Unit Profile Correction added on 15-07-19
The marking rubrics for Assessment Two and Assessment Three
have been amended to show the correct grade descriptions for the first
criterion under the section Structure and Design.
Overview
This unit familiarises students with the practice of researching and the collection of data. Through the development of core skills, students are introduced to both qualitative and quantitative methods. Links between theory and social research methods are investigated in an effort to understand the production and analysis of social research data. At the end of the unit students should be able to critically assess and analyse the application and use of appropriate research methods. Within this framework students should be able to devise and undertake a social survey, understand and explain the application of both quantitative and qualitative research methods, and be able to use both quantitative and qualitative approaches to their research.
Details
Pre-requisites or Co-requisites
SOCL11055 Sociology of Australian Society
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Moodle
I found the assessments were a perfect introduction to social research. Having the freedom to choose the topic allowed for students to choose something of interest, therefore allowing the students focus to fall on the actual research methods. The Zoom sessions about the assessments were also of great value.
Continue to use similar assessments and Zoom sessions.
Feedback from Moodle
The co-ordinator was very engaging.
Continue to engage students.
Feedback from Moodle
There was ample opportunity to participate and share information and thoughts in the Q&A portal.
Continue to encourage students to share their thoughts in the Q&A site.
Feedback from Moodle
Overall Lena provided sufficient feedback to direct my future focus in the following assessments.
Continue to provide detailed feedback.
Feedback from Moodle
I was concerned with this unit at first, but now I have thoroughly enjoyed this unit and have gained so much knowledge. Thank you Lena Robinson for all your support and making this a wonderful unit to study.
Continue to deliver a stimulating and thought provoking unit.
Feedback from Moodle
I was a bit confused with the assessment 2 & 3 at times. After messaging the teacher she was able to give me a better understanding.
Clarify assessment tasks.
Feedback from Moodle
I believe that many students would benefit from being guided with a report structure and or previous example that explains clearly how to construct their assessment and what has previously worked well in the past.
Provide a template for the assessment structure.
Feedback from Moodle
In regards to Echo presentations, I felt that the information could have been supported with examples.
Provide more examples of practice implications.
Feedback from Moodle
I would have liked more feedback on my assessments.
Provide more detailed feedback on the assessments.
- Apply a range of skills and competencies that critically evaluate the use and application of research methods and the analysis of data.
- Conduct a social survey.
- Explain and discuss both the benefits and limitations of qualitative and quantitative research and their appropriate contexts for application, while having and understanding of the constraints and concerns associated with undertaking and supervising a research project.
- Apply both qualitative and quantitative research techniques.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 20% | ||||
| 2 - Written Assessment - 40% | ||||
| 3 - Written Assessment - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Online Quiz(zes) - 20% | ||||||||||
| 2 - Written Assessment - 40% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
Social Research Methods
Edition: 3rd (2013)
Authors: Walter, M
Oxford University Press
South Melbourne South Melbourne , Victoria , Australia
ISBN: 978-0-10-552017-0
Binding: Paperback
Qualitative Research Methods for the Social Sciences
Edition: 9th (2017)
Authors: Lune, H & Berg, BL
Pearson Higher Education
Upper Saddle River Upper Saddle River , New Jersey , USA
ISBN: 9781292164397
Binding: Paperback
Research for Social Workers
Edition: 4th (2018)
Authors: Alston, M & Bowles, W
Allen & Unwin
Sydney Sydney , NSW , Australia
ISBN: 9781760297442
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
s.rockloff@cqu.edu.au
s.hopkinson@cqu.edu.au
Module/Topic
What is research?
Chapter
Textbook: Walter (2013) Ch 1 & 2
CRO Babbie (2010)
Events and Submissions/Topic
Module/Topic
What is quantitative research?
Chapter
Textbook: Walter (2013) Ch 5, 6 & 8
Events and Submissions/Topic
Module/Topic
What is qualitative research?
