clearly
identified; aligns with the type of data
collected, but connections between the
trends/patterns in the data are not clearly
described in the narrative

Problem/weakness is clearly identified;
aligns with the type of data collected;
clear connections between the
trends/patterns are drawn in the
narrative

Best practices are identified
and supported by the literature
as viable responses to
weaknesses and problems
represented by the data

(InTASC 8, 9, 10; CAEPA1.1)

Best practice(s) are not clearly identified;
literature reviewed does not support the
identified best practice(s) as a viable
option to improve achievement

Best practice(s) are clearly identified;
literature reviewed does not support the
identified best practice(s) as a viable option
to improve achievement

Best practice(s) are clearly identified;
literature reviewed supports the
identified best practices as viable
responses to the problem/weakness
identified

Theories and/or trends are
identified and connected with
best practices in literature

(InTASC 8, 9, 10; CAEP A1.1)

Theory or trend is not identified;
theory/trend identified are not connected
with the best practice(s) via literature

Theory or trend is clearly identified;
literature reviewed does not connect the
identified theory/trend with the identified
best practice

Theory or trend is clearly identified;
literature reviewed connects the
identified theory/trend with all
identified best practices

Proper level of synthesis is
achieved in the literature review

(InTASC 9, 10; CAEP A1.1)

Summaries were given; are not clear or
fail to make clear connections with best
practice(s) and/or theory/trend(s)
identified as viable responses to
problem/weakness

Summaries are clear and concise;
clear connections with best practice
and/or theory/trend identified as
viable response to problem/weakness
may or may not be present

Synthesis rather than summaries of
content presented in the collection
of sources is present, clear connections
with best practice and/or theory/trend
identified as viable response to
problem/weakness present

Description of plan is clear and
easy to follow

(InTASC 7, 9, 10; CAEP A1.1)

Action plan is not described; description
is not clear; steps in plan are not in a
logical order

Action plan description is provided,
but additional detail may be warranted;
steps in plan are outlined, but
additional steps may be needed, or the
order could be altered for better efficiency

Action plan description is provided, and
sufficient detail is included; steps in
plan are outlined; exhaustive list of
steps and sequence of steps allows
for optimal efficiency and outcome.

Project timeline accounts for all
elements in the plan and
allocates appropriate amounts
of time for each element

(InTASC 7, 10; CAEP A1.1)

Project timeline is missing or incomplete;
time allocation is inadequate or too
extensive for one or more elements
included in the plan

Project timeline is provided; all
elements identified in the plan are
included, but additional elements might
be needed for an improved outcome; timing
and/or time allocation could be improved

Project timeline is provided; all
necessary elements are included for
optimal outcome

Variables are identified and
defined

(CAEP A1.1)

Variables are misidentified Variables are identified correctly, but
with no clear definitions or explanations as
to how they will be measured

Variables are identified correctly, with
clear definitions and explanations as
to how they will be measured

Signature Project Stage 1 First Submission Rubric

Required data needs are
identified and plans for
retrieving and protecting that
data are clear (i.e., methods)

(InTASC 6, 9; CAEP A1.1)

Data needs are not identified or do not
align with the problem; data retrieval
plans are missing or inappropriate

Data needs are identified; data
retrieval plans are included, but plans
for protecting the data and/or student
confidentiality are not provided or are
inadequate

Data needs are identified; data retrieval
plans are included; adequate plans for
protecting student confidentiality
and/or data are provided

Description of the sample and
sampling techniques are
provided

(CAEP A1.1)

Detailed descriptions of the participants
are not given and/or sampling technique
is not provided

Brief overview of the sample is given,
and sampling technique may or may
not be included

Full descriptions of the participant
sample, sampling technique and
justifications for both the sample
chosen and the sampling technique
are given

Needed resources are identified,
justified, and a leverage plan for
acquiring resources is clear and
supported

(InTASC 5, 9, 10; CAEP A1.1)

Resources are not identified or are
inadequate; no justification for the
resources is provided; unclear how
identified resources might be acquired;
plan for acquiring resources is inadequate
or ill conceived

