Developed by: Meredith Martin, PhD for PSY 336
ARTICLE ANALYSIS GRADING RUBRIC
An essential skill, whether you enter the field of psychology or a related discipline, is to be able to
summarize and evaluate empirical research. Empirical research refers to research articles that
present novel research findings (as opposed to providing an opinion or review). Over the course
of the semester, you will read a number of empirical research articles in order for you to learn
more about how research is conducted in developmental psychology – in other words, how do we
know what we know about adolescence? These readings and your textbook provide an overview
of the breadth of the research on adolescent psychology.
By contrast, your group project is intended to give you an opportunity to delve deeper into the
psychological research on an area of adolescent development of interest to you. As a first step
towards completing a literature review for this project, you will need to: find an empirical
research article related to your group’s topic, read and summarize the introduction, methods,
results, and conclusions, and provide a critical analysis of the article and its relation to your topic.
STEP#1: Finding an article
You must find an EMPIRICAL (research) article related to your group’s topic. The article must
be relevant to adolescent development. You should choose an article published within the last five
years from one of the following journals:
● Journal of Research on Adolescence
● Journal of Early Adolescence
● Journal of Clinical Child and Adolescent Psychology
● Journal of Youth and Adolescence
● Journal of Adolescence
You have access to these journals through the Syracuse University Library
(https://library.syr.edu). Additional information about how to find an article is included in the
Powerpoint slides from the first day of class (on Blackboard). I encourage you to review this
information. If you continue to have difficulty, you should reach out to Bonnie Ryan
([email protected]), the Psychology Subject Librarian.
STEP#2: Reading your article
Information about how to effectively read an empirical research article is also located in the
Powerpoint slides from the first class. Remember, statistical analyses in the Results section are
always followed by a description of what the numbers mean in plain English. Don’t skip the
results!
STEP#3: Writing your summary and analysis
Your summary and analysis should not exceed 3 pages, double spaced, in 12pt. Times New
Roman font. Your paper should include your full first and last name, your group’s name, and your
group’s topic (framed as a question) along the top. Your paper should then include the following
information:
● Summary: What theoretical idea(s) or research questions inspired the study? What
methods were used to investigate the topic? What were the most notable results? What
implications do the results have for real life and/or for future research?
● Analysis: How do these findings relate to your group’s topic? How does this research help
to answer your question? What were the main strengths of the article? What did you think
the authors did especially well in describing or analyzing their results? What were the
main weaknesses of the article? What were the limitations of the methods used? What
interpretations did the authors make that you think are in error, unjustified, or over-stated?
What lingering questions do you have?
Include the full reference for the paper you are analyzing at the end, in proper APA format. You
do not need any additional citations for the assignment and this reference is not included in your
page requirements.
Submit your final analysis in Word or PDF online via Blackboard. The grading rubric for this
assignment is below.
GRADING RUBRIC FOR ARTICLE ANALYSIS
Description
Unacceptable
(Below standards)
Acceptable
(Meets minimum standards)
Good
(Exceeds minimum standards)
Points
Page 1
Summary
The student does not clearly summarize the
main points of the article (i.e., the main
research question, methods, results, and
implications) and/or includes inaccurate
information.
Most of the article is summarized, but the
student may not clearly cover all aspects (i.e.,
the main research question, methods, results,
and implications).
The summary clearly outlines the main
research question, methods, results, and
implications in the student’s own words.
15
Page 2
Analysis
The student does not clearly move beyond a
summary of the article to provide an
analysis. No new ideas are contributed
beyond what is in the article itself, or the
analysis is overly confusing.
The student provides an analysis of the article
by answering most of the questions assigned.
The ideas presented are mostly novel, going
beyond what is in the article itself.
The student provides an insightful analysis
of the article, answering all or nearly all of
the questions assigned. The student
articulates novel ideas that clearly go
beyond what is in the article itself. The
analysis is clear and rational.
20
Writing
Overall, the student’s communication of
their analysis is confusing, unclear, and/or
suggests limited understanding of the issues
involved in this question.
