Assignment 1: Assessment Matrix (Learning Outcomes: LO1, LO2, LO4-LO6)
Demonstrates knowledge and understanding
of the Key elements of program logic plans for
health initiatives to address identified public
health problems and analytic ability to apply
this in the construction of an appropriate
Program Logic Plan.
40%
The paper does not identify a public
health problem.
OR
The paper does not demonstrate
knowledge/understanding of key
elements of program logic plan.
Relevant public health problem and
suitable program/project clearly
defined and supported.
Plan details the intervention, but this
does not clearly address the
identified PH related problem.
The paper demonstrates
knowledge/understanding of key
elements of program logic but lacks
consistency in plan clarity (element
wording, location, linkages/logic
order).
Addresses Pass
equirements plus:
Plan coherently and logically
epresents the planned
intervention which
addresses the public health
problem.
All terms/labels are co
ectly
located & clearly explained
with reference to literature.
Plan elements are co
ectly
located & clearly worded.
Addresses Credit criteria
plus:
All additional relevant
information is included to
contextualise the program
logic plan.
A clear written explanation is
provided which illuminates the
logic of the plan.
The paper draws on a range
of relevant literature to
convincingly support the
enefits of PL plans.
Addresses Distinction criteria plus:
The paper consistently includes
eferences to
oad reading to support
definitions and provide appropriate
examples
There is a consistent analytical
dimension to the program logic design
and explanation, which consistently
applies a coherent model to the chosen
intervention drawing on the
oader
literature to explain and support the
decisions made.
Criterion Fail Pass Credit Distinction High distinction
Clear structure is used with headings and
elevant sub-headings
10%
The paper does not have a clear and
logical structure
Reader able to discern structure;
some but minimal use of headings
Over and above pass, either
the paper is consistently well
structured, or the use of
headings clearly guides the
eader
The paper is both consistently
well structured and a
consistent use of headings to
guide the reader
Distinction level exists and each section
of the paper is well linked to the adjacent
sections and clearly builds on the overall
thesis of the paper
Provides a lucid introduction and conclusion There is no introduction and/or no
conclusion
There is an introduction which either
introduces the topic or alerts the
eader to the intended structure
There is an introduction
which introduces the topic
and alerts the reader to the
intended structure and a
conclusion that summarises
the case
The introduction meets the
credit criteria and this and the
conclusion are succinctly
written
The introduction, meeting the distinction
criteria, is succinctly written and it very
accurately reflects the actual structure
and outcomes of the paper. The
conclusion meets distinction criteria and
accurately reflects the arguments made
in the paper.
Complies with normal academic standards of
presentation, referencing and reference details
Referencing and/or presentation
generally do not meet accepted
academic standards
Referencing and presentation
complies to an accepted system but
there may be some minor e
ors
Referencing complies
consistently to an accepted
system and the paper is
overall well presented
Referencing complies
consistently, with no e
ors, to
an accepted system and the
paper is consistently well
presented
Referencing complies consistently, with
no e
ors, to an accepted system and the
paper is consistently well presented in
every detail.
Clearly written, with accurate spelling,
grammar, sentence, and paragraph
construction.
Written expression is such that it is
difficult to understand the writer’s
meaning. Syntax and grammatical rules
are not adhered to
Written expression and syntax are
such that the reader can understand
the writer’s meaning and intention
Written expression and
syntax are such that the
writer’s meaning is
unambiguous.
The paper has an overall
clarity in most of the areas of
expression, syntax, grammar
and sentence and paragraph
construction
The paper has a consistently high level
of clear expression, syntax, grammar
and sentence and paragraph
construction
The plan is logically ordered
and consistent but not fully
explained.
Clearly demonstrates the analytical ability to
construct and apply a coherent evaluation
plan matrix to an appropriate public health
initiative, to provide a convincing rationale to
support it and identify strategies to enhance
utilization and dissemination of evaluation
findings.
50%
The evaluation plan lacks coherency and
does not demonstrate
knowledge/understanding of elements of
an evaluation plan matrix.