Chapter
Textbook: Walter (2013) Ch 10, 11 & 14
Events and Submissions/Topic
Module/Topic
The role of ethics in research
Chapter
Textbook: Walter (2013) Ch 4
CRO Glesne & Peshkin (1992)
Events and Submissions/Topic
Module/Topic
Quantitative and qualitative research - Similarities and differences
Chapter
Textbook: Walter (2013) Ch 2 & 3
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Quantitative research - Constructing and conducting surveys
Chapter
CRO Nardi (2003)
Events and Submissions/Topic
Module/Topic
Quantitative research - Analysing the data and presenting the survey results
Chapter
CRO Steinberg et al. (2000)
CRO Bryman (2008)
CRO Lunsford & Ede (1986)
Events and Submissions/Topic
Module/Topic
Qualitative and quantitative research - Similarities and differences
Chapter
CRO Griffin & Phoenix (1994)
Events and Submissions/Topic
Module/Topic
Qualitative research - In-depth interviewing methods
Chapter
CRO Minichello et al. (1995)
CRO Holstein & Gubrium (1997)
Events and Submissions/Topic
Module/Topic
Qualitative research - Analysing the data
Chapter
CRO Mason (1996)
CRO Huberman & Miles (1998)
CRO Coffey et al. (1996) available on-line
Events and Submissions/Topic
Module/Topic
Qualitative research - Writing up the data
Chapter
Textbook: Walter (2013) Ch 16
CRO Liamputting (2009)
Events and Submissions/Topic
Module/Topic
Evaluation Research
Chapter
Textbook: Walter (2013) Ch.13
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
To be eligible to pass this unit all assessment items must be attempted and submitted for marking.
1 Online Quiz(zes)
The aim of this assessment is to test your understanding of the unit material covered in the first six weeks of the unit. In order to meet this aim, you are to engage in the weekly unit readings and material from Weeks 1-6, where a number of resources are offered that will support your learning for this assessment task.
You are required to answer 20 multiple choice questions in 20 minutes. Each question is worth 1 mark.
The quiz will be made available and visible to students on Friday, 30 August 2019 between the hours of 7.00am and 10.00pm (Australian Eastern Standard Time). You will need to allow 20 mins to complete the quiz so make sure you allow for this time. As the quiz closes at 10.00pm you should aim to start by 9.40pm at the very latest. The quiz will appear under 'Quizzes' in the 'Assessment' box, on the top left-hand side of the Moodle site for this unit; just click on the link, 'On-Line Quiz'.
There is only one correct or best answer to each question. There are no penalties for incorrect answers. You will only have one chance to complete the quiz. You cannot stop and resume the quiz later. To answer the question, simply click inside the circle next to the answer which you think is correct (a, b, c, or d). Some practice multiple choice questions will be available on the Moodle site.
For example - A hypothesis is:
a) a statement which acts as the basis for further investigation*
b) the methodological evaluation of research evidence
c) a statement of the aims of an investigation
d) all of these
NOTE: Each student will receive a customised quiz, chosen in a random fashion from a bank of questions, so that collusion will not be possible. If you experience any problems accessing the quiz or completing the quiz, please contact the Unit Coordinator by EMAIL. The Unit Coordinator will be handling all student enquiries and will be available throughout the duration of the quiz. Prior to starting the quiz ensure you have access to a reliable internet connection and won’t be interrupted. It is recommended that you take the quiz during the hours of 7.30am and 6pm when the Technology and Services Assistance Centre (TASAC) are available to support any technical issues.
In order to be eligible to pass the unit you must attempt and submit the quiz.
1
Other
Week 6 Friday (30 Aug 2019) 10:00 pm AEST
The quiz will be open from 7 am -10 pm (AEST) on the day
Week 6 Friday (30 Aug 2019)
Results returned to students after the quiz has closed.
No Assessment Criteria
- Apply a range of skills and competencies that critically evaluate the use and application of research methods and the analysis of data.
- Conduct a social survey.
- Explain and discuss both the benefits and limitations of qualitative and quantitative research and their appropriate contexts for application, while having and understanding of the constraints and concerns associated with undertaking and supervising a research project.
- Apply both qualitative and quantitative research techniques.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
The aim of the assessment is to develop a quantitative social survey after reviewing the literature in the area and developing the research question. The purpose is for you to make connections between the unit material, a real-life research approach and use of research methods.
