ARTICLE CRITIQUE

Based on the Prosek et al. (2023) article:

1. Describe the (a) population(s) (units at the construct level) and (b) sample(s) (units at the operational level).
2. What type of sampling method did Prosek et al. use? Do you think that this method allowed them to select a good representation of the population? Why or why not?
3. What are the (a) predictor variables at the construct level, (b) predictor variables at the operational level, (c) dependent variables at the construct level, and (d) dependent variables at the operational level?
4. What evidence is given that suggests that these measures are valid and reliable? Provide two points of evidence: one that support measurement reliability and one that support measurement validity.
5. How did Prosek et al.’s results compare to those from previous studies? Provide two comparisons: one example in which the the results are the same (or similar) and one in which the the results are contrary (or conflict; i.e., same variables, but different outcomes). Be sure to cite each previous study (mentioned in the article) you use in your examples. Base your comparisons only on what Prosek et al. discuss.

Grading Rubric for Article Critique 1

Question 1

Full credit: correctly describes the intended population (5 pts) and at the sample (5 pts). These must be distinctly different from each other. Partial credit may be given if: only one is given; both are given, but are labeled incorrectly (i.e. population is labeled as sample and vice versa); both are given, but do not identify which is the population and which is the sample.

Question 2

Full credit: correctly identifies at least one of the sampling types (4 pts), clearly indicates whether or not the sample is good (2 pts), and provides a reasonable argument to support this, which includes evidence from the article (4 pts). Partial credit may be given if: the procedures for sampling are described, but the type(s) is/are not specified; there is a reasonable argument for why the sampling was or was not good, but no conclusion is given; a conclusion is given, but no argument; or the argument supporting the sampling procedure does not provide evidence from the article.

Question 3

Full credit: correctly describes the (a) predictor and (b) dependent variables at the construct level (5 pts) and at the operational level (5 pts). The constructs and operations must be distinctly different. Partial credit may be given if: only one level is given; each level is given, but are labeled incorrectly (i.e. construct is labeled as operation and vice versa); both levels are given, but does not identify which is the construct and which is the operation; only the predictor or dependent variable is described.

Question 4

Full credit: provides at least two pieces of evidence to support the reliability of measures used in the article (5 pts.) and at least two pieces of evidence to support the validity of the measures (5 pts). You only need a total of four pieces of evidence for any number of measures. You do NOT need two (or four) pieces of evidence for each measure. Partial credit may be given if: (a) reliability and validity are discussed, but it does not relate to evidence from the article, (b) there are fewer than two pieces of evidence for validity, or (c) there are fewer than two pieces of evidence for validity.

Question 5

Full credit: Provide two examples of how the study’s results are the same or similar to findings from previous research; cite the studies you are comparing and tell me how they are similar (i.e., what did both studies find?) (5 pts); and provide two examples of how the study’s results are different from or contradict findings from previous research; cite the studies you are comparing and tell me how they are different (i.e., what did Prosek et al. find? What did the other study find?) (5 pts). Partial credit may be given if fewer than four examples are given for similar and different results, fewer than two examples are given for either similar results or different results, or other studies are discussed but not compared to the current study.

References

Allee-Herndon, K., Roberts, S. K., Hu, B., Clark, M. H., & Stewart, M. L. (2021). Lets talk Play! Exploring the possible benefits of play-based pedagogy on language and literacy learning in two Title I kindergarten classrooms. Early Childhood Education Journal.