MASTER SYLLABUS

SOCIAL WORK 3810

Research Methods, Data Analysis, and Practice Evaluation I
(3 credit hours)
COURSE DESCRIPTION
Prereq: Junior standing, admission to BSW program. Descriptive research
methods for social work concepts and skills of problem formulation; research
design; description and critical analysis of research studies.
COURSE COMPETENCIES AND PRACTICE BEHAVIORS FOR THIS
COURSE
COMPETENCIES
1. Identify as a social worker and conduct oneself accordingly
Practice Behaviors:
1E) engage in career-long learning
3. Apply critical thinking to inform and communicate
professional judgments
Practice Behaviors:
3A) distinguish, appraise and integrate multiple sources of knowledge,
including research-based knowledge and practice wisdom
3B) analyze models of assessment, prevention, intervention and
evaluation
6. Engage in research-informed practice and practice-informed
research
Practice Behaviors:
6A) use practice experience to inform scientific inquiry
6B) use research evidence to inform practice
10. Engage, assess, intervene, and evaluate with individuals,
families, groups, organizations, and communities
Practice Behaviors:
10D) EVALUATION: critically analyze, monitor, and evaluate
interventions
TEXTS AND REQUIRED MATERIAL
1

Rubin, A. & Babbie, E. (2013). Essential research methods for social

work. Independence, KY: Cengage Learning.
INTRODUCTION
S.W. 3810 is the first of two courses that examine the basic concepts and
methods of scientific inquiry used to build knowledge and evaluate impact of
social work policy and practice. Course content includes (a) exploring the
science of knowing, (b) understanding the steps in the research process and
their interrelationships, (c) selecting the most appropriate research design
and approaches used in social work research, (d) developing skills in problem
formulation and measurement, (e) evaluating social work literature for its
applicability in informing social work practice, and (f) critically examining
ethical issues associated with conducting and applying social work research
with culturally diverse, disenfranchised, and at-risk populations. Specific
emphasis will be given to the use of practice knowledge to inform social work
research and the use of research findings to inform social work practice.
PERFORMANCE CRITERIA
Through written assignments, quizzes, and class participation, the students
will be expected to achieve the competencies identified above. Grading
criteria for the major written assignments include:
1.
Substantive Content: Full and adequate response to each of the
required sections and adequacy and unity of argument and
presentation.
2.
Technical Format: Soundness of technical writing, professional
appearance, appropriate use of references (APA style),
adherence to the prescribed format for submission of each
assignment, appropriate use of grammar and punctuation, and
the absence of typographical and spelling errors. Papers must be
well written and carefully presented to receive a grade in the A
range.
3.
Terminology and Concepts: Adequate, full and appropriate use of
research knowledge, terminology and concepts. Command of the
material conveys a message that the terms and concepts are
fully understood.
GRADING AND ASSIGNMENTS
Assignment

Percent

Related
Course
Competenci

Accessing Evidence in Social Work

Practice (Term paper Phases I and II)
Evaluating Evidence in Social Work
Practice (Term paper Phase III)
Quizzes
Participation and Attendance
Total

15%
30%

es
1E, 3A,3B,
6A, 6B
3B,6B,10D1

45%
10%
100%

BENCHMARK ASSIGNMENTS
Term Paper Phases I and II
Accessing Evidence in Social Work Practice
15 Points
The purpose of this assignment is to give students the opportunity to
demonstrate their ability in accessing empirical research and selecting an
evidence-based intervention of relevance to their social work practice.
Term Paper Phase III
Evaluating Evidence in Social Work Practice
30 Points
This component of the term paper gives students the opportunity to build on
the previous two phases by demonstrating their ability to critically examine
published social work research relevant to an identified practice problem.
Students will 1) describe the strengths and limitations of research design; 2)
identify and assess ethical and cultural issues associated with conducting
research with culturally diverse, disenfranchised, and or at-risk populations;
and 3) evaluate how well the evidence presented in a selected empirical
journal article is relevant for addressing a social work relevant practice
question.
GRADING POLICY:
Students may pass the course with a grade of D but must maintain a C
average during the junior and senior year. (See Undergraduate Bulletin,
Wayne State University
http://www.bulletins.wayne.edu/ubk-output/index.html)
Grade distribution:
100-95 A
94.9-90 A-

