REVISED STUDY PROGRAMME
RMIT Classification: Trusted
ASSESSMENT ONE – TOPIC/RELEVANCE
Task one – topic selection [45%] Task two – references [45%]
Presentation and written communication of tasks one and two [10%]
Name
Student numbe
Discipline (CM/PM/PV)
Topic Selection [45%]
Complete the table below for your identified topics of interest. Your topic can be about addressing an existing challenge, need for completely new discovery, or innovation in existing actions.
First formulate a research question for your chosen topic, noting that research question needs to be engaged and related to the identified research gap from prior literature (requires substantial reading). Remember that research question should be specific, detailed, and as mentioned engaged with the existing literature on the research topic, and you should constantly question your assumptions.
In the description section, explain the research question in more details. Use references to connect it to previous research gap or demonstrate how your research contributes to the existing knowledge and literature.
In the rationale section, discuss the importance of the issue, stakeholders for whom the issue matters, and back up your arguments with fact (and data). Rationale is the only section for which you can use general references such as credible news sources in addition to the three types of references we use in other sections.
Note that this assessment requires a lot of reading to spot the research gap, and revision of initial thoughts and ideas to formulate a concise, to the point and strong research question, that is further supported by a description, and justified rationale. It is highly recommended that you start very early with this assessment and think about it through the first three weeks. Max. word count is 200 (±10%)
Research Question
Supporting arguments
Contrasting arguments
Rationale (why the topic is relevant and important)
REFERENCES
(
List the references
used in your description and rationale in HARVARD format. Ensure that they are cited
co
ectly
and consistently.
See the
marking ru
ic for furthe
details.
Refer to
EascyCite
to check your references
)
Grades for the reference section are part of the relevant box above, i.e., supporting/contrasting arguments and rationale sections.
INDUSTRY REPORTS [15%]
(
For your first topic of research (your most prefe
ed topic), you are required to search and find additional
eferences to improve your skills on finding references. These references are not cited within the assessment,
as this part of the assessment is solely focused on your skills to identify and properly cite references. Search
and list
Five Industry Reports
elevant to your first topic of research interest. Decide on the most reliable and
elevant
documents
as
discussed
in
the
tutorial.
Remembe
to
use
the
co
ect
HARVARD
eferencing
system.
)
1
2
3
4
5
ACADEMIC JOURNAL ARTICLES [15%]
For your topic of research, you are required to search and find additional references to improve your skills on finding references. These references are not cited within the assessment, as this part of the assessment is solely focused on your skills to identify and properly cite references. Search and list Ten Academic Journal Articles relevant to your prefe
ed topic of research interest. Remember to use the co
ect HARVARD referencing system.
1
2
3
4
5
6
7
8
9
10
ACADEMIC CONFERENCE ARTICLES [15%]
For your topic of research, you are required to search and find additional references to improve your skills on finding references. These references are not cited within the assessment, as this part of the assessment is solely focused on your skills to identify and properly cite references. Search and list FIVE Academic Conference Articles relevant to your prefe
ed topic of research interest. Remember to use the co
ect RMIT HARVARD referencing system.
1
2
3
4
5
2 | Page
Microsoft Word - Assessment 1 - Ru
ic.docx
RMIT Classification: Trusted
ASSESSMENT 1 CRITERIA
ASSESSMENT
CRITERIA:
MAPPED TO
LEARNING
OUTCOMES
HIGH DISTINCTION
(80-100%)
(EXCELLENT EXPLORATION OF MAIN
ISSUES WITH
OUTSTANDING LEVEL OF INDEPENDENT
THINKING AND CRITICAL ANALYSIS)
DISTINCTION
(70-79%)
(COMPREHENSIVE
EXPLORATION OF MAIN
ISSUES WITH HIGH LEVEL
OF INDEPENDENT
THINKING AND CRITICAL
CREDIT
(60-69%)
(ALL THE MAIN ISSUES ARE ADDRESSED;
SOME INDEPENDENT THINKING AND
ANALYSIS)
PASS
(50-59%)
(MAJORITY OF THE MAIN ISSUES ADDRESSED;
INDEPENDENT THINKING AND ANALYSIS ARE
EMERGING)
FAIL
(0-49%)
(FAILURE TO ADEQUATELY ADDRESS THE MAIN
ISSUES; LACK EVIDENCE FOR INDEPENDENT
THINKING AND/OR ANALYSIS)
Research Topic and
Question 45%
Topic and research question
are very strongly
articulated, clear and
focused.
