RC001 Short-Answer Assessment

CECS RC001:
Foundations of Research

Short-Answer Assessment Submission Form

Contact Information

Please provide your contact information and date of submission below.

Your Name: First and Last

Your E-mail address: Your Email Here

Date: Click here to enter a date

Instructions

This Competency includes a Short-Answer Assessment. Write your response to each prompt below in the space provided. Beneath the prompts is the Rubric which will be used by the Competency Assessor to evaluate your responses. Carefully review the Rubric rows associated with each prompt to provide a complete response.

When writing your response, begin typing where it reads “
Enter your response here.” Write as much as needed to satisfy the requirements of the prompt (as defined in the Rubric).

Save this file as
RC001_firstinitial_lastname (for example, RC001_J_Smith) and upload it to this Assessment within the learning platform.

Short Answer 1

In 1–2 sentences, explain each of the principles or concepts of early childhood research listed below.

· Quantitative approaches

· Qualitative approaches

· Longitudinal research

· Hypotheses

· Replication

· Generalizability

Your Response

Enter Your Response Here

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 1: Explain key principles, concepts, and ethical standards in early childhood research .
Learning Objective 1.1: Define key principles and concepts.	Some or all definitions are not present.	Definitions are weak or illogical.	Definitions are succinct and accurate.	Demonstrates the same level of achievement as “2,” plus the following: Definitions provide context in the field of early childhood studies.

Short Answer 2

Aside from ethics,
list three other principles of high-quality research and explain the importance of each principle. Your response should be 2-3 paragraphs in length.

Refer to this resource for more on principles of high quality-research:

· Book Excerpt:
Research as a Tool, Doing Early Childhood Research: International Perspectives on Theory and Practice, pp. 3-12

Mac Naughton, G., Rolfe, S. A., & Siraj-Blatchford, I. (2010).
Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.

Your Responses

Enter Your Response Here

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 1: Explain key principles, concepts, and ethical standards in early childhood research .
Learning Objective 1.2 Explain the importance of the principles of high quality research.	Response is not present or is inaccurate.	Response lists fewer than three principles of high quality research. Response provides weak or partial explanations of their importance.	Response clearly describes three principles of high quality research. Response provides a thorough explanation of the importance of the identified principles.	Demonstrates the same level of achievement as “2,” plus the following: Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research.

Short Answer 3

Define informed consent. How does informed consent apply to research with children? Your response should be 3–5 sentences in length.

Your Response

Enter Your Response Here

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 1: Explain key principles, concepts, and ethical standards in early childhood research .
Learning Objective 1.3: Define informed consent and its application to research with children.	Response is not present or is inaccurate.	Response partially defines informed consent and/or its application to children.	Response accurately defines informed consent and its application to research with children.	Demonstrates the same level of achievement as “2,” plus the following: Response addresses the legal and ethical implications of informed consent.

Short Answer 4

Provide
at least one example of
ethical behavior in research with children. Provide at least one example of
unethical behavior in research with children.

Your Response

Enter Your Response Here

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 1: Explain key principles, concepts, and ethical standards in early childhood research .
Learning Objective 1.4: Describe examples of ethical and unethical behaviors in research with children.	Response is not present or is inaccurate.	Response is incomplete or provides weak examples.	Response provides one relevant example of ethical and unethical behavior in research with children.	Demonstrates the same level of achievement as “2,” plus the following: Response provides more than one example of both ethical and unethical behavior in research with children.

Short Answer 5

For each link below, identify the type of source that is represented from the “Types of Sources” list. Then, explain the characteristics of each type of source.

Types of Sources

· Review Article

· Primary Peer-Reviewed Research Article

· Technical Report

Links

Irwin, L. G., Siddiqi, A., & Hertzman, C. (2007). Early Child Development: A Powerful Equalizer: Final Report for the World Health Organization’s Commission on the Social Determinants of Health. Retrieved from 
https://www.who.int/publications/i/item/early-child-development-a-powerful-equalizer-final-report-for-the-world-health-organization-s-commission-on-the-social-determinants-of-health

Your Response

Enter Your Response Here

Targum, S. D., & Nemeroff, C. B. (2019). The effect of early life stress on adult psychiatric disorders. Innovations in Clinical Neuroscience, 16(1-2), 35-37. Retrieved from 
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6450674/

Your Response

Enter Your Response Here

Choi, J., Wang, D., & Jackson, A. P. (2019). Adverse experiences in early childhood and their longitudinal impact on later behavioral problems of children living in poverty. 
Child Abuse & Neglect, 98. Retrieved from
https://www.sciencedirect.com/science/article/pii/S0145213419303588

Your Response

Enter Your Response Here

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 2: Describe types of sources of early childhood research studies.
Learning Objective 2.1 Describe the characteristics of different types of sources of early childhood research studies.	Response is not present.	Response is incomplete.	Response correctly defines the type of source and provides the correct example.	Demonstrates the same level of achievement as “2,” plus the following: Response elaborates on the characteristics by describing the value of each type of source.