89.9-87 B+ 86.9-83 B
3

82.9-80 B-

79.9-77 C+

79.9-77 C+ 76.9-73 C

72.9-70 C-

69.9-67
D+

66.9-63 D

62.9-60 D-

ORGANIZATION OF THE COURSE

This is a three credit course composed of lecture and discussion. This course
is organized to provide competencies related to (a) exploring the science of
knowing, (b) understanding the steps in the research process and their
interrelationships, (c) selecting the most appropriate research design and
approaches used in social work research, (d) developing skills in problem
formulation and measurement, (e) evaluating social work literature for its
applicability in informing social work practice, and (f) critically examine
ethical issues associated with conducting and applying social work research
with culturally diverse, disenfranchised, and at-risk populations.
The sessions are organized around the following areas:
Quantitative Measurement
Qualitative Research
Research Design
Sampling
Data Collection
Implications of Research for Social Work Practice
ROLE OF THE STUDENT AND INSTRUCTOR
See University Statement of Obligation of Students and Faculty Members of
the teaching - learning process
http://www.bulletins.wayne.edu/fib/fib2d.html
POLICIES FOR THIS COURSE
1. Students are expected to participate in class by, (a) contributing to
class discussions and small group exercises, (b) sharing their responses
to course readings and issues and topics raised in class, and (c) asking
questions.
2. Student Disability Services - If you have a documented disability
that requires accommodations, you will need to register with Student
Disability Services for coordination of your academic accommodations.
The Student Disability Services (SDS) office is located at 1600 David
Adamany Undergraduate Library in the Student Academic Success
Services department. SDS telephone number is 313-577-1851 or 313577-3365 (TTY: telecommunication device for the deaf; phone for
4

hearing impaired students only). Once you have your accommodations

in place, I will be glad to meet with you privately during my office
hours to discuss your special needs. Student Disability Services
mission is to assist the university in creating an accessible community
where students with disabilities have an equal opportunity to fully
participate in their educational experience at Wayne State University.
3. The Wayne State University Writing Center is the place to talk
about your writing. Whether you are working on your first or final draft,
the Writing Center is available to advise you at any step of the writing
process. Services are free to all Wayne State University students and
faculty. Services include: one-on-one tutoring; a library covering
grammar, style and documentation; and computer access. The Wayne
State University's Writing Center is also piloting OWL (online writing
lab) called HOOT. HOOT stands for "Hypertext One-on-one Tutoring"
and it will enable students to e-mail us their papers for commenting.
Depending on the student's level of comfort with this technology, we
will be able to leave comments in HTML, audio, or video. Learn more
about Writing Center services at http://www.clas.wayne.edu/writing/

4. Attendance & Participation Policy

The Universitys policy on attendance states, Students are expected
to attend all sessions of courses for which they are registered and to
notify the instructor or his or her secretary prior to the class sessions, if
possible, when the student may be absent due to illness or similar
emergency.
In addition to attending all class sessions, students should arrive for
class on time. Students who arrive late miss important information and
disturb their classmates. Students are expected to complete assigned
reading and come prepared to participate in classroom discussions.
Please note that attendance and participation are worth 10% of your
grade.
5. Assignments and Grades
Scores earned for graded assignments and/or quizzes determine final
course grades. Handouts, distributed in class, specify the criteria used
to assess student performance on graded assignments.
All assignments are due on the date specified by the instructor. Late
assignments are penalized by 10% points off the points earned.
5

Deadline for submission of late assignments is no later than 24 hours

before the next class.
Exceptions can be made in extreme
circumstances. To avoid the late penalty contact the instructor at least
48 hours before the assignment is due and request an extension.
Make-up examinations are available only under unusual and
unavoidable circumstances.
WSU STUDENT RESOURCES
Students with disabilities
http://studentdisability.wayne.edu/rights.php.
Academic integrity and student code of conduct
http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html
Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/

Contact Information
Instructor: Tam E. Perry, MSSW, MA, PhD
Office: 300 Thompson Home
Email: teperry@wayne.edu
Phone: (313) 577-4402
Office Hours: by appointment

Course Learning Units

The following is an outline for the course units, with reading assignments for
each. Readings should be completed in advance of class, to permit
participation in discussion.
UNIT

TOPIC AND READINGS

Unit 1
1/14
1/21

Research in Social Work

Chapters 1 & 2 (Rubin & Babbie, 2013)

Unit 2
1/28

Research Ethics and Cultural Competence

Readings:
Chapter 16 (Rubin & Babbie, 2013)
NASW Code of Ethics
Readings:
Chapter 17 (Rubin & Babbie, 2013)