Resources are identified, but additional
resources may be needed; justification
for the resources is provided, but
leverage plan for acquiring resources is not
clear

Exhaustive list of resources is
identified; justification for the resources
is provided; leverage plan for
acquiring resources is outlined

Justification for how the action
plan will address the identified
problem is clear

(InTASC 9, 10; CAEP A1.1)

No connection between the action plan
and the identified problem is provided

Connection between the action plan
and the identified problem is
provided

Connection between the action plan and
the identified problem is provided;
justification of that connection is
included

Connection between action plan
and impact on student
achievement is clear

(InTASC 9, 10; CAEP A1.1)

No connection between action plan
outcome and student achievement is
provided

Connection between action plan
outcome and student achievement is
provided; justification of that
connection may or may not be
included

Connection between action plan outcome
and student achievement is provided;
justification of that connection is included;
limitations or outside interferences
to improved student achievement
are identified

Do appendices include
necessary documentation?

Most items required in the appendices are
not presented in the appendices; the plan
and necessary steps to protect human
subjects in research are not clear

Most required items are presented in the
appendices; items and plan for ethical
practices in protection of human subjects
are weak

All required items are presented in the
appendices; items clearly demonstrate
ethical practices in protection of
human subjects

**GoodExample_FinalSubmissionofSignatureProjectStage1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/goodexample-finalsubmissionofsignatureprojectstage1-pdf-10189843)

**GoodExample_FinalSubmissionofSignatureProjectStage1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/goodexample-finalsubmissionofsignatureprojectstage1-pdf-10189843)

**## ResearchProposal.docx**

## THE SIGNATURE PROJECT FINAL SUBMISSION

The culminating requirement in ED504 is the final iteration of your Signature Project Stage 1. The Signature Project Stage 1 is your research proposal. It is designed to guide candidates through the steps for planning an experimental study to examine an in-depth school improvement project focused on improving teaching and learning. The project involves an opportunity for candidates to apply the knowledge, skills, and behaviors they gain from their respective programs.

Cover Page

Abstract

Chapter 1: Research Problem

Introduction

Statement of the Research Problem (include hypothesis)

Data Graphic and Discussion

Impact on Student Achievement

Research Methodology

Summary (of chapter 1)

Chapter 2: Literature Review

Introduction

Sub-headings (according to the organization of your study) Synthesis of Literature Review

Chapter 3: Methodology

Introduction

Population

Sample

Sample Technique (with justification)

Role of Participants and Impact on Participants (with explanation)

Plan for Protection of Human Subjects Variables

Timeline (with sequence of steps and timeline for data collection)

Constitutive and Operation Definitions Description of Data (data needed) Reliability and Validity of Instrument Limitations References

Appendix A: Consent Form

Appendix B: Permission to Study

Appendix C: Copy of the instrument or survey if one is used.

## General Guidelines

· APA format.

· Double-space using Times New Roman 12 pt. font size. Follow the example found in the Course Resource section of this course.

· Top, bottom and side margins must be 1 inch.

· Pages must be numbered, top flushed right.

· Organize the literature review according to themes important to the study.

· Direct quoting of other authors is not permitted. All written text should be in your own words.

· Appropriately cite all information sources using APA.

· Include a minimum of ten scholarly sources, five of these sources should come from the primary literature (ED504 requirement). All ten sources should primarily be from the past five years.

· References should be in APA format and on a separate page in the document.

· If your scholarly literature sources were obtained from an Internet site (e.g., online journal article), include the URL and the date downloaded as part of the bibliographic details presented. Check APA on formatting.

· Grammar and spelling must be correct.

**## SignatureProjectStage1FirstSubmissionRubric.pdf**

Signature Project Stage 1 First Submission Rubric

Writing Components

CATEGORY Unacceptable

(0 points)

Revisions Required

(2.5 points)

Target

(5 points)

Are the focus and purpose clear
and ideas well supported?