Short Answer 6

Choose
at least two high-quality research publications. Provide the name of each publication, describe what type of research each publication covers, and explain why each source is considered “high quality.”

Refer to this ASU resource for an overview of high-quality research publications:

· Angelo State University (ASU). (n.d.-a). Library Guides. How to recognize peer-reviewed (refereed) journals. Retrieved from https://www.angelo.edu/services/
library/handouts/peerrev.php

Note: You may also access high-quality early childhood research publications in the Walden Library.

Your Response

Enter Your Response Here

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 2: Describe types of sources of early childhood research studies.
Learning Objective 2.2 Describe high-quality sources of early childhood research studies.	Response is not present or is inaccurate.	Response is incomplete.	Response describes the type of research covered in two high-quality publications. Response includes an explanation of the reasons the publications are consider high quality.	Demonstrates the same level of achievement as “2,” plus the following: Response describes more than two high-quality publications.

Short Answer 7

List the main parts of a research article and provide a brief description of each.

Your Response

Enter Your Response Here

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 3: Describe the main parts of research articles and the purpose of each.
Learning Objective 3.1 Describe the main parts of a research article and the purpose of each part.	Response is not present or is inaccurate.	Response describes some of the parts of a research article. Description includes a partial explanation of the purpose of each part of a research article.	Response accurately describes the five parts of a research article. Description includes a clear explanation of the purpose of each part of a research article.	Demonstrates the same level of achievement as “2,” plus the following: Description includes each of the four parts of the methods section.

Short Answer 8

Define the terms “reliability” and “validity” in the context of research. Your response should be 3–5 sentences in length.

Your Response

Enter Your Response Here

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 4: Explain the importance of validity and reliability in early childhood research.
Learning Objective 4.1: Define reliability and validity within the context of early childhood research.	Response is not present or is inaccurate.	Response includes a partially-accurate definition of reliability and validity in the context of early childhood research.	Response includes an accurate definition of reliability and validity in the context of early childhood research.	Demonstrates the same level of achievement as “2,” plus the following: Response includes an example of reliable or valid test results cited in a peer-reviewed journal article.

Short Answer 9

In 1–2 sentences, define each type of validity and reliability.

Types:

· Face validity

· Criterion validity

· Content validity

· Inter-rater reliability

Your Response

Enter Your Response Here

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 4: Explain the importance of validity and reliability in early childhood research.
Learning Objective 4.2: Define types of validity and reliability.	Response is not present or is inaccurate.	Response is incomplete.	Response includes an accurate definition of each type of validity and reliability.	Demonstrates the same level of achievement as “2,” plus the following: Response includes an example of each type of validity from research articles.

Short Answer 10

Read the two research questions below. Then, suggest
one or more data-gathering techniques that could be used to test a hypothesis related to each, and explain why.

Research questions:

1. To what extent do preschoolers whose parents read to them on a regular basis perform better on academic tasks in elementary school than preschoolers who are not read to?

2. Does flexible scheduling of parent-teacher meetings increase working parents’ involvement in their children’s education?

Your Response

Enter Your Response Here

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 5: Describe the strategies used to gather data for research studies.
Learning Objective 5.1: Describe strategies for gathering data in research studies.	Response is not present or is inaccurate.	Response mentions data-gathering techniques but does not match them to the questions.	Response clearly describes one strategy for gathering data related to each research question presented. Response includes a logical rationale.	Demonstrates the same level of achievement as “2,” plus the following: Response clearly describes more than one strategy for gathering data related to each research question presented.

©2022 Walden University, LLC 12

CECS RC001:
Foundations of Research

Short-Answer Assessment Submission Form

Contact Information

Please provide your contact information and date of submission below.

Your Name: First and Last

Your E-mail address: Your Email Here

Date: Click here to enter a date

Instructions

This Competency includes a Short-Answer Assessment. Write your response to each prompt below in the space provided. Beneath the prompts is the Rubric which will be used by the Competency Assessor to evaluate your responses. Carefully review the Rubric rows associated with each prompt to provide a complete response.