2/4 Quiz 1
(in class)

Unit 3
2/18

Problem Formulation, Conceptualization and

Operationalization
Readings:
Chapters 3 & 4 (Rubin & Babbie, 2013)
Readings:
Chapter 5 (Rubin & Babbie, 2013)

2/25 Quiz 2
(due)

Take Home (given out end of class2/18)

Unit 4
2/25

Quantitative and Qualitative Research I

Readings:
Chapter 7 (Rubin & Babbie, 2013)

Paper
Phase One
(11:59pm on
2/27)

Unit5
3/4

Quantitative and Qualitative Research II

Readings:
Chapter 8 (Rubin & Babbie, 2013)

Unit 6
3/11

Research Design
Chapter 11 (Rubin & Babbie, 2013)

Qualitative
Presentation
s (3/11 &
3/25)

Quiz distributed on 3/25

Quiz 3 Take
Home due
4/1

Unit7
4/1
Paper II due
4/1
11:59pm

Sampling
Readings:
Chapter 10 (Rubin & Babbie, 2013)

Unit 8
4/8

Data Collection
Readings:
Chapter 9 (Rubin & Babbie, 2013)

Unit 9
4/15

Evaluation Research

Unit 10
4/22

Implications of Research for Social Work Practice

Readings:
Using a collaboratory model to translate social work research
into practice and policy (Allen-Meares, Hudgins, Engberg, &
Lessnau, 2005) (Will be posted to BB)

Readings:
Chapter 13 (Rubin & Babbie, 2013)

Final Paper
due
4/27
11:59pm

BIBLIOGRAPHY
American Psychological Association (2009). Publication manual of the
American Psychological Association (6th ed.). Washington, DC: Author.
Babbie, E. (2010). The basics of social research (5th ed.). Belmont, CA:
Thomson/Wadsworth.
Corcoran, K. (2007). From the scientific revolution to evidence-based
practice: Teaching the short history with a long past. Research on
social work practice, 17, 548-552.
Epstein, L. (1996). The trouble with the research-practitioner idea. Social
Work Research, 20(2), 113-117.
Franklin, C., Moore, K. & Hopson, L (2008). Effectiveness of solution-focused
brief therapy in a school setting. Children & Schools, 30(1), 15-26.
Gainey, R.R., Haggerty, K.P., Fleming, C.B., Catalano, R.F. (2007) Teaching
parenting skills in a methadone treatment setting. Social Work
Research, 31(3), 185-190.
Gibbs, A. (2001). The changing nature and context of social work research.
British Journal of Social Work, 31(5), 687-704.
Gilgun, J.F., & Abrams, L. S. (2002). The nature and usefulness of qualitative
social work research. Qualitative Social Work, 1(1), 39-55.
Hodge, D.R., Andereck, K. & Montoya, H. (2007). The protective influence of
spiritual-religious lifestyles. Social Work Research, 31(4), 211-219.
Holosko, M.J. (2006). Primer for critiquing social research: A student guide.
Belmont, CA: Thomson Brooks/Cole.
Hopson, R. (2001). Global and local conversations on culture, diversity, and
social justice in evaluation: Issues to consider in a 9/11 era. American
10

Journal of Evaluation, 22(3), 375- 380.

Howell, E.M. & Yemane, Al. (2006) An assessment of evaluation designs:
Case studies of 12 large federal evaluations. American Journal of
Evaluation, 27(2), 219-236.
Koeske, G.F. (1994). Some recommendations for improving measurement
validation in social work research. Journal of Social Service Research,
18(3/4), 43-73.
Lingler, J.H., Nightengale, M.C., Erlen, J.A. & Kane, A.L. (2006) Making sense
of mild cognitive impairment: A qualitative exploration of the patient's
experience. The Gerontologist, 46(6), 791-800.
Meezan, W. (2003). Exploring current themes in research on gay, lesbian,
bisexual and transgender populations. Journal of Gay & Lesbian Social
Services, 15 (1/2), p. 1.
Mertler, C.A. & Vannatta, R.A. (2005). Advanced and multivariate statistical
methods: Practical application and interpretation (3rd ed.). Los
Angeles: Pyrczak Publishing.
Mikelson, K.S., (2008) He said, she said: Comparing mother and father
reports of father involvement. Journal of Marriage and Family, 70, 613624.
Nebbit, V.E., Lombe, M. & Lindsey, M.A., (2007) Perceived parental behavior
and peer affiliations among urban African American adolescents.
Social Work Research, 31(3), 163-169.
Orcher, L.T. (2005). Conducting research: Social and behavioral science
methods. Glendale, CA: Pyrczak Publishing.
Ortega, D. M., & Richey, C.A. (1998). Methodological issues in social work
research with depressed women of color. Journal of Social Service
11

Research, 23(3/4), 47-70.

