PUBH6012_Assessment_1_Week_10 Page 1 of 9
ASSESSMENT BRIEF
Subject Code and Title PUBH6012: Capstone B: Applied Research Project in Public
Health
Assessment Assessment 1: Report
Individual/Group Individual or Group
Length 5,000 words
Learning Outcomes This assessment addresses the following learning outcomes:
1. Integrate and apply their knowledge and skills in
public health
2. Apply research skills to a public health issue
3. Analyse the results of data collected from research,
taking into consideration prior evidence and theory
4. Understand the ethical implications for conducting a
piece of public health research
6. Create a final research report
Submission By 11:55pm AEST/AEDT Sunday of Week 10
Weighting 80%
Total Marks 100 marks
Context:
This assessment advanced skills in reporting the justification, methods, results, and conclusions
of a research project. Key understanding contained includes how to justify a research project
using literature, how to implement a research proposal to collect and analyse data, how to
eport the results of the analysis of data, how to contextualise one’s own research in the
context of the wider body of literature, and how to draw conclusions about future research and
ecommendations based on research. This prepares students for the conduct and reporting of
esearch, which is an important skill set for public health practitioners.
Instructions:
Part 1: Due Sunday end of Module 1 Week 1
Based on the feedback from your Capstone A Research Proposal, revise your research plan and
GANTT chart.
Submit these to your Capstone A facilitator by Sunday end of Module 1 Week 1. You may not
proceed with your data collection until this has been approved by your supervising facilitator.
Part 2:
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The final assignment for this subject will be the write-up of the findings of your research into a final
eport. This will be comprised of the following parts:
1) Abstract
a. Summary of your report (as you would find in a published research article)
2) Introduction
a. Introduction to and justification of the topic area, drawing upon your literature review (from
Capstone A), and including the knowledge gap your project addresses
. Your research question
3) Research design and methods
a. Summarise your research design/methods (from Capstone A) – what type of project did you do?
. How did you collect the data (ie search strategy and process/ policy consultation process)? If a
policy consultation, explain how any organizations/individuals that you consulted with were
approached
c. How did you analyse the data (ie thematic analysis, systematic review process, consultation
synthesis)?
d. Briefly explain the ethical issues that should be considered
4) Results
a. Report the results of your findings, e.g. key themes if a qualitative study, results in table
format if a quantitative study
. Clearly explain key figures, tables and graphs
5) Discussion: Interpretation and contextualisation of your results
a. Place your results in the context of your literature review
. Contextualise the results within the academic literature
c. Describe any limitations of your study
6) Conclusion
a. Conclusions from this study
. Recommendations for future research or policy change based on feasible solutions
7) Supplementary material
a. Reference List
. Any appendices
This research report format has been based on the standard format for a journal article, and thus
may be submitted to a journal in the future if the student is interested.
NOTE: due to the time constraints around submission and peer review, a submitted article will not
e required as part of this subject. If you wish to develop a journal article, you may seek advice on
how to do this at the end of the Capstone.
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Assessment Criteria:
• Revised and approved project plan and GANTT chart (5%)
• Clear executive summary/abstract which condenses the findings of the report (10%)
• Clear justification and outline of the significance of the topic (5%)
• Justification of the research design and methods, including ethical considerations (10%)
• Clear presentation of results, with transparency of findings (20%)
• Comprehensive discussion of the results within the context of previous studies/theory,
and identification of the limitations of the study, with recommendations for future
esearch (30%)
• Conclusion with logical recommendations related to the findings and wider literature (10%)
• General assessment criteria (10%):
• Provides a lucid introduction
• Shows a sophisticated understanding of the key issues
• Shows ability to interpret relevant information and literature in relation to
chosen topic
• Demonstrates a capacity to explain and apply relevant concepts
• Shows evidence of reading beyond the required readings
• Justifies any conclusions reached with well-formed arguments and not merely
assertions
• Provides a conclusion or summary
• Co
ectly 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
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Marking Ru
ic:
Assessment
Attributes
Fail (Unacceptable) Pass (Functional)
Credit
(Proficient)
Distinction
(Advanced)
Distinction
(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
elevant skills to a
competent level, and
adequate
interpretation and
critical analysis skills.
Evidence of a good
level of
understanding,
knowledge and skill
development in
elation 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
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Revised and approved project plan and
GANTT chart
5%
No or insufficient GANTT
chart provided.
GANTT chart lists
assessment
ief items
only.
Times are unrealistic.
GANTT chart provided.
Some understanding of
its purpose
demonstrated through
actions listed.
Times may not be
ealistic.
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.
Clear executive summary/abstract
which condenses the findings of the
eport
10%
There is no abstract, or
the abstract does not
contain the required
elements for an
academic abstract.
The abstract contains
the elements
equired for an
academic abstract.
The abstract
describes the
elements required
for an academic
abstract clearly.
The abstract
describes the
elements required
for an academic
abstract clearly and
succinctly.
The abstract describes
the elements required
for an academic
abstract in clear,
concise, and succinct
language
PUBH6012_Assessment_Brief_1_Week_10 Page 6 of 9
Clear justification and outline of the
significance of the topic
5%
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
eached 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
eached 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
10%
Limited synthesis and
analysis. Limited
application/
ecommendations based
upon analysis. No
consideration of ethical
issues.
Demonstrated analysis
and synthesis of new
knowledge with
application.
Limited consideration
of ethical issues.
Well-developed