NUR 3036 Quantitative Research Article Critique
Rubric Template
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Rubric Topic: Quantitative Research Article
| A (100-90) | B (89-80) | C (79-70) | F (< 69) | |
| Introduction
(5 points)
|
The topic is introduced, and the groundwork is laid as to the direction of the report. | Readers are aware of the overall problem, challenge, or topic that is to be examined. | The topic is not introduced, and the groundwork is not laid as to the direction of the paper. | Does not adequately convey introduce the topic. Does not describe subtopics to be reviewed. Lacks adequate theses statement |
|
Literature Search (20 points)
|
Demonstrates a sophisticated critique of the sources reviewed; shows a deep understanding of the breadth of the subject. | Demonstrates an accomplished critique of the sources reviewed. | Demonstrates a less than acceptable critique of the sources reviewed. Inappropriate use of search terms. | Demonstrates unacceptable critique of the sources reviewed. Inappropriate use of search terms.
Inappropriate use of search sites (e.g. Goggle, Yahoo vs. PubMed, CINAHL). |
| Determination of Level of Evidence
(25 points)
|
Accurately determined the appropriate level of evidence using the Johns Hopkins Research Evidence Appraisal tool. | Identified the level, however the one or two of the elements related to independent variable, control group, or random assignment was not appropriately identified.
|
Level of evidence misidentified completely, however an attempt was made to justify the level’s selection. | Complete misidentification of level of evidence and justification for level. |
| Quality of Evidence
(25 points)
|
Accurately determined the appropriate quality of evidence using the Johns Hopkins Research Evidence Appraisal tool.At least 90% of the component questions were accurately identified and answered with the appropriate “yes”, “no”, or “NA”. | Determined the appropriate quality of evidence using the Johns Hopkins Research Evidence Appraisal tool. At least 80% of the component questions were accurately identified and answered with the appropriate “yes”, “no”, or “NA”. | Determined the appropriate quality of evidence using the Johns Hopkins Research Evidence Appraisal tool. At least 70% of the component questions were accurately identified and answered with the appropriate “yes”, “no”, or “NA”. | Determined the appropriate quality of evidence using the Johns Hopkins Research Evidence Appraisal tool. Less than 69% of the component questions were accurately identified and answered with the appropriate “yes”, “no”, or “NA”. |
| Summary
(5 points)
|
The summary is well written, insightful and summarizes all the relevant sections of the paper. | The summary section includes some discussion related to each section of the critique, leveling and quality of the research article.
|
The summary has elements of the relevant section; however, the flow and connection of each section lack a cohesive writing approach.
|
The summary is completely unfocused and lacks continuity for supporting the proposed level and quality of the research article. |
| APA and Grammar
(10 points)
|
Uses APA format accurately and consistently.
Sentences are clear, concise, and direct; tone is appropriate.
Grammatical skills are strong with almost no errors per page. Correct use of APA format per 6th edition, and including: · Clear introduction and conclusion, overviewing and reviewing paper’s main topics · Use of headings according to APA · Appropriately formatted in-text citations and reference page · Appropriately formatted title page. |
Uses APA format with no more than 3 minor violations.
Sentences are generally clear, concise, and direct; tone is appropriate. Grammatical skills are competent with very few errors per page. Correct use of APA format when assigned. |
Uses APA format with greater than 3 minor violations.
Sentences are occasionally wordy or ambiguous; tone is too informal. Grammatical skills are adequate with few errors per page. Adequate use of APA format when assigned. |
Reflects incomplete knowledge of APA format.
Grammatical errors or spelling & punctuation substantially detract from the paper |