Padgett, D. (1998). Does the glove really fit? Qualitative research and clinical
social work practice. Social Work, 43(4), 373-381.
Patten, M.L. (2002). Understanding research methods (3rd ed.). Glendale, CA:
Pyrczak Publishing.
Patten, M.L. (2005). Proposing empirical research. (3rd ed.). Los Angeles:
Pyrczak Publishing.
Patten, M.L. (2002) Educational and Psychological Research: A Cross Section
of Journal Articles for Analysis and Evaluation. Glendale, Ca: Pyrczak
Publishing.
Powell, J. (2002). The changing conditions of social work research. British
Journal of Social Work, 32(1), 17-33.
Proctor, E. K. (2002). Social work research: Informing the frontlines and
taking the long view. Social Work Research, 26(3), 130-131.
Proctor, E.K. (2003). Research to inform the development of social work
interventions. Social Work Research, 27(1), 3-5.
Pyrczak, F. (2008). Evaluating research in academic journals: A practical
guide to realistic evaluation (4th ed.). Glendale, CA: Pyrczak Publishing
Scott, D. (2002). Adding meaning to measurement: The value of qualitative
methods in practice research. British Journal of Social Work, 32(7), 92330.
Shaw, I. F. (2003). Cutting edge issues in social work research. British Journal
of Social Work, 33(1), 107-116.
Smith L, McCaslin R, Chang J, Martinez P, & McGrew P (2010). Assessing the
needs of older gay, lesbian, bisexual, and transgender people: A
service-learning and agency partnership approach. Journal Of
Gerontological Social Work, 53(5):387-401.
12

Stringer, E., & Dwyer, R. (2006). Action research in human services.

Columbus, OH: Pearson Education, Inc.
Thyer, B.A. (2010). The handbook of social work research methods. Los
Angeles: Sage Publications.
Weinbach, R. & Grinnell, R. Jr. (2004). Statistics for social workers (6th ed.).
NY: Allyn, Bacon, and Longman.
Weinbach, R.W. (2005). Evaluating social work services and programs.
Boston: Pearson Education, Inc.
Westerfelt, A., & Dietz, T.J. (2005). Planning and conducting agency-based
research (3rd ed.). Boston: Pearson Education, Inc.
Yegidis, B. L. & Weinbach, R. W. (2006). Research methods for social workers
(5th ed.). NY: Allyn, Bacon, and Longman.

13

TERM PAPER
Accessing & Evaluating Evidence in Social Work Practice
Purpose
This assignment assesses students ability to (a) identify and access rigorous
empirical intervention studies, (b) match the empirically validated
intervention with a specific practice problem or concern, and (c) critically
analyze the intervention study; and (d) discuss the extent to which the
intervention might address their practice problem or concern.
All requirements for this assignment will be completed in three
phases resulting in an 8-10-page paper.
Assignment Requirements
Phases I and II: Accessing Research Evidence in Social Work Practice (first
benchmark assignment)
Phase 1 (7 points):
1. Formulate a Description of a Practice Need
a. Write a one-page description about a social work problem that is
relevant to your field placement,
employment/volunteerexperience, or area of interest.
Phase 2 (8 points):
2. Search for the Evidence
a. Use the library databases, Cochrane or Campbell Collaboration
web sites, etc. to review the evidence-based articles in the
literature relevant to your practice question.
b. Locate a rigorous intervention study that provides evidence of
the effectiveness of an intervention that addresses your practice
problem or concern.
3. Determine Which Evidence-Based Intervention is Most
Appropriate for Your Particular Client(s)
a. Write a one paragraph overview of the intervention study and
explain why you think it addresses the needs of your target
population and problem. Discuss your reasons for selecting this
intervention.
b. Write a second paragraph describing how you found the article.
Be specific about the process you used, which can include 1)
using databases (specify which one), 2) bibliography from an
existing article (specify the article where you obtained the
reference), systematic review (specify the review database). If
you used keywords, specify which keywords you used.
14

c. Submit the selected article and the one paragraph overview to

the instructor. The course instructor must approve the article you
select to complete Phase 3.