In this assessment students are required to:
1) Select a sociological topic of interest from the list below
2) Explore the literature in this area
3) Identify a research question
4) Explain the significance/importance (justification) of this question
5) Explain and discuss the benefits and limitations of a quantitative survey
6) Compose the survey questions. The number of questions you include in your survey will depend on your research question.
Note: You are not required to conduct the survey.
Select one of the following sociological topics to research:
1. Discrimination against refugees in rural Australia
2. Homelessness in the Indigenous Australian population
3. Bullying of youth on social media
4. Social isolation in older adults
Instructions to Students
When addressing the assignment topic, you will need to use contemporary literature (within the last 5 years) to support your discussion. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. References sourced from the world-wide-web must be from reputable websites such as from government, university, or peak national bodies. A minimum of seven (7) up-to-date references, including journal articles as well as relevant books and websites are to be used.
A 2000-word (plus or minus 10%) limit has been set for this assignment. Work that goes beyond the 10% will not be marked. The word count is measured from the first word of the introduction to the last word of the conclusion and includes in-text referencing. Not included in the word count are the title page and reference list.
You are also required to:
• Write in the third person
• Use double-line spacing and Arial 11-point font throughout
• Include a title page with student name, student number, unit code, unit name, term date and year, name of the unit coordinator, name of the assignment, the due date for submission, and actual word count.
• Include a reference list on a separate page at the end of your report correctly formatted to Harvard (author-date) referencing style
• Include a header with the page numbers and a footer with your student name and student number in a font style one size smaller than the body of your assignment
• Submit via SOCL19069 Social Research Methods Moodle site through Turnitin
Week 8 Friday (13 Sept 2019) 5:00 pm AEST
Week 11 Monday (30 Sept 2019)
. These assessment criteria will be used to evaluate your assignment. It is important you refer to this table when preparing your assignment.
|
HD |
D |
C |
P |
F |
|
Structure and Design (20%) |
||||
|
8.5-10 Excellent presentation of
assignment, double spaced with Arial 11-point font. Title page included and
correctly formatted. Contents page included and correctly formatted.
Consistently accurate with spelling, grammar and paragraph structure.
Organisation and structure is clear and easy to follow. (10%) |
7.5-8.4 Excellent presentation of
assignment, double spaced with Arial 11-point font. Title page included and
correctly formatted. Contents page included and correctly formatted.
Consistently accurate with spelling, grammar and paragraph structure.
Organisation and structure is clear and easy to follow. (10%) |
7.4-6.5 Excellent presentation of
assignment, double spaced with Arial 11-point font. Title page included and
correctly formatted. Contents page included and correctly formatted.
Consistently accurate with spelling, grammar and paragraph structure.
Organisation and structure is clear and easy to follow. (10%) |
6.4-5.0 Excellent presentation of
assignment, double spaced with Arial 11-point font. Title page included and
correctly formatted. Contents page included and correctly formatted.
Consistently accurate with spelling, grammar and paragraph structure.
Organisation and structure is clear and easy to follow. (10%) |
<5.0 Excellent presentation of
assignment, double spaced with Arial 11-point font. Title page included and
correctly formatted. Contents page included and correctly formatted.
Consistently accurate with spelling, grammar and paragraph structure.
