Accuracy/ Appropriateness of Six Articles

(20 possible points)

Student has selected six research articles: two quantitative, two qualitative, and two mixed methods articles. All six articles are current (i.e., published within the last 5 years), from peer-reviewed journals and all six contain gathered and analyzed empirical evidence (e.g. they are not opinion pieces or theoretical works).

(18 – 20 points)

Student has selected six research articles: two quantitative, two qualitative, and two mixed methods articles. All six articles are from peer-reviewed journals and all six contain gathered and analyzed empirical evidence (e.g. they are not opinion pieces or theoretical works). Some of the articles may be older (e.g., published over 5 years ago).

(16 – 17.8 points)

Student has selected six research articles, but there may be misalignment in one or more of these areas: in study design (e.g., there may be too few of the required quantitative, qualitative, or mixed methods articles), in peer-reviewed status, in overall content (e.g. one or more of the articles is an opinion piece or a theoretical work), and/or in publication date (e.g., published over 5 years ago).

(14 – 15.8 points)

Student has fewer than the 6 required research articles, and those that are selected are either not peer-reviewed or are not representative of the required qualitative, quantitative, and mixed method designs.

(0 – 13.8 points)

Introduction to the Annotated Bibliography

(20 possible points)

Student provides a clear and concise one-paragraph introduction that explains the context for why all six research articles were selected.

(18 – 20 points)

Student provides a clear introduction that explains the context for why all six research articles were selected, but the rationale is too long and is lacking in synthesis (i.e., it is more of a “laundry list” of why each separate article was chosen; it does not present a unified “whole” picture for why all six articles, collectively, were germane to the student’s interests).

(16 – 17.8 points)

Student provides an introduction that references all six articles, but the explanation is poorly written and does not adequately explain why some or all of the articles were chosen.

(14 – 15.8 points)

The introduction is either missing altogether or is so poorly written that the rationale for the article(s)’ inclusion is difficult or impossible to understand.

(0 – 13.8 points)

Summary of Articles

(100 possible points)

Paper provides an excellent overview of all important information from the sources, including the topic of the sources, the methods each source employed, the theoretical or conceptual basis of each study, and the conclusions.

(90 – 100 points)

Paper provides an overview of the important information from the sources, although some aspects of the sources’ descriptions (e.g., the methods, the theoretical or conceptual framework, the conclusions) are less detailed than others.

(80 – 89 points)

Paper provides only a cursory review of the sources. Several important domains within each source are either missing altogether or are insufficiently explained.

(70 – 79 points)

Paper provides little to no information about what the sources were about. The sources’ topic, methods, framework, and/or conclusions are either absent or very unclear.

(0 – 69 points)

Critique of Articles

(100 possible points)

Paper provides a thorough and dispassionate critique or analysis of the sources, addressing both the good and bad qualities. The critique addresses how aligned the research questions are to the existing body of knowledge, the appropriateness of the theoretical or conceptual framework within each study, the sufficiency of the methods and design of each study, and the generalizability/transferability of each study’s results in other contexts. The paper also provides a critical analysis of the social change implications of each study’s findings.

(90 – 100 points)

Paper provides a critique of the sources, addressing both its good and bad qualities, but does not cover all important aspects of the sources (e.g., might be missing a critique of the methods, designs, framework, or conclusions).

(80 – 89 points)

Paper provides a critique of the sources but is missing several important domains or some of the critiques are emotionally laden, not dispassionate.

(70 – 79 points)

Paper’s critique is inappropriate. It is either based on a weak understanding of each source’s methods, or it is not based on empirical evidence (e.g., it is based on an emotional reaction to the source’s content).

(0–69 points)

Application of Articles

(100 possible points)

Paper provides a clear justification for how each source is applicable to one’s research question/research interests. The paper addresses the extent to which each source’s topic is similar to one’s research interests, how each source’s method is applicable to one’s research, and how each source helps to guide one’s own research. Overall, the application of this source to one’s research is very clear.

(90 – 100 points)

Paper provides a justification for how each source is applicable to one’s research, but there is some uncertainty about how one or more of each source provides a framework for one’s research (e.g., the connection between the source’s method, framework, or conclusions to one’s research is not clear).

(80 – 89 points)

Paper provides some justification for how each source is similar to one’s research, but its application is unclear.

(70 – 79 points)

There is very little connection between each source and one’s research interests. There is little to no explanation about why each source was chosen or how it will inform one’s research plan.

(0 – 69 points)

Conclusion of the Annotated Bibliography

(20 possible points)

Student provides a clear one-paragraph conclusion that synthesizes all six chosen articles.

(18 – 20 points)

Student provides a clear conclusion that synthesizes all six chosen articles, but the conclusion is lacking in concision (e.g., it is longer than one paragraph).

(16 – 17.8 points)

Student provides a conclusion, but it is either too long (e.g., it is more of a bulleted list for why each individual article was chosen and is not a synthesis of all six articles) or is too short (e.g., it is missing in important detail on one or more of the articles).

(14 – 15.8 points)

Student either does not provide a conclusion at all or the writing is so poor that it is difficult or impossible to understand.

(0 – 13.8 points)

Writing

(40 possible points)

Paper is well organized, uses scholarly tone, follows APA Style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Paper contains multiple, appropriate, and exemplary sources expected/required for the assignment.

(36 – 40 points)

Paper is mostly consistent with graduate-level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA Style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.

(32 – 35.6 points)

Paper is somewhat below graduate-level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA Style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting versus original writing and paraphrasing. Paper may contain inferior resources (number or quality).

(28 – 31.6 points)

Paper is well below graduate-level writing style expectations for organization, scholarly tone, APA Style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.

(0 – 27.6 points)

Instructor comments:

points