Missing thesis; confusion about or
misunderstanding of topic; no sense of
purpose

Simplistic and unfocused ideas; limited
sense of purpose; support is provided, but is
not specific; support is only loosely relevant
to the main points

Developed thesis; represents sound
understanding of the assigned topic;
focused support is provided and is sound,
valid, and logical

Is the writing structured well
organized? Is correct
sentence structure and
proper mechanics utilized?

No paragraph structure; or single,
rambling paragraph; or series of isolated
paragraphs; Contains multiple and
serious errors of sentence structure: i.e.,
fragments, run-ons; unable to write
simple sentences; numerous errors in
spelling and capitalization; intrusive
and/or inaccurate punctuation;
communication is hindered

Organization structure is present, but
is confusing or disjointed; weak paragraph
structure; transitions are missing or
inappropriate; Formulaic sentence
patterns or overuse of simple
sentences; errors in sentence structure;
contains several punctuation, spelling,
and/or capitalization errors (up to 6);
errors may or may not interfere with
meaning

Clear organizational structure;
easily followed; includes transitions;
structured format; Effective and
varied sentences; errors (if present) due
to lack of careful proofreading; virtually
free of punctuation, spelling,
capitalization errors (no more than
3); errors do not interfere with
meaning

Are vocabulary and word
usage varied and
appropriate?

Vocabulary is unsophisticated; or subject
specific vocabulary or sophisticated
vocabulary used incorrectly

Proper, but simple vocabulary used;

subject specific vocabulary used
infrequently

Vocabulary is varied, specific and
appropriate; uses subject specific
vocabulary correctly

Is the source requirement
met and is APA format
followed?

Source requirements for the appropriate
level were not met; there are significant
format errors present; multiple (more
than 6) of APA formatting errors; in the
reference list and/or in-text citations

Meets minimum requirements for
degree level: Masters – A minimum of
10 sources were utilized; Fewer than
6 APA format errors are present in the
reference list in-text; citations; header;
headings; page numbers; etc.

Five (5) sources beyond minimum
requires were utilized; there are
virtually no APA format errors present in
either reference list in-text; citations;
header; headings; page numbers; etc.

Is proper evidence and support
of original work provided in
body of the review?

Safe Assign originality report indicates
match percentage of greater than 25
percent

Safe Assign originality report indicates
match percentage of 15 to 25 percent

Safe Assign originality report indicates a
match percentage of less than 15
percent

Content Components

CATEGORY Unacceptable

(0 points)

Revisions Required

(2.5 points)

Target

(5 points)

Source of data is credible, and
data is representative of the
scope requirements for the
advanced degree being sought

(InTASC 6, 9; CAEP A1.1)

The source of the data is ambiguous or
lacks credibility; data does not allow for
problem/weakness identification
appropriate for required project scope

The source of the data is clear and
credible; data does not allow for
problem/weakness identification
appropriate for required project scope

The source of the data is clear and
credible; data allows for identification
of an of a classroom, multi-
classroom, school or district level
problem/weakness appropriate to
the required project scope

Signature Project Stage 1 First Submission Rubric

Graphical representation
of compiled data allows
for easy analysis

(CAEP A1.1)

Graphical format does not present the
data in a clear manner; data is only
partially presented

Graphical format(s) is appropriate
and clearly presents all the collected
data

Graphical format(s) is appropriate; clearly
presents all the collected data; highlights
visible patterns or trends

Identified
problem/weakness is
supported by trends or
patterns seen in the data

(InTASC 6, 9, 10; CAEP A1.1)

Problem/weakness is not clearly
identified or does not align with the
trends and patterns identified in the data

Problem/weakness is clearly
identified; aligns with the type of data
collected, but connections between the
trends/patterns in the data are not clearly
described in the narrative

Problem/weakness is clearly identified;
aligns with the type of data collected;
clear connections between the
trends/patterns are drawn in the
narrative

Best practices are identified
and supported by the literature
as viable responses to
weaknesses and problems
represented by the data

(InTASC 8, 9, 10; CAEPA1.1)

Best practice(s) are not clearly identified;
literature reviewed does not support the
identified best practice(s) as a viable
option to improve achievement

Best practice(s) are clearly identified;
literature reviewed does not support the
identified best practice(s) as a viable option
to improve achievement