When writing your response, begin typing where it reads “
Enter your response here.” Write as much as needed to satisfy the requirements of the prompt (as defined in the Rubric).

Save this file as
RC001_firstinitial_lastname (for example, RC001_J_Smith) and upload it to this Assessment within the learning platform.

Short Answer 1

In 1–2 sentences, explain each of the principles or concepts of early childhood research listed below.

·
Quantitative approaches

· Longitudinal research

· Replication-

· Generalizability

Your Response

Quantitative approaches are methods that engage in the science and educational assessment and evaluation practice, primarily through developing and applying statistical methods directed by the study of instruction and learning statistics (Rahman, 2020).
Qualitative approaches -These are empirically based inquiry approaches under which individuals seek to understand events and topics in early childhood.
Longitudinal research provides national data on the children’s status at various points, their transitions to school and early childhood education, and their experiences and growth.
Hypotheses – a specific and testable idea mainly stated as a prediction regarding early childhood education.
Replication- It encompasses repeating the research procedure and noting the prior findings’ repartition in similar conditions.
Generalizability- The measure of the usefulness of research to a more comprehensive group of children or situations.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 1: Explain key principles, concepts, and ethical standards in early childhood research .
Learning Objective 1.1: Define key principles and concepts.	Some or all definitions are not present.	Definitions are weak or illogical.	Definitions are succinct and accurate.	Demonstrates the same level of achievement as “2,” plus the following: Definitions provide context in the field of early childhood studies.

Short Answer 2

Aside from ethics,
list three other principles of high-quality research and explain the importance of each principle. Your response should be 2-3 paragraphs in length.

Refer to this resource for more on principles of high quality-research:

· Book Excerpt:
Research as a Tool, Doing Early Childhood Research: International Perspectives on Theory and Practice, pp. 3-12

Mac Naughton, G., Rolfe, S. A., & Siraj-Blatchford, I. (2010).
Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.

Your Responses

Good research should recruit its participants fairly. This should be reflected in the inclusion and exclusion criteria. The selected participants should reflect equal distribution in terms of their demographic characteristics, making the study relevant and meaningful. Additionally, recruitment should not have undue influence and excessive promises.
Additionally, participants should be offered a fair choice, which is covered under consent. This means that they should be given enough time for consideration after they have been informed about the research (Harris et al., 2020). Asking for an immediate response might lead them to make uninformed and rush decisions. They should also have an opportunity to reconsider their participation.
Finally, the results of a study should be in a usable format that can contribute to the development of the field being researched. Therefore, researchers must identify the barriers to dissemination and explain the protocols and the rights over data to guarantee that access to the results is not denied. This way, people in the field can enjoy the results and employ them to improve their situations

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 1: Explain key principles, concepts, and ethical standards in early childhood research .
Learning Objective 1.2 Explain the importance of the principles of high-quality research.	Response is not present or is inaccurate.	Response lists fewer than three principles of high-quality research. Response provides weak or partial explanations of their importance.	Response clearly describes three principles of high-quality research. Response provides a thorough explanation of the importance of the identified principles.	Demonstrates the same level of achievement as “2,” plus the following: Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research.

Short Answer 3

Define informed consent. How does informed consent apply to research with children? Your response should be 3–5 sentences in length.

Your Response

Informed consent encompasses the intent that human participants of a research renter voluntarily, with comprehensive information about what it means for them to participate, and they agree to participate in the research based on this information. Children cannot give informed consent, but they can give assent. Therefore, the IRB should assess that unless it is possible to waive parental permission, sufficient provisions are made for soliciting the legal guardian’s or parental permission (Brawner & Sutton, 2018).

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 1: Explain key principles, concepts, and ethical standards in early childhood research .
Learning Objective 1.3: Define informed consent and its application to research with children.	Response is not present or is inaccurate.	Response partially defines informed consent and/or its application to children.	Response accurately defines informed consent and its application to research with children.	Demonstrates the same level of achievement as “2,” plus the following: Response addresses the legal and ethical implications of informed consent.

Short Answer 4

Provide
at least one example of
ethical behavior in research with children. Provide at least one example of
unethical behavior in research with children.

