PUBH6008_Assessment_Brief_3
Page 1 of 8 PUBH6008_Assessment_Brief_3 ASSESSMENT BRIEF Subject Code and Title PUBH6008: Capstone A: Applied Research Project in Public Health Assessment Assessment 3: Research proposal Individual/Group Individual Length 2,000 words Learning Outcomes This assessment addresses the following learning outcomes: 2. Integrate and apply their knowledge and skills in public health 3. Develop research skills and apply these to a public health issue 4. Conduct a small literature review which critically analyses key issues on a public health research topic 5. Define and justify a research question, based on the literature/public health issue, and outline its significance 7. Understand the principles of ethics and apply these to a research proposal Submission By 11:55pm AEST/AEDT Sunday of Week 12 Weighting 60% Total Marks 100 marks Context: This assessment is prescribed to advance literature searching, critical analysis, research question development, and research planning and project management skills. This assessment involves developing a research question, conducting a thorough literature review, defining a gap in the literature, expressing a research question, describing the methodology and methods that will be used to answer the research question, and developing a GANTT chart to guide use of time in Capstone B. It assesses the key understanding necessary for conceptualising and developing a research proposal, which will prepare you for the use of research methods as a public health practitioner. madhuvanthikuppusamySD Page 2 of 8 PUBH6008_Assessment_Brief_3 Instructions: By the end of Module 6, students will submit their full project proposal. This must include the following sections: Introduction - introductory background regarding the public health problem, including broad project aim Literature review describing the current knowledge on this topic, the key ideas, theories, and issues, and the gap/conflict that your project will resolve. - start with broad knowledge; narrow focus to your population and issue of interest - end with your research question/project aim, and a justification of the significance of the project Project design and methods - the method you will use to address your project aims - a detailed explanation of each step you will take to complete your project (including data type, collection, and analysis for research projects) - justification of your project design – why is this the right way to address your project aims? - ethical considerations of the project Dissemination plan - how you plan to communicate and disseminate the outcomes of your work References - your reference list Please submit your Capstone B GANTT chart, which should describe the tasks and time-frames for your project tasks in Capstone B, as a separate Excel spreadsheet. Students will also receive marks for progression within their project plan as described in the Gantt chart, as presented in weekly guidance meetings with their facilitator throughout the trimester. Assessment Criteria: • Clarity of research problem and rationale provided for its significance (15%) • Critical and comprehensive review of the literature (15%) • Justification of research design and methods, including ethical considerations (30%) • Logical and clear program plan using the GANTT chart method (10%) • Progression demonstrated through attendance at weekly progress meetings with facilitator (10%) • General assessment criteria (20%): o Provides a lucid introduction o Shows a sophisticated understanding of the key issues o Shows ability to interpret relevant information and literature in relation to chosen topic o Demonstrates a capacity to explain and apply relevant concepts o Shows evidence of reading beyond the required readings o Justifies any conclusions reached with well-formed arguments and not merely assertions o Provides a conclusion or summary o Correctly uses academic writing, presentation and grammar: ▪ Complies with academic standards of legibility, referencing and Page 3 of 8 PUBH6008_Assessment_Brief_3 bibliographical details (including reference list) ▪ Writes clearly, with accurate spelling and grammar as well as proper sentence and paragraph construction ▪ Uses appropriate APA style for citing and referencing research PUBH6008_Assessment_Brief_3 Page 4 of 8 Marking Rubric: Assessment Attributes 0-49 (Fail - F) Poor 50-64 (Pass -P) Functional 65-74 (Credit - CR) Proficient 75-84 (Distinction – DN) Advanced 85-100 (High Distinction – HD) Exceptional Grade Description (Grading Scheme) Evidence of unsatisfactory achievement of one or more of the learning objectives of the subject, insufficient understanding of the subject content and/or unsatisfactory level of skill development. Evidence of satisfactory achievement of subject learning objectives, the development of relevant skills to a competent level, and adequate interpretation and critical analysis skills. Evidence of a good level of understanding, knowledge and skill development in relation to the content of the subject or work of a superior quality on the majority of the learning objectives of the subject. Demonstration of a high level of interpretation and critical analysis skills. Evidence of a high level of achievement of the learning objectives of the subject demonstrated in such areas as interpretation and critical analysis, logical argument, use of methodology and communication skills. Evidence of an exceptional level of achievement of learning objectives across the entire content of the course demonstrated in such areas as interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication skills. http://www.tua.edu.au/media/50742/a240_grading-scheme.pdf http://www.tua.edu.au/media/50742/a240_grading-scheme.pdf http://www.tua.edu.au/media/50742/a240_grading-scheme.pdf PUBH6008_Assessment_Brief_3 Page 5 of 8 Critical and comprehensive review of the literature (15%) 15% Limited understanding of required concepts and knowledge. Key components of the assignment are not addressed. Knowledge/ understanding of the field or discipline. Resembles a recall or summary of key ideas. Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. Thorough knowledge/ understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials. Demonstrates a capacity to explain and apply relevant concepts. Highly developed understanding of the field or discipline/s. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain and apply relevant concepts. A sophisticated understanding of the field or discipline/s. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning. PUBH6008_Assessment_Brief_3 Page 6 of 8 Clarity of research problem and rationale provided for its significance 15% Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment. Makes assertions that are not justified. Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment. Justifies any conclusions reached with arguments not merely assertion. Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged. Justifies any conclusions reached with well-formed arguments not merely assertion. Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment. Justifies any conclusions reached with well-developed arguments. Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged. Justifies any conclusions reached with sophisticated arguments. Justification of research design and methods, including ethical considerations 30% Limited synthesis and analysis. Limited application/ recommendations based upon analysis. No consideration of ethical issues. Demonstrated analysis and synthesis of new knowledge with application. Limited consideration of ethical issues. Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis. Good consideration of ethical issues. Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently developed models linked to analysis/ synthesis. Excellent consideration of ethical issues. Highly sophisticated and creative analysis, synthesis of new with existing knowledge. Strong application by way of pretested models and / or independently developed models. Applying knowledge to new situations/other cases. Outstanding PUBH6008_Assessment_Brief_3 Page 7 of 8 consideration of ethical issues. Logical and clear program plan using the GANTT chart method 10% No or insufficient GANTT chart provided. GANTT chart lists assessment brief items only. Times are unrealistic. GANTT chart provided. Some understanding of its purpose demonstrated through actions listed. Times may not be realistic. GANTT chart provided. Clear understanding of the purpose and process demonstrated through good consideration of actions required as listed. Times are realistic. GANTT chart provided. Good understanding of the purpose and process demonstrated through thorough consideration of actions required as listed. Times are realistic. GANTT chart provided. Excellent understanding of the purpose and process demonstrated through thorough and insightful consideration of actions required as listed. Times are realistic. Progression demonstrated through attendance at weekly progress meetings with facilitator 10% Has attended fewer than 30% of progression meetings. Has not provided evidence of progression. Has attended at least 50% of progression meetings. Has shown some evidence of progression. Has implemented some feedback. Has attended at