Best practice(s) are clearly identified;
literature reviewed supports the
identified best practices as viable
responses to the problem/weakness
identified

Theories and/or trends are
identified and connected with
best practices in literature

(InTASC 8, 9, 10; CAEP A1.1)

Theory or trend is not identified;
theory/trend identified are not connected
with the best practice(s) via literature

Theory or trend is clearly identified;
literature reviewed does not connect the
identified theory/trend with the identified
best practice

Theory or trend is clearly identified;
literature reviewed connects the
identified theory/trend with all
identified best practices

Proper level of synthesis is
achieved in the literature review

(InTASC 9, 10; CAEP A1.1)

Summaries were given; are not clear or
fail to make clear connections with best
practice(s) and/or theory/trend(s)
identified as viable responses to
problem/weakness

Summaries are clear and concise;
clear connections with best practice
and/or theory/trend identified as
viable response to problem/weakness
may or may not be present

Synthesis rather than summaries of
content presented in the collection
of sources is present, clear connections
with best practice and/or theory/trend
identified as viable response to
problem/weakness present

Description of plan is clear and
easy to follow

(InTASC 7, 9, 10; CAEP A1.1)

Action plan is not described; description
is not clear; steps in plan are not in a
logical order

Action plan description is provided,
but additional detail may be warranted;
steps in plan are outlined, but
additional steps may be needed, or the
order could be altered for better efficiency

Action plan description is provided, and
sufficient detail is included; steps in
plan are outlined; exhaustive list of
steps and sequence of steps allows
for optimal efficiency and outcome.

Project timeline accounts for all
elements in the plan and
allocates appropriate amounts
of time for each element

(InTASC 7, 10; CAEP A1.1)

Project timeline is missing or incomplete;
time allocation is inadequate or too
extensive for one or more elements
included in the plan

Project timeline is provided; all
elements identified in the plan are
included, but additional elements might
be needed for an improved outcome; timing
and/or time allocation could be improved

Project timeline is provided; all
necessary elements are included for
optimal outcome

Variables are identified and
defined

(CAEP A1.1)

Variables are misidentified Variables are identified correctly, but
with no clear definitions or explanations as
to how they will be measured

Variables are identified correctly, with
clear definitions and explanations as
to how they will be measured

Signature Project Stage 1 First Submission Rubric

Required data needs are
identified and plans for
retrieving and protecting that
data are clear (i.e., methods)

(InTASC 6, 9; CAEP A1.1)

Data needs are not identified or do not
align with the problem; data retrieval
plans are missing or inappropriate

Data needs are identified; data
retrieval plans are included, but plans
for protecting the data and/or student
confidentiality are not provided or are
inadequate

Data needs are identified; data retrieval
plans are included; adequate plans for
protecting student confidentiality
and/or data are provided

Description of the sample and
sampling techniques are
provided

(CAEP A1.1)

Detailed descriptions of the participants
are not given and/or sampling technique
is not provided

Brief overview of the sample is given,
and sampling technique may or may
not be included

Full descriptions of the participant
sample, sampling technique and
justifications for both the sample
chosen and the sampling technique
are given

Needed resources are identified,
justified, and a leverage plan for
acquiring resources is clear and
supported

(InTASC 5, 9, 10; CAEP A1.1)

Resources are not identified or are
inadequate; no justification for the
resources is provided; unclear how
identified resources might be acquired;
plan for acquiring resources is inadequate
or ill conceived

Resources are identified, but additional
resources may be needed; justification
for the resources is provided, but
leverage plan for acquiring resources is not
clear

Exhaustive list of resources is
identified; justification for the resources
is provided; leverage plan for
acquiring resources is outlined

Justification for how the action
plan will address the identified
problem is clear

(InTASC 9, 10; CAEP A1.1)

No connection between the action plan
and the identified problem is provided

Connection between the action plan
and the identified problem is
provided

Connection between the action plan and
the identified problem is provided;
justification of that connection is
included

Connection between action plan
and impact on student
achievement is clear

(InTASC 9, 10; CAEP A1.1)

No connection between action plan
outcome and student achievement is
provided

Connection between action plan
outcome and student achievement is
provided; justification of that
connection may or may not be
included

Connection between action plan outcome
and student achievement is provided;
justification of that connection is included;
limitations or outside interferences
to improved student achievement
are identified

Do appendices include
necessary documentation?