Overall, the student’s communication of their
analysis is somewhat clear and/or suggests
some understanding of the issues involved in
this question.
Overall, the student’s communication of
their analysis is clear and evidences a
general, overarching understanding of the
issues involved in this question.
5
Format
Paper does not follow all formatting
guidelines outlined in the syllabus, and
either fails to cite the article, or cites in
inaccurately.
Paper is 2 pages long, follows all formatting
guidelines outlined in the syllabus, and
accurately cites the article in APA format at
the end.
Paper is 2 pages long, follows all formatting
guidelines outlined in the syllabus, and
accurately cites the article in APA format at
the end.
5
Mechanics
Grammatical, punctuation, and spelling
errors significantly detract from reading the
paper. Basic sentence structure often
includes poor structure (e.g., run-on
sentences).
There may be a few grammatical, punctuation,
and/or spelling errors, but overall they do not
detract too much from reading the paper.
Basic sentence structure is good (e.g., avoids
run-on sentences, sentence structure is solid).
Grammatical, punctuation, and spelling
errors are RARE and do not detract from
reading the paper. Basic sentence structure
is good (e.g., avoids run-on sentences,
sentence structure is solid).
5
Total Possible Points
50
Developed by: Meredith Martin, PhD for PSY 336
ANNOTATED BIBLIOGRAPHY GRADING RUBRIC
An essential skill, whether you enter the field of psychology or a related discipline, is to be able
to summarize and evaluate empirical research. Empirical research refers to research articles that
present novel research findings (as opposed to providing an opinion or review).
The next step in your group project is to begin to integrate research findings across a number of
empirical research articles in order to begin to draw some conclusions in relation to your group’s
topic. No single article will explain everything about your topic, but together you may be able to
identify certain themes, patterns, or inconsistencies. The annotated bibliography will serve as
your group’s references list, demonstrating that each group member has shared their individual
research and that the group as a whole is beginning to integrate the findings into an answer for
their research question.
The Annotated Bibliography (APA style):
An annotated bibliography is a reference list with an additional summary statement
(“annotation”) after each reference. The annotation provides a brief description of the main
findings and/or a short, critical evaluation of the article.
For more information and examples, see:
https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliograp
hies/annotated_bibliography_samples.html
For this assignment, your group’s annotated bibliography should include a citation, in proper
APA format, for EACH article your group members have analyzed (i.e., two articles per group
member). This means your bibliography should have at least eight unique, peer-reviewed
empirical research articles. Following each article, provide an annotation that summarizes the
main findings and provides a brief evaluation of the article’s relevance for the main research
question (e.g., how does the article help answer your question; what group/s of people does it
inform you about; what are its limitations if it’s not helpful in answering your question; how
does it relate to the other studies in your bibliography).
You may realize, as you begin to integrate the research articles as a group, that you may need
additional information to adequately answer your research question. If this is the case, you are
welcome to find additional research articles. You do not need to provide a full article analysis for
any additional articles, but please do include them in your annotated bibliography.
GRADING RUBRIC FOR ANNOTATED BIBLIOGRAPHY
Description
Unacceptable
(Below standards)
Acceptable
(Meets minimum standards)
Good
(Exceeds minimum standards)
Points
References
There are fewer than 8 unique articles or the
included articles are not peer-reviewed
research. Articles may be completely
unrelated to the group’s research topic.
------------------------
Group has collected at least 8 unique peer-
reviewed research articles that address their
research topic.
5
Annotations
Not every article is followed by an
annotation. Few if any annotations make it
clear why this information is relevant to the
group’s research question. The writing is
confusing and/or does not connect in any
clear way to the other articles and to the
group’s overall research question
After each reference there is an annotation
that: (1) provides a brief summary of the main
findings in the article, and (2) provides an
analysis of the research articles. Most of the
annotations provide a clear indication of how
and in what way the article informs the group’s
research question, although some explanations
may be less clear. It is mostly, but not always
clear how each article relates to the other
articles and to the group’s overall research
question.