Organisation and structure is clear and easy to follow. (10%) |
|
8.5-10 Clear and
succinct introduction that introduces the topics for discussion and outlines
the direction of the paper. Clear and succinct conclusion that outlines the
main points and brings the discussion to a logical close. Adheres to prescribed word count. (10%) |
7.5-8.4 Clear and
appropriate introduction that introduces the topics for discussion and
outlines the direction of the paper. Clear and appropriate conclusion that
outlines the main points and brings the discussion to a close. Adheres to prescribed word count. |
6.5-7.4 Appropriate
introduction that introduces the topics for discussion and outlines the
direction of the paper. Conclusion outlines most of the main points and
endeavours to bring the discussion to a close. Adheres to prescribed word count. |
5-6.4 Introduction is
apparent but topics not clearly introduced. Conclusion apparent; attempts to
outline some of the main points; and brings some sense of closure. Adheres to
prescribed word count. |
<5 No
recognisable introduction or topics for discussion not introduced. No
recognisable conclusion or main points discussed not summarised. Deviates
significantly from prescribed word count (>+10% or <10%). |
|
Approach and Argument (60%) |
||||
|
12.75 -15 Content
provides comprehensive and critical discussion of the literature in the
chosen topic area. (15%) |
11.25-12.6 Provides strong discussion that shows a strong understanding
of the main points relating to the topic. |
9.75-11.1 Provides appropriate discussion that demonstrates a solid
understanding of most points relating to the topic. |
7.5-9.6 Provides some relevant discussion that puts forward a
sufficient understanding of several points relating to the topic. |
<7.5 Content provides poor or inadequate discussion of the
main points relating to the topic. A clear understanding of the basics is
lacking. |
|
12.75 -15 Identifies a research question and provides comprehensive and critical
discussion of the significance (justification) of the question that
demonstrates an extensive understanding of the
topic. (15%) |
11.25-12.6 Identifies
a research question and provides strong
discussion of the significance (justification) of the question that shows a
strong understanding of the topic. |
9.75-11.1 Identifies
a research question and provides appropriate
discussion of the significance (justification) of the question that
demonstrates a solid understanding of most points relating to the topic. |
7.5-9.6 Provides some relevant discussion of the significance
(justification) of the question that puts forward a sufficient understanding
of several points relating to the topic. |
<7.5 Content provides poor or inadequate discussion of the
significance (justification) of the question and the main points relating to
the topic. A clear understanding of the basics is lacking. |
|
12.75 -15 Provides comprehensive and critical discussion of
the benefits and limitations of quantitative survey research and the
appropriate context for application (15%) |
11.25-12.6 Provides strong
discussion of the benefits and limitations of quantitative survey research
and the appropriate context for application |
9.75-11.1 Provides appropriate discussion of the benefits
and limitations of quantitative survey research and the appropriate context
for application |
7.5-9.6 Provides some relevant discussion of the benefits
and limitations of quantitative survey research and the appropriate context
for application |
<7.5 Content provides poor or inadequate discussion of
the benefits and limitations of quantitative survey research and does not
consider the context for application. |
|
12.75 -15 .Provides a clear purpose for the survey. The survey is well composed
and has relevant survey questions. (15%) |
11.25-12.6 Provides strong information on the purpose for the survey. The survey
is composed appropriately and has relevant survey questions. |
9.75-11.1 Provides appropriate information on the purpose for the survey. The
survey is composed adequately and has relevant survey questions with only 1-2
errors. |
7.5-9.6 Provides some relevant information on the purpose for the survey. The
survey is mostly composed appropriately and has relevant survey questions
with only 3-4 errors. |
<7.5 Content provides poor clarity on the purpose for the survey. The
survey is not composed appropriately and has numerous (>4) problems around
the relevance or structure of the survey questions. |
|
Referencing (20%) |
||||
|
5 Consistently
integrates references to support and reflect all ideas, factual information
and quotations. (5%) |
4 Generally
integrates references to support and reflect ideas, factual information and
quotations with 1 or 2 exceptions. |
3 Frequently
integrates references to support and reflect ideas, factual information and
quotations, with 3 or 4 exceptions. |
2.5 Occasionally
integrates references to support and reflect ideas, factual information and
quotations, with 5 or 6 exceptions. |
<2.5 Fails
to or infrequent attempts (>6 errors) to integrate references to support
& reflect ideas, factual information & quotations. |
|
5 Consistently
accurate with in-text referencing. (5%) |
4 1-2
consistent in-text referencing errors identified. |
3 3-4
consistent in-text referencing errors identified. |
2.5 5-6
inconsistent in-text referencing errors identified. |
<2.5 Referencing
is not consistent with Harvard (author-date) style. >6 inaccuracies with in-text
referencing. |
|
5 A
minimum of 10 up-to-date references used including 5 journal articles as well
as relevant books and websites. (5%) |