Most items required in the appendices are
not presented in the appendices; the plan
and necessary steps to protect human
subjects in research are not clear

Most required items are presented in the
appendices; items and plan for ethical
practices in protection of human subjects
are weak

All required items are presented in the
appendices; items clearly demonstrate
ethical practices in protection of
human subjects

**GoodExample_FinalSubmissionofSignatureProjectStage1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/goodexample-finalsubmissionofsignatureprojectstage1-pdf-10189843)

**## ResearchProposal.docx**

## THE SIGNATURE PROJECT FINAL SUBMISSION

The culminating requirement in ED504 is the final iteration of your Signature Project Stage 1. The Signature Project Stage 1 is your research proposal. It is designed to guide candidates through the steps for planning an experimental study to examine an in-depth school improvement project focused on improving teaching and learning. The project involves an opportunity for candidates to apply the knowledge, skills, and behaviors they gain from their respective programs.

Cover Page

Abstract

Chapter 1: Research Problem

Introduction

Statement of the Research Problem (include hypothesis)

Data Graphic and Discussion

Impact on Student Achievement

Research Methodology

Summary (of chapter 1)

Chapter 2: Literature Review

Introduction

Sub-headings (according to the organization of your study) Synthesis of Literature Review

Chapter 3: Methodology

Introduction

Population

Sample

Sample Technique (with justification)

Role of Participants and Impact on Participants (with explanation)

Plan for Protection of Human Subjects Variables

Timeline (with sequence of steps and timeline for data collection)

Constitutive and Operation Definitions Description of Data (data needed) Reliability and Validity of Instrument Limitations References

Appendix A: Consent Form

Appendix B: Permission to Study

Appendix C: Copy of the instrument or survey if one is used.

## General Guidelines

· APA format.

· Double-space using Times New Roman 12 pt. font size. Follow the example found in the Course Resource section of this course.

· Top, bottom and side margins must be 1 inch.

· Pages must be numbered, top flushed right.

· Organize the literature review according to themes important to the study.

· Direct quoting of other authors is not permitted. All written text should be in your own words.

· Appropriately cite all information sources using APA.

· Include a minimum of ten scholarly sources, five of these sources should come from the primary literature (ED504 requirement). All ten sources should primarily be from the past five years.

· References should be in APA format and on a separate page in the document.

· If your scholarly literature sources were obtained from an Internet site (e.g., online journal article), include the URL and the date downloaded as part of the bibliographic details presented. Check APA on formatting.

· Grammar and spelling must be correct.

**## SignatureProjectStage1FirstSubmissionRubric.pdf**

Signature Project Stage 1 First Submission Rubric

Writing Components

CATEGORY Unacceptable

(0 points)

Revisions Required

(2.5 points)

Target

(5 points)

Are the focus and purpose clear
and ideas well supported?

Missing thesis; confusion about or
misunderstanding of topic; no sense of
purpose

Simplistic and unfocused ideas; limited
sense of purpose; support is provided, but is
not specific; support is only loosely relevant
to the main points

Developed thesis; represents sound
understanding of the assigned topic;
focused support is provided and is sound,
valid, and logical

Is the writing structured well
organized? Is correct
sentence structure and
proper mechanics utilized?

No paragraph structure; or single,
rambling paragraph; or series of isolated
paragraphs; Contains multiple and
serious errors of sentence structure: i.e.,
fragments, run-ons; unable to write
simple sentences; numerous errors in
spelling and capitalization; intrusive
and/or inaccurate punctuation;
communication is hindered

Organization structure is present, but
is confusing or disjointed; weak paragraph
structure; transitions are missing or
inappropriate; Formulaic sentence
patterns or overuse of simple
sentences; errors in sentence structure;
contains several punctuation, spelling,
and/or capitalization errors (up to 6);
errors may or may not interfere with
meaning

Clear organizational structure;
easily followed; includes transitions;
structured format; Effective and
varied sentences; errors (if present) due
to lack of careful proofreading; virtually
free of punctuation, spelling,
capitalization errors (no more than
3); errors do not interfere with
meaning

Are vocabulary and word
usage varied and
appropriate?

