PUBH6003_Assessment Brief 1_200719 Page 1 of 5
ASSESSMENT BRIEF
Subject Code and Title PUBH6003: Health systems and Economics
Assessment Assessment 1: Report
Applying Systems Thinking in Public health
Individual/Group Individual
Length 1,000 words (+/- 10%)
Learning Outcomes This assessment addresses the following learning outcomes:
• Apply systems thinking and an intersectoral approach to
public health issues.
Submission Due week 5 on Sunday 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 (e.g.
Adelaide = 11:25pm).
Context:
Public health professionals must work across various sectors and with key stakeholders such
as other professionals and community groups in order to improve health outcomes. Often,
these stakeholders have competing interests and conflicting ideas about health, and about
what would be the most effective ways to meet public health needs and outcomes.
Stakeholders may not even share the same values related to improving public health. In
some cases, using a systems thinking or intersectoral approach may pose many challenges
for implementation.
PUBH6003_Assessment Brief 1_200719 Page 2 of 5
Instructions:
To prepare for this assessment, choose one public health issue (e.g. obesity, a chronic
disease) in any country for which it is obvious that a systems thinking approach has not
een, or is not being, applied. Then in approximately 1000 words (+/- 10%):
• Describe the public health issue.
• Explain the roles of stakeholders, both within the health system and in other
sectors in addressing this issue.
• Drawing on research evidence, explain the obstacles that are preventing the
application of a systems thinking approach to this issue.
• Based on the literature, offer suggestions (e.g. new governance a
angements)
for how a systems thinking approach could be applied to this issue.
Report Structure
Your report should follow the following structure. The word count includes the introduction, body and
conclusion
Executive
Summary
• Purpose of report
• Summary of Conclusion
• Summary of Recommendations
Introduction • Acts as a window to your report
• 10% of word count
Body • Answers the question
• May include sub- headings
• Ca
ies the most marks
Conclusion • Summary
• 10% of word count
Recommendation May be in bullet point or continuous writing
• Recommended strategies
• Justifications
References APA 6th Edition Style
Submission Instructions:
Submit via the Assessment 1 – Report link in Assessment on main navigation menu in Blackboard
PUBH6003_Assessment Brief 1_200719 Page 3 of 5
Assessment Criteria
• Demonstrated knowledge and understanding of systems thinking and an intersectoral
approach (20%)
• Shows the ability to interpret and analyse relevant information and literature on systems
thinking and an intersectoral approach (30%)
• Demonstrates the ability to apply knowledge and understanding of systems thinking and
an intersectoral approach to a public health problem (30%)
• Use of academic conventions including appropriate resources and referencing (20%)
o Uses key readings and shows evidence of reading beyond the key reading
o There is a lucid introduction and clear conclusion or summary
o Complies with normal academic of referencing and bibliographical details
(including reference list, use APA style)
o Is written clearly with accurate spelling, grammar and sentence and paragraph
construction
PUBH6003_Assessment Brief 1 Page 3 of 5
Marking Ru
ic:
Assessment
Attributes
0-34
(Fail 2 – F2)
Unacceptable
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 Evidence of unsatisfactory Evidence of Evidence of a good Evidence of a high Evidence of an
Scheme) achievement of one or more satisfactory level of understanding, level of achievement exceptional level of
of the learning objectives of achievement of knowledge and skill of the learning achievement of
the subject, insufficient subject learning development in objectives of the learning objectives
understanding of the subject objectives, the relation to the content subject across the entire
content and/or unsatisfactory development of of the subject or work demonstrated in content of the course
level of skill development. relevant skills to a of a superior quality on such areas as demonstrated in such
competent level, and the majority of the interpretation and areas as interpretation
adequate learning objectives of critical analysis, and critical analysis,
interpretation and the subject. logical argument, use logical argument,
critical analysis skills. Demonstration of a of methodology and creativity, originality,
high level of communication skills. use of methodology
interpretation and and communication
critical analysis skills. skills.
Knowledge and understanding Limited understanding of
equired 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
conflates/confuses
assertion of personal
opinion with
information
substantiated by
Thorough
knowledge/understand
ing of the field or
discipline/s. Supports
personal opinion and
information
substantiated by
evidence from the
esearch/course
materials.
Demonstrates a
capacity to explain and
apply relevant
Highly developed
understanding of the
field or discipline/s.
Discriminates
etween assertion of
personal opinion and
information
substantiated by
obust evidence from
the research/course
materials and
extended reading.
A sophisticated
understanding of the
field or discipline/s.
Systematically and
critically discriminates
etween assertion of
personal opinion and
information
substantiated by robust
evidence from the
esearch/course
materials and extended
eading.
Demonstrated knowledge and
understanding of systems thinking
and an intersectoral approach.
(20%)
http:
www.tua.edu.au/media/50742/a240_grading-scheme.pdf
http:
www.tua.edu.au/media/50742/a240_grading-scheme.pdf
PUBH6003_Assessment Brief 1 Page 4 of 5
evidence from the
esearch/course
materials.
concepts. Well demonstrated
capacity to explain
and apply relevant
concepts.
Mastery of concepts
and application to new
situations/further
learning.
Critical reasoning, presentation
and defence of an argument
and/or position
Shows the ability to interpret and
analyse relevant information and
literature on systems thinking and
an intersectoral approach. (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.
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 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 reached
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.
Analysis and application with
synthesis of new knowledge
Limited synthesis and analysis. Demonstrated
analysis and synthesis
of new knowledge
with application.
Shows the ability to
interpret relevant
information and
literature.
Well-developed
analysis and synthesis
with application of
ecommendations
linked to
analysis/synthesis.
Thoroughly
developed and
creative analysis and
synthesis with
application of
pretested models
and / or
independently
developed models
and justified
ecommendations
linked to
Highly sophisticated
and creative analysis,
synthesis of new with
existing knowledge.
Strong application by
way of pretested
models and / or
independently
developed models.
Recommendations are
clearly justified based
Demonstrates the ability to apply
knowledge and understanding of
Limited
application
ecommendations
ased upon analysis.
systems thinking and an
intersectoral approach to a public
health problem. (30%)
PUBH6003_Assessment Brief 1 Page 5 of 5
analysis/synthesis. on the
analysis/synthesis.
Applying knowledge to
new situations/other
cases.
Use of academic and discipline
conventions and sources of
evidence
Use of academic conventions
including appropriate resources
and referencing (20%)
Poorly written with e
ors 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
esearch sources to
support and develop
ideas, but these are
not always explicit or
well developed.
Is well-written and
adheres to the
academic genre (e.g.
with introduction,
conclusion or
summary).
Demonstrates
consistent use of high
quality, credible and
elevant 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
esearch sources to
support and develop
appropriate
arguments and
statements. Shows
evidence of reading
eyond the key
eading.
There are no
mistakes in using the
APA style.
Expertly written and
adheres to the