Plan is related to the Program Logic
ut there are areas of unexplained
inconsistency.
The paper demonstrates
knowledge/understanding of key
elements of the evaluation plan but
lacks consistency in plan clarity (e.g.
element wording, inco
ect indicator
location).
Rationale provides some support for
the evaluation plan decisions and
clarification of concepts, but these
are unclear, or areas omitted.
Addresses Pass
equirements plus:
The Evaluation Plan is
clearly integrated and
consistent with the program
logic.
Evaluation Plan is coherent,
clear, concise and co
ectly
labelled with reference to
the literature.
Plan elements are clear,
appropriate and co
ectly
positioned. Process
indicators clearly address
strategies which relate to
specific objectives/outcomes
and impact/outcome
indicators address
objectives.
Appropriate methods to
collect indicator data from
different stakeholders are
included with supporting
ationale provided.
Rationale provides some
support for the evaluation
plan decisions and
clarification of concepts, but
these are unclear, under-
developed or areas are
omitted.
Addresses Credit criteria
plus:
All additional relevant
information is included in the
provision of a clear and
comprehensive supporting
ationale for the evaluation
plan and strategies to utilize
and disseminate findings.
The paper draws on a wider
ange of relevant literature to
convincingly support the
enefits of Evaluation Plan
matrices and
utilization/dissemination
strategies.
Addresses Distinction criteria plus:
The paper includes references to
oad
eading to support definitions and
provide appropriate examples
There is a consistent analytical
dimension to the assignment, which
consistently applies a coherent
evaluation plan design and rationale to
the chosen intervention, linking this with
the program logic and drawing on the
oader literature to explain and support
the decisions made.
.
Assignment 2: Assessment Matrix (Learning Outcomes: LO2 - LO4)
Demonstrates a critical understanding of the
application of experimental designs to
evaluating causal effects
35%
The paper does not demonstrate
understanding of the application of
experimental designs.
Critical Understanding of the
experimental design is evident, but
the design requirements are not fully
addressed or explained clearly.
Addresses Pass
equirements plus:
All aspects of the
experimental design are
included and explained with
eference to the literature.
The paper draws on
theoretical underpinnings of
experimental designs.
Addresses Credit criteria
plus:
Comprehensive critical
understanding and
explanation is demonstrated
highlighting theoretical
underpinnings drawing on a
ange of relevant literature to
convincingly explain the
design.
Addresses Distinction criteria plus:
The paper consistently includes
eferences to
oad reading to support
definitions and provide appropriate
examples
There is a consistent analytical
dimension to the paper which clearly and
concisely demonstrates critical
understanding.
Apply a clear comprehensive critical analysis
of a given study that applies an experimental
design highlighting strengths, weaknesses
and credibility against the criteria of a ‘true’
50%
The paper does not apply a clear
comprehensive critical analysis.
Strengths and weakness of the study are
Critical analysis is applied but lacks
clarity. Strengths and weakness are
identified but the analysis is not
comprehensive omitting important
Addresses Pass
equirements plus:
Comprehensive analysis is
applied and clearly
expressed addressing all
experimental design
Addresses Credit criteria
plus:
All relevant information is
included in the provision of a
clear and comprehensive
Addresses Distinction criteria plus:
The paper includes references to
oad
eading to support definitions and
provide appropriate examples
Criterion Fail Pass Credit Distinction High distinction
Clear structure is used with headings and
elevant sub-headings
10%
The paper does not have a clear and
logical structure
Reader able to discern structure;
some but minimal use of headings
Over and above pass, either
the paper is consistently well
structured, or the use of
headings clearly guides the
eader
The paper is both consistently
well structured and a
consistent use of headings to
guide the reader
Distinction level exists and each section
of the paper is well linked to the adjacent
sections and clearly builds on the overall
thesis of the paper
Provides a lucid introduction and conclusion There is no introduction and/or no
conclusion
There is an introduction which either
introduces the