ASSESSMENT BRIEF
Subject Code and Title PUBH6013: Qualitative Research Methods
Assessment Assessment 3A: Investigation Report
Individual/Group Individual
Length 1500 words (+/-10%)
Learning Outcomes This assessment addresses the following learning outcomes: c) Apply qualitative research methods through undertaking data collection through, e.g. focus group, interviews, observational methods
d) Appreciate cultural and ethical considerations for qualitative research in Public Health
e) Understand sampling techniques, bias and rigour as they apply to qualitative research
f) Apply coding and analysis techniques to qualitative data
Submission By 11:55pm AEST/AEDT Sunday of Week 11
Weighting 30%
Total Marks 100 marks
Context
This assessment involves preparing a report with data analysis/discussion of interviews and a brief presentation.
There are two steps for this assignment. Part A involves writing a report and Part B involves a 10 minute presentation in class.
Assessment 3A advances skills in analysing and reporting qualitative data, and reflexivity of practice. Key understanding includes how to generate meaning from qualitative data, how to report the results of qualitative analysis, and how to reflect on one’s own performance to identify strengths and opportunities for growth. The assessment prepares students for an important task common to the public health practitioner role.
Instructions:
Analysis: Use the resources in module six to:
1. Code the data that you collect from your interviewees.
2. Develop themes based on your coding.
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3.Report on the themes that you’ve identified, supported by relevant quotes from your interviewees.
Report this part in the same style as the results section of a qualitative journal article.
Reflection: reflect on your experience of interviewing and analysing the data. What did you do well, and what did you struggle with? What could you learn to do better? What did you learn through this experience?
Assessment Criteria:
• Ability to interpret and analyse data, and report the results appropriately (50%)
• Reflection upon the interview experience and demonstrates reflexivity (30%)
• Use of academic conventions (20%)
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Learning Rubrics
Assessment Attributes Fail (Unacceptable) Pass (Functional) Credit (Proficient) Distinction (Advanced) High Distinction (Exceptional)
Grade Description (Grading Scheme)
Evidence of unsatisfactory achievement of one or more of the learning
objectives of the course, insufficient
understanding of the course content and/or unsatisfactory level of skill development. Evidence of satisfactory achievement of course
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 course or work of a superior quality on the majority of the learning objectives of the course.
Demonstration of a high level of interpretation and critical analysis skills.
Evidence of a high level of
achievement of the
learning objectives of the course
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.
Reflection upon the interview experience and demonstrates reflexivity
30% Does not meet minimum standard
Demonstrates no awareness of context and/or purpose of reflection in practice.
Meets minimum standard
Demonstrates limited awareness of context and/or purpose of reflection in practice.
Moves beyond
minimum standard
Demonstrates consistent awareness of context and/or purpose reflection in practice.
Exceeds minimum
standard
Demonstrates an advanced and integrated understanding of context and/or purpose of reflection in practice.
Exceeds minimum standard and exhibits
high levels of
independence
Consistently demonstrates a systematic and critical understanding of context and purpose of reflection in practice.
Ability to interpret and analyse data, and report the results
appropriately
50%
Limited synthesis and analysis.
Limited application/recommendations based upon analysis.
Makes assertions that are not justified
Demonstrated analysis and synthesis of new knowledge with application.
Shows the ability to interpret relevant information and literature.
Justifies any conclusions reached with arguments not merely assertion.
Well-developed analysis and synthesis.
Shows strong ability to interpret relevant information and literature.
Justifies any conclusions reached with well-formed arguments not merely assertion.
Thoroughly developed and creative analysis and synthesis.
Shows excellent ability to interpret relevant information and literature.
Justifies any conclusions reached with wellformed arguments
Highly sophisticated and creative analysis, synthesis of new with existing knowledge.
Shows outstanding ability to interpret relevant information and literature.
Strong application by way of pretested models and / or independently developed models.
Use of academic and discipline conventions and sources of evidence
Poorly written with errors in spelling, grammar.
Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas.
There are mistakes in using the APA Is written according to academic genre (e.g. with introduction, conclusion or summary) and has
accurate spelling, grammar, sentence and paragraph Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary).
Demonstrates Is very well-written and adheres to the academic genre.
Consistently demonstrates expert use of good quality, credible Expertly written and adheres to the academic genre.
Demonstrates expert use of high-quality, credible and relevant research sources to
20% style.
construction.
Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed.
There are no mistakes in using the APA style.
consistent use of high quality, credible and relevant research sources to support and develop ideas.
There are no mistakes in using the APA style.
and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading
There are no mistakes in using the APA style.
support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading
There are no mistakes in using the APA Style.