Research Methods: Connection of Methods to Problem or Policy

In-depth rubric explanations, examples, and video exemplars.

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Highest Quality Rating (3 points)

Youth provide reasons why their particular choice of research methods is relevant to understanding their problem and their policy proposal.

Written Example: Rather than focus on the quantitative rates of bullying in their school, the youth choose to lead with quotes from interviews.  They argue that focusing on the voices of young people being bullied must be central to policies that address bullying. Pushing for a policy that would require all students to participate in restorative justice training, the presenters highlight the urgency of addressing bullying by emphasizing the experiences of their peers through qualitative data.

Video Example: Presenter connects problem of “balancing water budget in Southern California” to data, not only on a local level, but connects this issue to the entire United States. The presenter states how much water each individual and family uses per day, and explains that 40 out of 50 states will experience a water drought because of the excess water individuals use within the United States.

Lower Quality Rating (1 point)

 

The research methods chosen do not appear relevant to either understanding the problem or the policy proposal.

Written Example: Students focus their presentation on the voices of students being bullied, but rather than focus on ways to address the needs of those students or remedying the complex and multilayered issues of bullying, they propose a policy that outlines harsher disciplinary action for bullying cases.

Video Example: Although presenters provided students with a taste test, and asked if each student liked, loved or tried their taste test, no comparison is made to the current school menu. Rather than ask, “How does the food we provided compare to the food the school currently provides?” or “Do you like the food we have provided? Do you like the current food provided by the school? How do the two compare?” The presenters treated the taste test as an isolated activity, failing to point out the issue they claimed was the reason for creating the taste test, that students do not enjoy the food provided by the school.