After each reference there is an annotation
that: (1) provides a brief summary of the
main findings in the article, and (2) provides
an analysis of the research articles,
indicating how and in what way the article
informs the group’s research question.
Although brief, the annotation provides
specific links between the research article
and the group’s question. It is clear, for each,
how the article relates to the other articles
and to the group’s overall research question.
15
Format
Does not include at least 8 unique articles or
cites them inaccurately. Annotations are not
provided or are in incorrect format.
------------------------
Includes at least 8 unique references, all
cited in proper APA format. Each reference
is followed by an annotation of no more than
200 words.
5
Total Possible Points
25
Developed by: Meredith Martin, PhD for PSY 336
GROUP PROJECT – GRADING RUBRIC
An essential skill, whether you enter the field of psychology or a related discipline, is to be able to
summarize and evaluate empirical research. Empirical research refers to research articles that
present novel research findings (as opposed to providing an opinion or review).
In addition to being able to locate and summarize empirical research on adolescent development,
this group project is designed to provide you with an opportunity to practice integrating findings
across research studies in order to explain adolescent behavior and to apply what you’ve learned
about adolescent development in order to answer a contemporary question that interests you.
Working together as a team allows your group to share the workload and to engage one another
around the topic. Over the course of the semester, you have read a number of empirical research
articles about the topic you chose. Now, sharing your research with the class allows for all
students to benefit from your in-depth analysis into this topic, broadening the scope of what we’re
able to cover in this course.
The next step in your group project is to create a video in which you present your findings. The
objective is to “teach” the class about your topic using the information you learned while
researching. Your presentation should be interesting, informative, and accurate. The video should
be no less than 3 minutes and no more than 10 minutes in length. You may present your
findings in whatever format you wish (e.g., using PowerPoint, providing visuals, acting things
out, doing interviews). You are not required to present the specific details (e.g., details of the
measures, statistical analyses) of any of the research studies you analyzed, but you should use the
research findings to tell the story of this topic. After watching your video, your audience should
walk away with new knowledge about your topic.
Please be sure to explicitly link your research to adolescent development!
Submit your final project on Blackboard by embedding a link to your video in the Discussion
board. The grading rubric for this assignment is below.
GRADING RUBRIC FOR GROUP PROJECT VIDEO
Description
Unacceptable
(Below standards)
Good
(Meets or exceeds minimum standards)
Points
Research
The topic was not researched in depth. The research evidence
(articles) was not used help answer the research question or was
applied inaccurately. The student(s) knowledge of this topic seemed
very surface-level, indicating a lack of thoughtfulness and
understanding.
The topic was well-researched. The factual points clearly supported
the students’ answer to their research question. Statements were
supported by quality research based on their articles. The students
clearly demonstrated in-depth knowledge of this topic.
25
Explanation
The presentation fails to answer the research question (or provide
specific gaps in our understanding of this question if appropriate). The
discussion of the research is too vague, unclear, or inaccurate. The
topic is not adequately explained and/or not supported with evidence.
No effort was made to connect the topic/findings to adolescence as a
developmental period. The material presented does not follow clear
logic.
The answer to the research question (as much as has been studied
in the literature) is clearly outlined and supported by the research
evidence. The group has logically explained how the different
research findings inform one another (i.e., integrated findings across
research studies to come to their own conclusions about their
research question). The importance of this topic to adolescent
development is clearly explained. The presented material makes
logical sense.
40
Presentation
Presentation was unclear and difficult to follow. The logical flow was
confusing. The presentation was overly wordy, robotic, and/or audio
and visual aids failed to add anything to the understandability of the
presentation. It is not clear that the group was thoughtful or took care
in the presentation of their research findings. The quality and/or
presentation is so poor that it is difficult to hear/see/understand.
