literature review
ASSESSMENT BRIEF Subject Code and Title PUBH6008: Capstone A: Applied Research Project in Public Health Assessment Assessment 2: Literature review Individual/Group Individual Length 4,000 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 Submission Due Sunday following the end of Module 4 at 11:55pm AEST/AEDT* Weighting 40% Total Marks 100 marks *Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (eg. Adelaide = 11:25pm). PUBH6008_Assessment Brief 2 Page 1 of 6 Instructions: By the end of module 3, student must provide to their learning facilitator a brief review of the literature on their chosen topic. The literature review must contain key references/theorists/researchers for the public health topic chosen. The literature review assignment must be designed to address the following questions: • Who are the key theorists/researchers in your public health topic? • What are the key issues? • What are the gaps in the existing body of knowledge? The literature review should provide a basis for justifying a clear research question or hypothesis to be explored further. You must also indicate the search strategy used for your literature review. For example, what were the key words you searched for, and which key databases or other sources did you use to conduct your literature review? (e.g. CINAHL, Proquest Public Health, Informit, Medline, Google Scholar). Assessment Criteria: • Critical and comprehensive review of the literature (70%) Clarity of research question/hypothesis (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 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 2 Page 2 of 6 Page 4 8 Marking Rubric: Assessment Attributes 0-34 (Fail 2 – F2) Unaccept able 35-49 (Fail 1 – F1) 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. Knowledge and understanding Critical and comprehensive review of the literature (70%) Limited understanding of required concepts and knowledge Key components of the assignment are not addressed. Knowledge/understa nding of the field or discipline. Resembles a recall or summary of key ideas. Often Thorough knowledge/understandi ng of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials. Highly developed understanding of the field or discipline/s. Discriminates between assertion of personal opinion and information substantiated by robust evidence A sophisticated understanding of the field or discipline/s. Systematically and critically discriminates between assertion of personal opinion and information substantiated by PUBH6008_Assessment Brief 2 of 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 2 Page 5 of 8 conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. Demonstrates a capacity to explain and apply relevant concepts. from the research/course materials and extended reading. Well demonstrated capacity to explain and apply relevant concepts. robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning. Critical reasoning, presentation and defence of an argument and/or position Critical and comprehensive review of the literature (70%) Clarity of research question/hypothesis (10%) 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 wellformed 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 welldeveloped 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. PUBH6008_Assessment Brief 2 Page 6 of 8 Analysis and application with synthesis of new knowledge Limited synthesis and analysis. Demonstrated analysis and synthesis of new Well-developed analysis and synthesis with application of Thoroughly developed and creative analysis Highly sophisticated and creative analysis, synthesis of new with Critical and comprehensive review of the literature (70%) Clarity of research question/hypothesis (10%) Limited application/recommendatio ns based upon analysis. knowledge with application. Shows the ability to interpret relevant information and literature. recommendations linked to analysis/synthesis. and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to analysis/synthesis. existing knowledge. Strong application by way of pretested models and / or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases. PUBH6008_Assessment Brief 2 Page 7 of 8 Use of academic and discipline conventions and sources of evidence Use of academic conventions including appropriate resources and referencing (20%) *General assessment criteria shown below 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 style. Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style. Is very well-written and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading Expertly written and adheres to the academic genre. Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading well developed. There are no mistakes in using the APA style. beyond the key reading There are no mistakes in using the APA style. There are no mistakes in using the APA Style. *General Assessment Criteria: • Provides a lucid introduction • Shows a sophisticated understanding of the key issues • Shows the ability to interpret relevant information and literature in relation to your chosen topic • Demonstrates a capacity to explain and apply relevant concepts PUBH6008_Assessment Brief 2 Page 8 of 8