Conduct and write up a comparative critique of published research.
The comparative critique will compare elements of two qualitative research studies using different QUALITATIVE research designs.
When reading empirical articles, focus on methodological aspects (research design, sampling, data collection methods, data collection procedures, methods of collection analysis). What did the authors do? How do they describe and justify the way in which they collected and analyzed data? How do they report from their analysis? How do they try to reassure readers about the soundness of their conclusions? What are the most (and the least) convincing aspects of their method? Please use APA 7th edition. The lecturer checks each of them on the reference.
Rubric for Comparative Critique
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Excellent 5 Points |
Good 3-4 Points |
Acceptable 1 -2 Points |
Unacceptable 0 Points |
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APA format citation
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Accurately cites sources of information in APA 7th edition to support the credibility of, and authority of the information presented. | In most cases accurately cites sources of information in APA 7th edition to support the credibility of, and authority of the information presented. | In some cases accurately cites sources of information in APA 7th edition to support the credibility of, and authority of the information presented. | Does not cite sources to support the credibility of, and authority of the
information and/or the citation of the sources presented are not in APA 7th. |
| Methods
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The procedures of the study are discussed. (Principle design of the study, source of data, data analysis) | Sample, reliability of instruments, and logic for using the instruments is discussed. | Sample group is described in detail. Steps of the procedure are mentioned. | Methods section is not discussed or is simply restated. |
| Discussion | The educational relevance of the article is clearly addressed, the limitations of the study are addressed, a convincing rationale is presented for suggestions for improving the study, and the implications for educational practice are discussed. | The student addresses the educational relevance of the article but does not offer a completely convincing rationale for the educational use of the evidence or omits the implications for educational practice. | The student offers weak or inconclusive conclusions about the educational relevance of the article. | The student does not reflect on the educational relevance of the article. |
| Critique of Article | The critique addresses all elements of the framework objectively and offers a complete and clear critique of weak or missing elements.
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The student constructs a valid judgment about the article and clearly explains why the judgment is based on the framework provided. Some elements of the framework is omitted when they should be addressed. | The student constructs a judgment about the article that has some relationship to the framework provided, however, the specifics (content, organization, conclusions) do not totally relate to the framework. The student is objective overall. | The student does not use the framework provided to construct a judgment about the article or constructs one that is not consistent with the framework provided or is not supported by the facts contained in the article.
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| Written Communication | The critique is of publishable quality with no grammar or spelling errors. Meets APA standards.
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The student uses all necessary conventions of writing (spelling, grammar, organization) without error or with few errors. The critique is written an appropriate professional level | The submitted critique has moderately communicated
efficiently in written form. There are some awkward phrases, poor language choices, or spelling and grammar errors. |
The submitted critique demonstrates little or
no attention to the use of necessary conventions of writing (spelling, grammar, organization).
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