COLLECTING AND ANALYZING DATA

Your submission must be your original work. No more than a combined total of 30% of a submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt). A. Develop a problem statement for an educational problem that can be investigated by accessing and analyzing data. The problem statement must state the problem and its impact and cause. B. Identify existing data that you will use to address the problem statement from part A by including the following: • general characteristics or demographics of participants • timeliness of the data • type of data • instrument used to collect the data • how the data are relevant to the problem Note: The data and information used must have been collected prior to beginning this assessment. C. Analyze the data from part B and then provide a summary of the results, including the following: • the method used to analyze the data • a description of the analyzed data results • a visual representation of the analyzed results (e.g., table, chart, graph) D. Provide the following based on the summary of your results from part C: 1. Describe two conclusions from the analyzed data that are relevant to the problem statement from part A. 2. Describe two recommendations for how your conclusions from part D1 could be used to drive continuous improvement to address the educational problem from part A. E. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized. F. Demonstrate professional communication in the content and presentation of your submission. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z RUBRIC SOE PROFESSIONAL DISPOSITIONS AND ETHICS: NOT EVIDENT The submission demonstrates both behavior and disposition that conflict with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. APPROACHING COMPETENCE The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. COMPETENT The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. A:PROBLEM STATEMENT NOT EVIDENT A problem statement is not provided. APPROACHING COMPETENCE The problem statement does not include an educational problem or its impact or cause. Or the problem cannot be investigated by accessing or analyzing data. COMPETENT The problem statement includes an educational problem and its impact and cause. The problem can be investigated by accessing and analyzing data. B:EXISTING DATA NOT EVIDENT No existing data is identified. APPROACHING COMPETENCE The identified existing data are missing 1 or more of the given points. Or the identified data do not logically address the problem statement from part A. COMPETENT The identified existing data include each of the 5 given points. The identified data logically address the problem statement from part A. C:SUMMARY OF DATA ANALYSIS RESULTS NOT EVIDENT The data from part B are not analyzed, or a summary of the data analysis results is not provided. APPROACHING COMPETENCE The summary of the analyzed data from part B is not plausible. Or the summary is missing 1 or more of the given points. COMPETENT The summary of the analyzed data from part B is plausible, and each of the 3 given points are provided. D1:CONCLUSIONS NOT EVIDENT A description of 2 conclusions from the summary of data analysis results in part C is not provided. APPROACHING COMPETENCE The description of 1 or both of the conclusions does not align with the summary of the data analysis results from part C or with the problem statement from part A. COMPETENT The description of each of the 2 conclusions aligns with the summary of the data analysis results from part C and with the problem statement from part A. D2:RECOMMENDATIONS NOT EVIDENT A description of 2 recommendations for continuous improvement is not provided. APPROACHING COMPETENCE The description of 1 or both of the recommendations does not align with the conclusions from part D1 or could not logically be used to drive continuous improvement to address the educational problem from part A. COMPETENT The description of each of the 2 recommendations aligns with the conclusions from part D1 and could logically be used to drive continuous improvement to address the educational problem from part A. E:APA SOURCES NOT EVIDENT The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized. APPROACHING COMPETENCE The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style. COMPETENT The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style. F:PROFESSIONAL COMMUNICATION NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. COMPETENT Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.