Vocabulary is unsophisticated; or subject
specific vocabulary or sophisticated
vocabulary used incorrectly

Proper, but simple vocabulary used;

subject specific vocabulary used
infrequently

Vocabulary is varied, specific and
appropriate; uses subject specific
vocabulary correctly

Is the source requirement
met and is APA format
followed?

Source requirements for the appropriate
level were not met; there are significant
format errors present; multiple (more
than 6) of APA formatting errors; in the
reference list and/or in-text citations

Meets minimum requirements for
degree level: Masters – A minimum of
10 sources were utilized; Fewer than
6 APA format errors are present in the
reference list in-text; citations; header;
headings; page numbers; etc.

Five (5) sources beyond minimum
requires were utilized; there are
virtually no APA format errors present in
either reference list in-text; citations;
header; headings; page numbers; etc.

Is proper evidence and support
of original work provided in
body of the review?

Safe Assign originality report indicates
match percentage of greater than 25
percent

Safe Assign originality report indicates
match percentage of 15 to 25 percent

Safe Assign originality report indicates a
match percentage of less than 15
percent

Content Components

CATEGORY Unacceptable

(0 points)

Revisions Required

(2.5 points)

Target

(5 points)

Source of data is credible, and
data is representative of the
scope requirements for the
advanced degree being sought

(InTASC 6, 9; CAEP A1.1)

The source of the data is ambiguous or
lacks credibility; data does not allow for
problem/weakness identification
appropriate for required project scope

The source of the data is clear and
credible; data does not allow for
problem/weakness identification
appropriate for required project scope

The source of the data is clear and
credible; data allows for identification
of an of a classroom, multi-
classroom, school or district level
problem/weakness appropriate to
the required project scope

Signature Project Stage 1 First Submission Rubric

Graphical representation
of compiled data allows
for easy analysis

(CAEP A1.1)

Graphical format does not present the
data in a clear manner; data is only
partially presented

Graphical format(s) is appropriate
and clearly presents all the collected
data

Graphical format(s) is appropriate; clearly
presents all the collected data; highlights
visible patterns or trends

Identified
problem/weakness is
supported by trends or
patterns seen in the data

(InTASC 6, 9, 10; CAEP A1.1)

Problem/weakness is not clearly
identified or does not align with the
trends and patterns identified in the data

Problem/weakness is clearly
identified; aligns with the type of data
collected, but connections between the
trends/patterns in the data are not clearly
described in the narrative

Problem/weakness is clearly identified;
aligns with the type of data collected;
clear connections between the
trends/patterns are drawn in the
narrative

Best practices are identified
and supported by the literature
as viable responses to
weaknesses and problems
represented by the data

(InTASC 8, 9, 10; CAEPA1.1)

Best practice(s) are not clearly identified;
literature reviewed does not support the
identified best practice(s) as a viable
option to improve achievement

Best practice(s) are clearly identified;
literature reviewed does not support the
identified best practice(s) as a viable option
to improve achievement

Best practice(s) are clearly identified;
literature reviewed supports the
identified best practices as viable
responses to the problem/weakness
identified

Theories and/or trends are
identified and connected with
best practices in literature

(InTASC 8, 9, 10; CAEP A1.1)

Theory or trend is not identified;
theory/trend identified are not connected
with the best practice(s) via literature

Theory or trend is clearly identified;
literature reviewed does not connect the
identified theory/trend with the identified
best practice

Theory or trend is clearly identified;
literature reviewed connects the
identified theory/trend with all
identified best practices

Proper level of synthesis is
achieved in the literature review

(InTASC 9, 10; CAEP A1.1)

