ASSESSMENT BRIEF |
Subject Code and Title | PUBH6013 Qualitative Research Methods |
Assessment | Assessment 2: Individual Research Proposal |
Individual/Group | Individual |
Length | 1, 500 words (+/- 10%) |
Learning Outcomes | This assessment addresses the following learning outcomes: a) Understand epistemologies as they relate to qualitative research and when to use qualitative methodology b) Critically evaluate different theoretical and methodological approaches to qualitative research 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 |
Submission | By 11:55pm AEST/AEDT Sunday of Week 7 |
Weighting | 40% |
Total Marks | 100 marks |
Context:
This assessment is prescribed to advance literature searching, critical analysis, research question development, research planning skills, and reflexivity as a researcher.
This assessment involves developing a research question, preparing interview and probe questions, identifying four people that you can interview on this topic (for example, your family or friends, colleagues), and reflecting on your motivation and justification of your research proposal.
It assesses the key understanding necessary for conceptualising and developing a qualitative research proposal, which will prepare you for the use of qualitative methods in research and evaluation as a public health practitioner.
There are three steps to completing this assignment.
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Instructions: Step 1:
Develop a research question (similar to the ones you have explored throughout this subject) that supports qualitative exploration of a topic of your choice. Review the materials fromModule 1to familiarise yourself with the scope and purpose of qualitative research.
Warning: Topics must be low risk. This means that the topic should not be likely to cause distress or humiliation, and should not focus on vulnerable groups (such as children or people with a disability). You should discuss with your learning facilitator if you are unsure whether your topic is suitable.
Step 2:
Write 6-8 interview questions that:
Focus on obtaining information that will help you to answer your research question
Are qualitative (focusing on experience, opinion, values, perceptions etc) in nature
Comply with best practice principles for interview question design (Module 4)
Obtain feedback from 2 (two) people to refine and improve your questions, and keep records of this feedback for submission with the project proposal.
Step 3:
Write a research proposal for your qualitative project. Youmustinclude:
A brief literature review to summarise the existing knowledge in this space, and justify your proposed project.
Your research question and the knowledge gap that it will address.
A summary of the key elements of the methodology that you think would be the
most appropriate methodology to use to explore your research question (ie grounded theory, phenomenology etc), and why it is appropriate for exploring your research question.
Your methods, including how you will select your participants (in this case, four people whom you already know) and your interview process.
Your interview questions.
A personal reflection on your motivation for exploring this research question, any
ethical or cultural considerations for your project, and anything that could create a
risk of bias in your data (ie interviewing friends).
An appendix containing records of the feedback received on your interview
questions (such as a copy of the interview questions with tracked changes).
Your assessment submission must address all of these points Assessment Criteria:
Justification of your research project (30%)
Summary of methodology and methods (40%)
Reflective writing on motivation and potential for bias (10%)
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. |
Summary of Methodology and Methods | Insufficient awareness of context and purpose of the assignment. Limited understanding of required concepts and knowledge Key components of the assignment are not addressed. | Adequate awareness of context and purpose of the assignment. Adequate knowledge or understanding of the field or discipline. Resembles a recall or summary of key ideas. | Consistent awareness of the context and purpose of assignment. Thorough knowledge or understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the | Advanced understanding of the context and purpose of the assignment. Highly developed understanding of the field or discipline/s. Discriminates between personal | Systematic and critical understanding of context and purpose of the assignment. A sophisticated understanding of the field or discipline/s. Systematically and critically discriminates between personal |
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40% | | Refers to personal opinion instead of evidence from the research/course materials. | research/course materials. Demonstrates a capacity to explain and apply relevant concepts. | opinion and information substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain and apply relevant concepts. | 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. |
Justification of research proposal 30% | 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. | | | | |
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