Your Response

One ethical behavior with children in research is allowing them to express themselves, including providing their opinions and rights. This means that their consent to various processes in the study must be respected. Researchers must guarantee unobstructed communication.
One unethical behavior in research is using fraudulent and misleading statements with children during the research process so that they agree to do various things in the research setting. This violates their right to informed consent and also affects their respect for their presence in the research. Researchers must always be transparent and straightforward.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 1: Explain key principles, concepts, and ethical standards in early childhood research .
Learning Objective 1.4: Describe examples of ethical and unethical behaviors in research with children.	Response is not present or is inaccurate.	Response is incomplete or provides weak examples.	Response provides one relevant example of ethical and unethical behavior in research with children.	Demonstrates the same level of achievement as “2,” plus the following: Response provides more than one example of both ethical and unethical behavior in research with children.

Short Answer 5

For each link below, identify the type of source that is represented from the “Types of Sources” list. Then, explain the characteristics of each type of source.

Types of Sources

· Review Article

· Primary Peer-Reviewed Research Article

· Technical Report

Links

Irwin, L. G., Siddiqi, A., & Hertzman, C. (2007). Early Child Development: A Powerful Equalizer: Final Report for the World Health Organization’s Commission on the Social Determinants of Health. Retrieved from 
https://www.who.int/publications/i/item/early-child-development-a-powerful-equalizer-final-report-for-the-world-health-organization-s-commission-on-the-social-determinants-of-health

Your Response

This is a technical report. Technical reports are clear, concise, and complete. They identify the assumptions plainly and present data, including uncertainty, with clear logic with the description of the relevance to practices and statements of the actual accomplishments of the work. Additionally, they are action-oriented and address a particular audience.

Targum, S. D., & Nemeroff, C. B. (2019). The effect of early life stress on adult psychiatric disorders. Innovations in Clinical Neuroscience, 16(1-2), 35-37. Retrieved from 
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6450674/

Your Response

Enter Your Response HereThis is a review article. Review articles take an approach that evaluates previous research done by other people, appraising and adding on what they have done. Additionally, they are theory-based and thus depend on theories to examine and present the information. Additionally, they always recommend further research on the topics they discuss.

Choi, J., Wang, D., & Jackson, A. P. (2019). Adverse experiences in early childhood and their longitudinal impact on later behavioral problems of children living in poverty. 
Child Abuse & Neglect, 98. Retrieved from
https://www.sciencedirect.com/science/article/pii/S0145213419303588

Your Response

Enter Your Response HereThis is a primary peer-reviewed research article. It has a specific and narrow subject focus, containing original research, experimenting, and a more profound study regarding the field it is concerned about. Researchers and professors write them within a certain field. They are reviewed by their peers after they have been published.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 2: Describe types of sources of early childhood research studies.
Learning Objective 2.1 Describe the characteristics of different types of sources of early childhood research studies.	Response is not present.	Response is incomplete.	Response correctly defines the type of source and provides the correct example.	Demonstrates the same level of achievement as “2,” plus the following: Response elaborates on the characteristics by describing the value of each type of source.

Short Answer 6

Choose
at least two high-quality research publications. Provide the name of each publication, describe what type of research each publication covers, and explain why each source is considered “high quality.”

Refer to this ASU resource for an overview of high-quality research publications:

· Angelo State University (ASU). (n.d.-a). Library Guides. How to recognize peer-reviewed (refereed) journals. Retrieved from https://www.angelo.edu/services/
library/handouts/peerrev.php

Note: You may also access high-quality early childhood research publications in the Walden Library.

Your Response

Enter Your Response Here One of the sources is a journal article named “Haslip, M. J., & Gullo, D. F. (2018). The changing landscape of early childhood education: Implications for policy and practice. Early Childhood Education Journal, 46, 249-264.” This is a quality peer-reviewed article and has also been published in a peer-reviewed journal. Additionally, the authors have authority on the topic, which is current and involves current research in the field.

Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52(2), 145–158. This source is quality because it is a research article that has been peer-reviewed and credited to a credible journal. Additionally, the authors carry out primary research that helps support their claims and validate their hypotheses.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 2: Describe types of sources of early childhood research studies.
Learning Objective 2.2 Describe high-quality sources of early childhood research studies.	Response is not present or is inaccurate.	Response is incomplete.	Response describes the type of research covered in two high-quality publications. Response includes an explanation of the reasons the publications are consider high quality.	Demonstrates the same level of achievement as “2,” plus the following: Response describes more than two high-quality publications.

Short Answer 7

List the main parts of a research article and provide a brief description of each.