Summaries were given; are not clear or
fail to make clear connections with best
practice(s) and/or theory/trend(s)
identified as viable responses to
problem/weakness

Summaries are clear and concise;
clear connections with best practice
and/or theory/trend identified as
viable response to problem/weakness
may or may not be present

Synthesis rather than summaries of
content presented in the collection
of sources is present, clear connections
with best practice and/or theory/trend
identified as viable response to
problem/weakness present

Description of plan is clear and
easy to follow

(InTASC 7, 9, 10; CAEP A1.1)

Action plan is not described; description
is not clear; steps in plan are not in a
logical order

Action plan description is provided,
but additional detail may be warranted;
steps in plan are outlined, but
additional steps may be needed, or the
order could be altered for better efficiency

Action plan description is provided, and
sufficient detail is included; steps in
plan are outlined; exhaustive list of
steps and sequence of steps allows
for optimal efficiency and outcome.

Project timeline accounts for all
elements in the plan and
allocates appropriate amounts
of time for each element

(InTASC 7, 10; CAEP A1.1)

Project timeline is missing or incomplete;
time allocation is inadequate or too
extensive for one or more elements
included in the plan

Project timeline is provided; all
elements identified in the plan are
included, but additional elements might
be needed for an improved outcome; timing
and/or time allocation could be improved

Project timeline is provided; all
necessary elements are included for
optimal outcome

Variables are identified and
defined

(CAEP A1.1)

Variables are misidentified Variables are identified correctly, but
with no clear definitions or explanations as
to how they will be measured

Variables are identified correctly, with
clear definitions and explanations as
to how they will be measured

Signature Project Stage 1 First Submission Rubric

Required data needs are
identified and plans for
retrieving and protecting that
data are clear (i.e., methods)

(InTASC 6, 9; CAEP A1.1)

Data needs are not identified or do not
align with the problem; data retrieval
plans are missing or inappropriate

Data needs are identified; data
retrieval plans are included, but plans
for protecting the data and/or student
confidentiality are not provided or are
inadequate

Data needs are identified; data retrieval
plans are included; adequate plans for
protecting student confidentiality
and/or data are provided

Description of the sample and
sampling techniques are
provided

(CAEP A1.1)

Detailed descriptions of the participants
are not given and/or sampling technique
is not provided

Brief overview of the sample is given,
and sampling technique may or may
not be included

Full descriptions of the participant
sample, sampling technique and
justifications for both the sample
chosen and the sampling technique
are given

Needed resources are identified,
justified, and a leverage plan for
acquiring resources is clear and
supported

(InTASC 5, 9, 10; CAEP A1.1)

Resources are not identified or are
inadequate; no justification for the
resources is provided; unclear how
identified resources might be acquired;
plan for acquiring resources is inadequate
or ill conceived

Resources are identified, but additional
resources may be needed; justification
for the resources is provided, but
leverage plan for acquiring resources is not
clear

Exhaustive list of resources is
identified; justification for the resources
is provided; leverage plan for
acquiring resources is outlined

Justification for how the action
plan will address the identified
problem is clear

(InTASC 9, 10; CAEP A1.1)

No connection between the action plan
and the identified problem is provided

Connection between the action plan
and the identified problem is
provided

Connection between the action plan and
the identified problem is provided;
justification of that connection is
included

Connection between action plan
and impact on student
achievement is clear

(InTASC 9, 10; CAEP A1.1)

No connection between action plan
outcome and student achievement is
provided

Connection between action plan
outcome and student achievement is
provided; justification of that
connection may or may not be
included

Connection between action plan outcome
and student achievement is provided;
justification of that connection is included;
limitations or outside interferences
to improved student achievement
are identified

Do appendices include
necessary documentation?

Most items required in the appendices are
not presented in the appendices; the plan
and necessary steps to protect human
subjects in research are not clear

Most required items are presented in the
appendices; items and plan for ethical
practices in protection of human subjects
are weak

All required items are presented in the
appendices; items clearly demonstrate
ethical practices in protection of
human subjects

**GoodExample_FinalSubmissionofSignatureProjectStage1.pdf**

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