4 A
minimum of 9 up-to-date references used including 4 journal articles as well
as relevant books and websites. |
3 A
minimum of 8 up-to-date references used including 3 journal articles as well
as relevant books and websites. |
2.5 A
minimum of 7 up-to-date references used including 2 journal articles as well
as relevant books and websites. |
<2.5 The
required number of 7 references not used. Journal articles not sourced or not
peer-reviewed. Most references not up-to-date. Chosen websites not credible. |
|
5 Reference list appears in alphabetical order.
Fully adheres to reference list presentation guidelines Harvard (author-date)
style (5%) |
4 Reference list appears in alphabetical order.
Consistently adheres to reference list presentation guidelines Harvard (author-date)
style. 1-2 consistent
reference list errors |
3 Reference
list appears in alphabetical order. Frequently adheres to reference list
presentation guidelines Harvard (author-date) style. 3-4 consistent reference
list errors |
2.5 Reference
list appears in alphabetical order. Occasionally adheres to reference list
presentation guidelines Harvard (author-date) style. 5-6 consistent reference
list errors |
<2.5 Reference list does not appear in
alphabetical order. Does not adhere to reference list presentation guidelines
Harvard (author-date) style >6 consistent reference list errors |
- Apply a range of skills and competencies that critically evaluate the use and application of research methods and the analysis of data.
- Conduct a social survey.
- Explain and discuss both the benefits and limitations of qualitative and quantitative research and their appropriate contexts for application, while having and understanding of the constraints and concerns associated with undertaking and supervising a research project.
- Apply both qualitative and quantitative research techniques.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
The aim of your assignment is to show consideration of ethical issues when conducting in-depth qualitative interviews; to be able to explain and discuss the benefits and limitations of qualitative in-depth interviews and the appropriate contexts for application, to illustrate your ability to construct in-depth open-ended interview questions, and to discuss and provide the rationale for the choice of in-depth questions. The purpose of this assessment is for you to make connections between the unit material and real-life application of a qualitative research technique. In order to meet this aim, you are to engage in the weekly unit material and readings.
Your task is to develop a set of in-depth, open-ended questions about your chosen topic and use the questions to conduct an interview. Please only interview an immediate family member or close friend for this piece of assessment. If in doubt, please check with the unit coordinator. The data you collect from the interview will form the basis of your assessment discussion.
In this assessment students are required to:
1) Explain the ethical issues around conducting interviews
2) Discuss the rationale for the choice of in-depth interview questions included in your interview schedule and how your in-depth questions will provide the required data
3) Explain the benefits and limitations of qualitative in-depth interview research and the appropriate contexts for application
4) Identify a program or project that seeks to address the topic area you have chosen. Take a program evaluation approach and briefly explain the various evaluation parameters - the need for the evaluation, how the results would be used, what should be reported on, and what data (qualitative and/or quantitative) should be collected.
The assessment write-up should consist of all the assignment items listed in the previous assessment (title page, references, etc.). Do not identify the person interviewed by name but assign a pseudonym to the interview data collected and do not disclose any identifiers.
Please include a copy of the interview schedule with your in-depth open-ended questions (and answers) in an Appendix. The Appendix is not included in the word count.
As with Assessment 2, you can choose one topic from the list below-
1) Discrimination against refugees in rural Australia
2) Homelessness in the Indigenous Australian population
3) Bullying of youth on social media
4) Social isolation in older adults
Note: You are allowed to choose the same topic you selected for Assessment 2.
Instructions to Students
When addressing the assignment topic, you will need to use contemporary literature (<5 years) to support your discussion. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. References sourced from the world-wide-web must be from reputable websites such as from government, university, or peak national bodies. A minimum of seven (7) up-to-date references (overall), including journal articles as well as relevant books and websites are to be used.
A 2000-word limit has been set for this assignment. A 10% leeway on either side of the word limit is accepted. Work that goes beyond the 10% will not have that material marked. The word count is measured from the first word of the introduction to the last word of the conclusion and includes in-text referencing. Not included in the word count are the title page and reference list.
You are also required to:
• Write in the third person
• Use double-line spacing and Arial 11-point font throughout
• Include a title page with student name, student number, unit code, unit name, term date and year, names of unit coordinators, name of assignment, due date for submission, and actual word count.
