ARTICLE CRITIQUE INSTRUCTIONS
In Modules/Weeks 4 and 5, you are required to submit 1–2-page critiques for articles related to the learning theory that you have chosen for your theoretical framework. Access the Liberty University Library Research Portal (available through the Services/Support link on the course menu) to find peer-reviewed journal articles. The articles that you choose should be scholarly, empirical, and current (written within the past 5 years).
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Include the following elements in your critique:
1. Summary – Provide a brief overview of the article, its intended audience, and its purpose.
2. Analysis – Analyze the article’s strengths and weaknesses, providing evidence to support your opinions.
3. Key Elements – Select 1–2 key ideas from the article and consider how you can effectively connect them to your research question.
4. Reflection – Explain various ways that you could incorporate the learning theory expressed in the article into your teaching methods. Also, explain how the theory demonstrates Christian principles in teaching.
Format the critiques in APA style and see the Article Critique Grading Rubric for the specific grading criteria. Each critique will be due by the end of the Module/Week that it is assigned.
ARTICLE CRITIQUE GRADING RUBRIC
CRITERIA 12 POINTS 10 POINTS 8 POINTS 4 POINTS 2 POINTS 0 POINTS POINTS EARNED
ARTICLE SELECTION Article is scholarly, empirical, current (last 5 years), and clearly related to a specific learning theory. Article is scholarly, empirical, current
(last 5 years), and related to a learning theory. Article is scholarly, empirical, and related to a learning theory, but it is not current. Article is scholarly and empirical, but it is not related to a learning theory nor is it current. Article is scholarly, but does not meet any other criteria. Not complete
ARTICLE SUMMARY Summary is well¬-organized, well-written, and explicitly identifies the audience and the purpose. Summary is organized and well-written, and identifies the audience and the purpose. Summary is adequately organized and only vaguely identifies the audience and the purpose. Summary is not well-organized, but it does identify the audience and purpose. Summary is poorly organized and vaguely identifies either the purpose or the audience. Not complete
ARTICLE ANALYSIS Clearly analyzes strengths and weaknesses with plenty of supporting evidence. Key ideas are clearly connected to research question. Clearly analyzes strengths and weaknesses with some evidence. Key ideas are connected to the research question. Analyzes strengths and weaknesses with little evidence. Key ideas relate to the research question. Analyzes the strengths and weaknesses, but no evidence is provided. It is unclear if the key ideas relate to the research question. Mentions strengths and weaknesses without any evidence. Only briefly discusses the key ideas, if at all. Not complete
REFLECTION Provides several examples of ways to incorporate the learning theory into teaching methods and clearly relates them to biblical principles. Provides some examples of ways to incorporate the learning theory into teaching methods and relates them to biblical principles. Provides one example of ways to incorporate the learning theory into teaching methods, but only alludes to biblical references without connecting them. Provides one example of ways to incorporate the learning theory into teaching methods, but does not discuss biblical principles. Teaching methods are discussed, but there is very little connection between the learning theory and the teaching methods. Not complete
MECHANICS, FORMAT, & LENGTH Well-written with correct grammar, spelling and formatting. Length requirement is met. Well-written with a few grammar, spelling, and/or formatting errors. Length requirement is met. Generally readable, but with several errors in spelling, grammar, and formatting. Length requirement met. Errors in spelling, grammar, or formatting make the paper very difficult to read. Length requirement is met. The paper does not meet length requirement, and/or demonstrates extremely poor grammar, spelling, and/or formatting. Not complete
TOTAL POINTS /60
INSTRUCTOR’S COMMENTS:
Feedback
4/4/14 5:39 AM
Angela:
This is a critical assignment in that it forces you to identify a specific research question that holds your interest so that you can focus your research and your paper. Your task, therefore, is to frame a tightly-worded, specific question, and offer 50–100 words of explanation of why you selected it.
I find your research question (and topic) interesting, and while you have my approval to continue, I would ask that you refine it as you research for even better ways of expressing just what you are getting at. Research questions should begin “to what extent…?” You do not need to resubmit further revisions you make of your research question. As you continually consider your research question, think about the following questions, which assist in greater focus:
Does the question address a topic that inspires you own thoughts/opinions?
Is the question researchable?
What type of information do you need to answer the research question?
Is the scope of this information reasonable, given the amount of time and space for this course/assignment?
What sources will have the type of information you need to answer the research question?
In sum, do you really have a quality research question you actually will be able to answer by doing research?
Good job!
Sincerely,
Dr. Lamport