Presentation is clear and engaging, and well-organized. Any audio or
visual aids (e.g., slides, music, actors) contribute meaningfully to the
presentation. The logic of the presentation is easy to follow. It is clear
that the group invested significant thoughtfulness and care into the
presentation of their research findings. All verbal and/or written
information is legible, understandable, and easy to see/hear.
25
Format
The video is not between 3 and 10 minutes in length. It was not
uploaded as a link in the discussion board on Blackboard and/or the
link did not work (the group didn’t check to ensure it worked).
The video is between 3 and 10 minutes in length. It was uploaded as
a link in the discussion board on Blackboard and easily accessible to
fellow students.
10
Total Possible Points
100
Instructions for uploading your final group project video into Blackboard:
1. Making your video: There are a number of great video-making tools you can use for
free! Here’s information about these:
https://answers.syr.edu/display/blackboard01/Video+Creation+Tools
a. Don’t forget, you’re also welcome to sign out video and related media equipment
at the Bird Library: https://library.syr.edu/services/loaner.php
2. Creating a YouTube page using your free SU student account:
http://ols.syr.edu/google-account-for-syracuse-university/
a. Need help? Email ols@syr.edu and mention SU Google Accounts in your subject
header!
3. Sharing your video on Blackboard (“submitting” your group project): In order to
upload your group project on Blackboard, you need to create a link to your video and
post the link to the Discussion Board.
a. The Discussion Board is labeled “GROUP PROJECT – FINAL VIDEOS.”
b. Only one member of your group needs to post the link.
c. Please make sure your group’s name and research question is included with the
video link.
d. Email me a copy of the link to your video as well.
PSY336 – Fall2019 – Group Project PEER REVIEW
(1) Watch the video
(2) Complete the peer review form below. Please provide thoughtful and specific feedback.
(3) Reply to the video, upload this completed peer review, and in the “subject” box, write out your additional question (see below).
a. Remember, the goal is to provide constructive feedback and engage in some basic dialogue with the group about their project.
Description
Yes
Kind
of
No
Your comments (if you said “kind of” or “no,” please describe what was missing or what could be improved).
Did the group answer their research
question (or provide an explanation of
what gaps remain in the research)?
Did the group support their statements
with evidence from research?
Was the information presented in a
way that was clear and
understandable?
What did you notice about this video? What stood out to you?
What do you appreciate about this video?
What do you still wonder after watching it? What else do you want to know?
What is ONE question you have for this group in regards to this video/their project? [PLEASE POST THIS QUESTION IN THE SUBJECT BOX IN YOUR REPLY!]
Please give this group’s video a rating (Please note, this does NOT impact the group’s grade – I will grade all group videos. This is intended to serve as peer feedback to the group).
Your rating (1-5):
Clearly did not meet the minimum
guidelines for the project. It’s not
clear that the group made any effort
to answer their question.
It is unclear whether the group met the
minimum guidelines for the project (or
they met some of them, but not all. The
group should have put more effort into
answering their question.
Generally met the minimum
guidelines for the project. It’s less
clear how much the group really
sought to answer their question.
Definitely met the minimum
guidelines for the project. Group
answered their question well.
Exceeded the minimum guidelines
for the project. Clearly went above
and beyond. The group is clearly
knowledgeable about this topic.
1
2
3
4
5
PSY 336 – Self & Group Evaluation
Please complete the following form. You will receive 25 points for completing this form and
handing it in on time. The information you provide will help me to assess your group project
grade.
1. From 0% to 100%, what proportion of your group’s project were YOU responsible for?
2. List (using bullet-points) everything YOU did to contribute to your group’s project.
Please be specific. This should include any research and writing you did.
3. From 0 to 100, what grade would you give YOURSELF based on your contributions to
your group’s project?
a. Please briefly explain why.
4. From 0 to 100, what grade would you give YOUR GROUP based on how well your
group members worked together?
a. Please briefly explain why.
5. From 0 to 100, what grade would you give YOUR GROUP based on the overall quality
of your group project?
a. Please briefly explain why.
6. Is there anything else you would like me to know about your work or your group’s work
on this project?