15

Phase 3 (30 Points):

Write an 8-10 page paper. The first heading, as shown below, should
be the statement of the problem that you developed for Phase 1.
Each of the bolded titles shown below in items a through g should
be a first-level APA header in your paper:
a.

Statement of the Problem: Include the statement of the

problem that you completed for Phase I. Make sure that you
incorporate any changes suggested by your instructor

b.

Research Design - What research design was used in this

study? Discuss what threats to internal validity and external validity
are controlled with this research design. Discuss which ones are not
controlled.

c.

Sampling - How was the sample selected? What is the sampling

frame for this study? Discuss the advantages and disadvantages of the
sampling strategy. How similar is the sample for the study to the one
used in your agency or volunteer setting?

d.

Measurement - Identify the key variables in the study.

How were the variables defined and measured? How might the findings
have been different if one of the variables was defined in a different
way?

e.

Data Collection - What methods were used to collect the data?

Discuss the advantages and disadvantages of the data collection
method. How might the results have been different if the data had
been collected using a different method?

f.

Ethics and Cultural Considerations

1. Explain why you believe the intervention in the article would
prove effective with your target population. Are the intervention
activities and processes sensitive to the unique cultural
characteristics of your target population? Explain your answer.
2. What did the research do well in trying to address ethical issues?
What more could have been done?

g.

Results and Implications

1. How does the intervention youve identified address the specific
practice need you discussed in Phase I? How do the activities or
theory of the program relate to the problem?
2. What kinds of practitioner expertise do you think would be
needed to implement this intervention?

16

3. What challenges or barriers would make it difficult or infeasible

to implement the intervention in your agency? Or as a policy
level-change?

17

Grading Criteria: Term Paper

You will be graded based on the extent to which you meet the following criteria:
1. Thoroughness of the paper.
2. The appropriateness of the intervention to your population of interest.
3. Identification of the peer-reviewed research journal article that is relevant to your identified practice problem.
4. The accuracy of your analysis. Please focus on providing your own critique/ analysis rather than repeating what
is written in the research paper.
5. Quality of the paper with regard to writing. Your paper should be succinct and clearly written. You should
proofread your paper carefully.
The grading rubric is shown below:

Paper Section

Points
Possibl
e

No Points

Partial Points

Full Points

PARTS I AND II: ACCESSING EVIDENCE IN SOCIAL WORK PRACTICE (15 POINTS TOTAL)
1. Formulate a
description of
a practice
need (PHASE
I)

Does not address all of the

There is no mention of a
questions in this section (1practice setting and there
6)
is not discussion of why this
practice setting or problem
is of interest.
Does not explore why this
is a social problem.
There is no critical analysis
of justification for the social
problem (0)

Describes a practice setting

and a practice question that
emerges from that setting.
Explains why this is of
personal interest.
Explores why this is a social
problem. (7)

Paper Section
2. Search for the
Evidence
(PHASE II)

Points
Possibl
e
8

No Points
Does not describe the
intervention that is being
discussed in the article.
Does not describe how the
article was obtained
(0)

Partial Points

Full Points

Does not give thorough

description of the
intervention, does not
thoroughly explain why it is
relevant to the practice
problem identified in Phase
I and/or does not describe
the process used to obtain
the article. (1-7)

Describes the intervention

study that was identified,
explains why it is relevant
to the practice problem
identified in Phase I, and
describes the process used
to obtain the article. (8)