• Include a reference list on a separate page at the end of your document correctly formatted to Harvard (author-date) referencing style
• Include a header with the page numbers and a footer with your student name and student number in a font style one size smaller than the body of your assignment
• Submit your Assessment Task 3 by the due date
• Submit via SOCL19069 Social Research Methods Moodle site through Turnitin
Week 12 Friday (11 Oct 2019) 5:00 pm AEST
Exam Week Friday (25 Oct 2019)
These assessment criteria will be used to evaluate your assignment. It is important you refer to this table when preparing your assignment.
|
HD |
D |
C |
P |
F |
|
Structure and Design (20%) |
||||
|
8.5-10 Excellent presentation of
assignment, double spaced with Arial 11-point font. Title page included and
correctly formatted. Contents page included and correctly formatted.
Consistently accurate with spelling, grammar and paragraph structure.
Organisation and structure is clear and easy to follow. (10%) |
7.5-8.4 Excellent presentation of
assignment, double spaced with Arial 11-point font. Title page included and
correctly formatted. Contents page included and correctly formatted.
Consistently accurate with spelling, grammar and paragraph structure.
Organisation and structure is clear and easy to follow. (10%) |
7.4-6.5 Excellent presentation of
assignment, double spaced with Arial 11-point font. Title page included and
correctly formatted. Contents page included and correctly formatted.
Consistently accurate with spelling, grammar and paragraph structure.
Organisation and structure is clear and easy to follow. (10%) |
6.4-5.0 Excellent presentation of
assignment, double spaced with Arial 11-point font. Title page included and
correctly formatted. Contents page included and correctly formatted.
Consistently accurate with spelling, grammar and paragraph structure.
Organisation and structure is clear and easy to follow. (10%) |
<5.0 Excellent presentation of
assignment, double spaced with Arial 11-point font. Title page included and
correctly formatted. Contents page included and correctly formatted.
Consistently accurate with spelling, grammar and paragraph structure.
Organisation and structure is clear and easy to follow. (10%) |
|
8.5-10 Clear and
succinct introduction that introduces the topics for discussion and outlines
the direction of the paper. Clear and succinct conclusion that outlines the
main points and brings the discussion to a logical close. Adheres to prescribed word count. (10%) |
7.5-8.4 Clear and appropriate
introduction that introduces the topics for discussion and outlines the
direction of the paper. Clear and appropriate conclusion that outlines the
main points and brings the discussion to a close. Adheres to prescribed word count. |
6.5-7.4 Appropriate
introduction that introduces the topics for discussion and outlines the
direction of the paper. Conclusion outlines most of the main points and
endeavours to bring the discussion to a close. Adheres to prescribed word count. |
5-6.4 Introduction is
apparent but topics not clearly introduced. Conclusion apparent; attempts to
outline some of the main points; and brings some sense of closure. Adheres to
prescribed word count. |
<5 No
recognisable introduction or topics for discussion not introduced. No
recognisable conclusion or main points discussed not summarised. Deviates
significantly from prescribed word count (>+10% or <10%). |
|
Approach and Argument (60%) |
||||
|
12.75 -15 Content
provides comprehensive discussion of relevant ethical issues for the in-depth
interview. (15%) |
11.25-12.6 Provides strong discussion that shows a strong understanding
of the main points relating to the ethical issues for the in-depth interview. |
9.75-11.1 Provides appropriate discussion that demonstrates a solid
understanding of most points relating to ethical issues for the in-depth
interview. |
7.5-9.6 Provides some relevant discussion that puts forward a
sufficient understanding of ethical issues for the in-depth interview. |
<7.5 Content provides poor or inadequate discussion relevant
ethical issues for the in-depth interview. A clear understanding of the
basics is lacking. |
|
12.75 -15 Provides an excellent interview schedule with accompanying rational
for the choice of questions and discussion on how they provide the required
data. (15%) |
11.25-12.6 Provides a very good interview schedule with accompanying rational for
the choice of questions and discussion on how they provide the required data. |
9.75-11.1 Provides an appropriate interview schedule with accompanying rational
for the choice of questions and discussion on how they provide the required
data. |
7.5-9.6 Provides a fair interview schedule with some accompanying rational for
the choice of questions and discussion on how they provide the required data. |
<7.5 Content
provides poor or inadequate interview schedule and little accompanying