Your Response

Enter Your Response HereA research article has a title page, abstract, introduction, methods, results, discussion, limitations, conclusion, and references. The title page identifies the subject of the research paper. The abstract is a short summary that gives an overview of what the paper will discuss. The introduction introduces the audience to the topic of research and provides the direction of the paper. The methods outline the various research techniques the authors took, including inclusion and exclusion and identification of participants. The results section communicates the findings, while the discussion defines and discusses the founding, linking them to the real world. The limitations section mentions any possible gaps in the study and the challenges the research underwent. The conclusion summarizes the research paper and discusses future studies, while the reference section lists the resources used.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 3: Describe the main parts of research articles and the purpose of each.
Learning Objective 3.1 Describe the main parts of a research article and the purpose of each part.	Response is not present or is inaccurate.	Response describes some of the parts of a research article. Description includes a partial explanation of the purpose of each part of a research article.	Response accurately describes the five parts of a research article. Description includes a clear explanation of the purpose of each part of a research article.	Demonstrates the same level of achievement as “2,” plus the following: Description includes each of the four parts of the methods section.

Short Answer 8

Define the terms’ “reliability” and “validity” in the context of research. Your response should be 3–5 sentences in length.

Your Response

They both look at how well a method measures a certain variable. Reliability encompasses the consistency of a measure. This means the focus on whether it is possible to reproduce the results in the same condition. Validity encompasses the accuracy of measures, meaning whether the results represent the population they are supposed to measure.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 4: Explain the importance of validity and reliability in early childhood research.
Learning Objective 4.1: Define reliability and validity within the context of early childhood research.	Response is not present or is inaccurate.	Response includes a partially-accurate definition of reliability and validity in the context of early childhood research.	Response includes an accurate definition of reliability and validity in the context of early childhood research.	Demonstrates the same level of achievement as “2,” plus the following: Response includes an example of reliable or valid test results cited in a peer-reviewed journal article.

Short Answer 9

In 1–2 sentences, define each type of validity and reliability.

Types:

· Face validity

· Criterion validity

· Content validity

· Inter-rater reliability

Your Response

Face validity looks into whether a study is measuring what it is supposed to measure, thus looking for relevance and appropriateness.
Criterion validity assesses the accuracy of a test in measuring the outcome it was meant to measure.
Content validity assesses if research is representative of all the elements of a construct.
Inter-rater validity looks into the consistency and reproducibility of decisions between two reviewers.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 4: Explain the importance of validity and reliability in early childhood research.
Learning Objective 4.2: Define types of validity and reliability.	Response is not present or is inaccurate.	Response is incomplete.	Response includes an accurate definition of each type of validity and reliability.	Demonstrates the same level of achievement as “2,” plus the following: Response includes an example of each type of validity from research articles.

Short Answer 10

Read the two research questions below. Then, suggest
one or more data-gathering techniques that could be used to test a hypothesis related to each, and explain why.

Research questions:

1. To what extent do preschoolers whose parents read to them on a regular basis perform better on academic tasks in elementary school than preschoolers who are not read to?

2. Does flexible scheduling of parent-teacher meetings increase working parents’ involvement in their children’s education?

Your Response

In question one, the best technique would be interviewing parents and children and reviewing existing documents, which are the report cards. Interviewing the children and parents would be effective for evaluating how often and how the parents and child interact when reading to them, while the report cards would assess the results of these children and assess whether the reading had an impact on their performance.
In the second question, questionnaires and interviews for parents and teachers would help understand the phenomenon and get first-hand information from the participants, especially parents, on how the scheduling affects their involvement.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations	3 Exceeds Expectations
Sub-Competency 5: Describe the strategies used to gather data for research studies.
Learning Objective 5.1: Describe strategies for gathering data in research studies.	Response is not present or is inaccurate.	Response mentions data-gathering techniques but does not match them to the questions.	Response clearly describes one strategy for gathering data related to each research question presented. Response includes a logical rationale.	Demonstrates the same level of achievement as “2,” plus the following: Response clearly describes more than one strategy for gathering data related to each research question presented.

References

Rahman, M. S. (2020). The advantages and disadvantages of using qualitative and quantitative approaches and methods in language “testing and assessment” research: A literature review.

Harriss, D. J., MacSween, A., & Atkinson, G. (2019). Ethical standards in sport and exercise science research: 2020 update. International journal of sports medicine, 40(13), 813-817.

Brawner, B. M., & Sutton, M. Y. (2018). Sexual health research among youth representing minority populations: To waive or not to waive parental consent. Ethics & Behavior, 28(7), 544-559.

©2022 Walden University, LLC 12

Feedback for RC001 Assessment Submission (Attempt 2)

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Submission Feedback
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Good work on this overall, Francesca, but a few need revision. Please see my specific feedback in each area of the rubric indicating what needs to be revised.

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