HLN405 Assessment Criteria for Assignment 1 (Criteria are of equal value)
STUDENT NAME AND ID:
7 6 5 4 3/2/1
Advanced Knowledge Demonstrates advanced and in-depth understanding of an area of theory/methodology that informs qualitative research. • Demonstrated advanced and in-depth knowledge of a theoretical position/framework that may inform qualitative research.
• Grounded argument in an extensive range of literature from across disciplines. • Demonstrated substantial knowledge of a theoretical position/framework that may inform qualitative research.
• Grounded argument in an extensive range of literature. • Demonstrated sufficient knowledge of a theoretical position/framework that may inform qualitative research.
• Grounded argument in a wide range of literature. • Demonstrated minimum required knowledge of a theoretical position/framework that may inform qualitative research.
• Grounded argument in credible literature • Made limited or no reference to a theoretical position/framework that may inform qualitative research.
• Made little or no attempt to ground work in appropriate literature.
Critical Thinking Demonstrates advanced skills in critical analysis and assimilation of a breadth of knowledge related to qualitative research.
• Justified your position with reasoning that is extensive, relevant, and provides excellent grounds for your argument.
• Interrogated critically and assimilated the available evidence to produce a robust and coherent analysis. • Justified your position with reasoning that is highly credible, relevant and supports your arguments
• Interrogated critically and assimilated the available evidence to produce a coherent analysis. • Justified your position with reasoning that is acceptable and supports your arguments
• Assimilated a range of perspectives to produce a strongly argued position. • Justified your position with reasoning that tends to support arguments
• Demonstrated some analysis and synthesis of ideas. • Sourced minimal information.
• Identified limited or no implications of a position or argument.
Academic Writing /Communication Demonstrates clarity of expression and adheres to academic literacy standards in communication of argument and supportive evidence.
• Writing style was analytical and coherent in assimilating a range of material.
• Consistently met expected standards of English grammar and spelling.
• Used language of the discipline.
• Used non-discriminatory and culturally safe language. • Writing style was analytical and coherent in assimilating a range of material.
• Met expected standards of English grammar and spelling.
• Used language of the discipline.
• Used non-discriminatory and culturally safe language. • Writing style was analytical and expression of ideas was mostly clear.
• Mostly met expected standards.
• Used language of the discipline.
• Used non-discriminatory and culturally safe language.
• Clear analytical approach was attempted.
• Met standards of English grammar and spelling with some errors.
• Used language of the discipline.
• Used non-discriminatory and culturally safe language.
• Writing style was descriptive and without analysis.
• Many errors of grammar and spelling..
• Used lay language rather than language of the discipline.
• At times used discriminatory and culturally inappropriate language.
Marker comments/signature: GRADE=
Assessment
In this Unit there are three assessment items as follows:
Assignment 1 Qualitative Research Essay
Length 2000-2,500 words
Due date: Monday September 4
Assignment 2 Seminar Activity / Presentation (in class)
Length 30 minutes plus 10 minutes for questions
Due date Allocated date of seminar presentation
Assignment 3 Qualitative Research Proposal
Length 2000 – 2,500 words
Due date: Monday October 30
Assignment 1: Qualitative Research Essay
Submission date: Monday September 4
Length: 2000 – 2500 words
Weighting: 40%
Choose one of the following:
1. Select an area of theoretical knowledge that might inform qualitative research and critically explore its underpinning theoretical assumptions.
2. The aim of traditional ethnography is to produce a ‘factual description’ of a cultural or sub-cultural group. Drawing on contemporary works, critically challenge the idea of ‘factual description’ as an objective of ethnographic research.
3. Critically explore the use of action research as a strategy to promote social change.
4. Select an area of feminist knowledge and argue how it can inform research relevant to your area of practice.
5. Discourse analysis has gained currency as a research approach in the health sciences. Critically discuss its application to a relevant area of your practice.
6. Negotiate a topic of choice. This is an opportunity for those enrolled in a research degree to develop their thesis work. Others may also negotiate a choice of topic area.
Please note that the focus of the above assignments is on theoretical justification (theoretical argument) and not on research methods.
Assessment criteria for Assignment 1 are to be found on Blackboard