rational for the choice of questions and discussion on how they provide the
required data. A clear understanding of the basics is lacking. |
|
12.75 -15 Provides comprehensive and critical discussion of
the benefits and limitations of qualitative in-depth interview research and
the appropriate context for application (15%) |
11.25-12.6 Provides strong
discussion of the benefits and limitations of qualitative in-depth interview
research and the appropriate context for application |
9.75-11.1 Provides appropriate discussion of the benefits
and limitations of qualitative in-depth interview research and the
appropriate context for application |
7.5-9.6 Provides some relevant discussion of the benefits
and limitations of qualitative in-depth interview research and the
appropriate context for application |
<7.5 Content provides poor or inadequate discussion of
the benefits and limitations of qualitative in-depth interview research and
does not consider the context for application. |
|
12.75 -15 Identifies a relevant program or project covering the topic area. Provides
a comprehensive program evaluation approach with discussion of the evaluation
parameters. . (15%) |
11.25-12.6 Identifies a relevant program or project covering the topic area. Provides
a strong program evaluation approach with discussion of the evaluation
parameters. . |
9.75-11.1 Identifies a relevant program or project covering the topic area. Provides
an appropriate program evaluation approach with discussion of the evaluation
parameters. . |
7.5-9.6 Identifies a relevant program or project covering the topic area. Provides
a limited program evaluation approach with some relevant discussion of the
evaluation parameters. |
<7.5 Does not identify a relevant program or project covering the topic
area. A basic understanding of program evaluation and the relevant evaluation
parameters is lacking. |
|
Referencing (20%) |
||||
|
5 Consistently
integrates references to support and reflect all ideas, factual information
and quotations. (5%) |
4 Generally
integrates references to support and reflect ideas, factual information and
quotations with 1 or 2 exceptions. |
3 Frequently
integrates references to support and reflect ideas, factual information and
quotations, with 3 or 4 exceptions. |
2.5 Occasionally
integrates references to support and reflect ideas, factual information and
quotations, with 5 or 6 exceptions. |
<2.5 Fails
to or infrequent attempts (>6 errors) to integrate references to support
& reflect ideas, factual information & quotations. |
|
5 Consistently
accurate with in-text referencing. (5%) |
4 1-2
consistent in-text referencing errors identified. |
3 3-4
consistent in-text referencing errors identified. |
2.5 5-6
inconsistent in-text referencing errors identified. |
<2.5 Referencing
is not consistent with Harvard (author-date) style. >6 inaccuracies with in-text
referencing. |
|
5 A
minimum of 10 up-to-date references used including 5 journal articles as well
as relevant books and websites. (5%) |
4 A
minimum of 9 up-to-date references used including 4 journal articles as well
as relevant books and websites. |
3 A
minimum of 8 up-to-date references used including 3 journal articles as well
as relevant books and websites. |
2.5 A
minimum of 7 up-to-date references used including 2 journal articles as well
as relevant books and websites. |
<2.5 The
required number of 7 references not used. Journal articles not sourced or not
peer-reviewed. Most references not up-to-date. Chosen websites not credible. |
|
5 Reference list appears in alphabetical order.
Fully adheres to reference list presentation guidelines Harvard (author-date)
style (5%) |
4 Reference list appears in alphabetical order.
Consistently adheres to reference list presentation guidelines Harvard
(author-date) style. 1-2
consistent reference list errors |
3 Reference
list appears in alphabetical order. Frequently adheres to reference list
presentation guidelines Harvard (author-date) style. 3-4 consistent reference
list errors |
2.5 Reference
list appears in alphabetical order. Occasionally adheres to reference list
presentation guidelines Harvard (author-date) style. 5-6 consistent reference
list errors |
<2.5 Reference list does not appear in
alphabetical order. Does not adhere to reference list presentation guidelines
Harvard (author-date) style >6 consistent reference list errors |
- Apply a range of skills and competencies that critically evaluate the use and application of research methods and the analysis of data.
- Conduct a social survey.
- Explain and discuss both the benefits and limitations of qualitative and quantitative research and their appropriate contexts for application, while having and understanding of the constraints and concerns associated with undertaking and supervising a research project.
- Apply both qualitative and quantitative research techniques.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