PHASE III: EVALUATING EVIDENCE IN SOCIAL WORK PRACTICE: 30 POINTS TOTAL

Paper
Possibl No Points
Partial Points
Full Points
Section
e
Points
Statement 3
Some of the required
Describes a practice setting and a
of the
No mention of practice setting elements are addressed
practice question that emerges from
Problem
- No discussion of why this
but not all of them.
that setting. Explains why this is of
practice setting or problem is Incomplete changes in
personal interest.
of interest. Does not explore
response to feedback
Explores why this is a social
why this is a social problem.
provided in phase I. (1-2) problem. Responds to all
No critical analysis of
suggestions provided for phase I. (3)
justification for the social
problem.
- Changes were not made in
response to phase I (0)
Research
4
Does not mention or correctly
Identifies study design
Correctly identifies the study design
Design
identify design and threats to
but does not fully explore and which threats to internal validity
internal validity that are
threats to internal
are controlled and which are not.
present or controlled for. Does validity. Does not
Uses a scenario to illustrate how
not communicate an
communicate
findings could be impact by design.
understanding of causal
understanding of causal
Discusses whether a causal
inference and/or the three
inferences and what are
inference is possible against the
criteria needed to establish
required in order to
three specific criteria required to
one. (0)
establish them. (1-3)
make a causal inference. Relates
the causal inference to the purpose
of the study. (4)
Sampling
3
Does not identify sampling
Identifies sampling
Correctly explains study sample and
strategy. Does not discuss
strategy but does not
population to which the authors
strengths and weakness of
provide critical analysis
hope to generalize. Demonstrates
method used. It is not clear
of strengths and
understanding of any sampling
on issues of generalizability of weaknesses of method.
utilized in the study and clearly
findings. Does not provide an Doesnt fully explore
explains the advantages and
alternative strategy and how it issues of generalizability
disadvantages of the chosen

might have impacted

generalizability. (0)

and nor how an

alternative approach
would impact findings.
(1-2)

approach. Provides a critical

analysis of how study findings can or
cannot be generalized and how
altering the strategy could change
the findings of the students. (3)

Paper
Section

Possibl
e
Points
4

No Points

Partial Points

Full Points

Does not mention or correct

identify key variables, issue of
reliability or validity, and does
not propose how alternative
strategies might alter results.
(0)

Correctly identifies key variables &

clearly describes how they are
measured. Critically analyzes
measurement reliability and validity.
Develops a clear argument on how
an alternative (yet feasible)
measurement strategy might impact
findings. (4)

Data
Collection

Ethics and
Cultural
Considerati
ons

Does not identify data

collection methods utilized in
the study or assess strengths
and weaknesses of the
methods that were used.
Does not identify an
alternative data collection
strategy that could have been
used. (0)
Does not address cultural
competence of research nor
provide how cultural
competence could have been
improved.
Does not identify any ethical
issues and does not address
how authors did or did not
address ethical conduct of
research. (0)

Correctly identifies only

some of the key
variables, does not use a
critical analysis in
discussion of reliability or
validity. And does not
identify a feasible
alternative strategy that
could impact findings. (13)
Does not provide a
critical analysis of data
collection choices nor
provide alternatives and
the implications of those
choices. (1-3)

Measurem
ent

Identifies cultural issues

but does not provide
additional strategies that
could have improved
cultural competence.
Identifies ethical issues
but does not provide
critical analysis of
additional steps the
research could have
implemented in order to

Correctly identifies data collection

methods utilized in the study and
provides a critical analysis of the
strengths and weaknesses of the
methods that were used. Identifies
at least one alternative data
collection strategy that could have
been used and how this might have
impacted study findings. (4)
Critically discusses any cultural
issues present in the study and
analyzes the cultural competence of
the study approaches. Provides at
least one additional approach or
procedure that might improve study
cultural competence.
Identifies ethical issues that could
have arose in the conduct of the
research (e.g., risks to participants)
and how the study did or did not

improve the ethical

conduct of the research.
(1-3)

address them. Provides additional

discussion about what the study
authors might have done to improve
the ethical conduct of this research.
(4)

Paper
Section

Possibl
e
Points
Results and 4
Implication
s

No Points

Partial Points

Full Points

Does not summarize key

findings and doe not explain
how they can be applied to
practice. (0)

Does not provide new

ideas about problems or
settings where research
could be applied. (1-3)

Grammar
and
Readability

Difficult for reader to follow.

Paper is not organized well.
Many grammatical and
typographical errors. Required
headings are not included(0)

Paper is somewhat
difficult for reader to
follow. Organization of
paper is somewhat
difficult to understand.
Required headings are
incomplete. Several
grammatical and
typographical errors. APA
style is not followed
consistently (1-3)

Summarizes what the study found

and the degree to which findings are
generalizable.
Provides a critical analysis of why
this intervention will prove effective
to the target populations.
Recognizes challenges and barriers
to implementation. References the
social problem discussed in (a) and
explains how this addresses it. Links
study validity and research findings
and their applicability (4)
Paper is easy for reader to follow.
Organization of paper follows
assignment outline. Paper includes
required headings. No or minimal
typographical errors. APA style is
followed correctly (4)

TOTAL for
Phase III

30