Research question clearly
draws upon existing
literature and supported by
evidence and demonstrate
very clear link to address
the research gap
The rationale is logical, and
elevance is clearly and
confidently articulated and
strongly supported by the
logic.
Topic and research
question very well-
articulated, clear and
focused.
Research question
clearly draws upon
existing literature
and supported by
evidence and
demonstrate clear
link to address the
esearch gap
The rationale is logical,
and relevance is clearly
and confidently
articulated and well
supported by the logic
Topic and research
question well- articulated,
clear and focused.
Research question clearly
draws upon existing
literature and supported
y evidence and
demonstrate link to
address the research gap
The rationale is logical,
and relevance is
generally, clearly and
confidently articulated
and generally supported
y the logic.
Articulated, clear and focused
topic and research question
are emerging.
Evidence of the research
question drawing upon
existing literature and
evidence is emerging. Unclear
link on how the research
question is addressing the
esearch gap
The logic of the rationale is
emerging, and relevance is
generally clearly articulated;
some evidence of the logic to
support the research question.
Topic and research question are
poorly articulated, unclear and
oad.
Research question does not
draw upon existing literature
and not supported by evidence.
No link on how the research
question is addressing the
esearch gap
The logic of the rationale is not
evident and there is a lack of
elevance and logic. Use of
others’ words without proper
eferencing or use of quotation.
REFERENCES
45%
Referencing completely
conforms to RMIT’s Harvard
style
(http:
www1.rmit.edu.au/li
ary
eferencing-guides)
Referencing conforms to
RMIT’s Harvard style
with very few examples of
minor inconsistencies
(http:
www1.rmit.edu.au
li
ary
eferencing-
guides)
Referencing conforms to
RMIT’s Harvard style with few
examples of minor
inconsistencies
(http:
www1.rmit.edu.au/lib
ary
eferencing-guides)
Referencing generally conforms
to RMIT’s Harvard style
(http:
www1.rmit.edu.au/li
ary
eferencing-guides)
Referencing does not conform to
RMIT’s Harvard style
(http:
www1.rmit.edu.au/li
ary
eferencing-guides)
http:
www1.rmit.edu.au/li
http:
www1.rmit.edu.au
http:
www1.rmit.edu.au/li
http:
www1.rmit.edu.au/li
ary
http:
www1.rmit.edu.au/li
ary
RMIT Classification: Trusted
WRITTEN
COMMUN
ICATION
10%
High level independent
thinking and structured
communication of ideas,
creative and logical
argument,
Outstanding ability to
convey the logic concisely.
Excellent use of English with
few or no e
ors. Evidence
of very thorough proof-
eading and editing.
Response consistently
demonstrates high level
of independent thinking
and structured
communication of ideas,
creative and logical
argument,
Strong ability to convey
the logic concisely.
Excellent use of English
with few or no e
ors.
Evidence of very
thorough proof-reading
and editing.
Response generally
demonstrates high level of
independent thinking;
communication of ideas is
generally well structured;
Clear logic and ability to
concisely convey the logic.
Good use of English with
minor
spelling/grammatical and
syntax e
ors. Evidence of
proof-reading and editing.
Emerging evidence of
independent thinking; generally
a structured communication of
ideas;
Clear logic and ability to
concisely convey the logic is
emerging. Satisfactory use of
English with minor spelling/
grammatical and syntax e
ors.
Evidence of very thorough
proof-reading and editing is
emerging. Please refer to study
and learning center
(https:
emedia.rmit.edu.au/lea
ningla
).
Little evidence of the
independent thinking and
structured communication of
ideas;
Lack of logical development
of argument
Poor English (spelling/gramma
syntax);
Lack of ability to refe
ing to the
work of others in your own word.
Use of others’ words without
proper referencing or use of
quotation. No evidence of proof-
eading and editing. Please refer
to study and learning center
(https:
emedia.rmit.edu.au/lear
ningla
).