PUBH6012_Assessment Brief 2 Page 1 of 7 ASSESSMENT BRIEF Subject Code and Title PUBH6012: Capstone B: Applied Research Project in Public Health Assessment Assessment 2: Presentation Individual/Group...

PUBH6012_Assessment Brief 2 Page 1 of 7
ASSESSMENT BRIEF
Subject Code and Title PUBH6012: Capstone B: Applied Research Project in Public
Health
Assessment Assessment 2: Presentation
Individual/Group Individual or Group
Length 15 minute presentation
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
5. Present the results of findings to peers and seek
feedback
7. Collaborate with other students in a small team
environment in order to progress their research
Submission Due Sunday following the end of Module 6 at
11:55pm AEST/AEDT*
Weighting 20%
Total Marks 100 marks
*Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (eg.
Adelaide = 11:25pm).
PUBH6012_Assessment Brief 2 Page 2 of 7
Instructions:
For this assignment, students will present the findings of their research, via
Powerpoint/Collaborate/Zoom. Other students will be invited to feedback on the findings of this
esearch. Presentations will be 15 minutes. Presentation format may follow the format of the final
esearch report, e.g.
 Summary/Abstract
 Introduction
 Research design and methods
 Results
 Analysis
Assessment Criteria:
 Clearly communicates the research purpose, justification, methods, results and analysis
(10%)
 Adapts the presentation for the specific audience (10%)
 Presentation is well structured and easy to understand, with logical flow across sections
(10%)
 Presentation maintains interest of the audience, via creative delivery, use of presentation
aids, eye contact, emphasis on key points of interest (20%)
 Demonstrated interpretation of findings in light of previous research/theory (20%)
 Presentation stimulates debate among audience (10%)
 Presentation keeps to time allocated (15 minutes) (10%)
 Student provides constructive critical feedback on other students’ presentations (10%)
PUBH6012_Assessment Brief 2 Page 3 of 7
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
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 relation
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.
Knowledge and
understanding
Demonstrated interpretation
of findings in light of previous
esearch/theory (20%)
Clearly communicates the
esearch purpose,
justification, methods results
and analysis (10%)
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
Thorough
knowledge/understandi
ng of the field or
discipline/s. Supports
personal opinion and
information
substantiated by
evidence from the
esearch/course
materials.
Highly developed
understanding of
the field or
discipline/s.
Discriminates
etween assertion
of personal opinion
and information
substantiated by
obust evidence
from the
A sophisticated
understanding of the
field or discipline/s.
Systematically and
critically discriminates
etween assertion of
personal opinion and
information
substantiated by
obust evidence from
the research/course
http:
www.tua.edu.au/media/50742/a240_grading-scheme.pdf
http:
www.tua.edu.au/media/50742/a240_grading-scheme.pdf
PUBH6012_Assessment Brief 2 Page 4 of 7
conflates/confuses
assertion of personal
opinion with
information
substantiated by
evidence from the
esearch/course
materials.
Demonstrates a capacity
to explain and apply
elevant concepts.
esearch/course
materials and
extended reading.
Well demonstrated
capacity to explain
and apply relevant
concepts.
materials and
extended reading.
Mastery of concepts
and application to
new
situations/further
learning.
Critical reasoning,
presentation and defence of
an argument and/or position
Demonstrated interpretation
of findings in light of previous
esearch/theory (20%)
Clearly communicates the
esearch purpose,
justification, methods results
and analysis (10%)
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.
PUBH6012_Assessment Brief 2 Page 5 of 7
Analysis and application
with synthesis of new
knowledge
Demonstrated interpretation
of findings in light of previous
esearch/theory (20%)
Clearly communicates the
esearch purpose,
justification, methods results
and analysis (10%)
Limited synthesis and
analysis.
Limited
application
ecommendations
ased upon 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
analysis/synthesis.
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
ased on the
analysis/synthesis.
Applying knowledge
to new
situations/other
cases.
Use of academic and
discipline conventions and
sources of evidence
Presentation is well
structured and easy to
understand, with logical flow
across sections (10%)
Poorly written with e
ors in
spelling, grammar.
Demonstrates inconsistent
use of good quality, credible
and relevant research sources
to support and develop ideas.
Is written according
to academic genre
(e.g. with
introduction,
conclusion or
summary) and has
accurate spelling,
grammar, sentence
and paragraph
construction.
Is well-written and
adheres to the academic
genre (e.g. with
introduction, conclusion
or summary).
Demonstrates consistent
use of high quality,
credible and relevant
esearch sources to
Is very well-written
and adheres to the
academic genre.
Consistently
demonstrates
expert use of good
quality, credible
and relevant
esearch sources to
Expertly written and
adheres to the
academic genre.
Demonstrates expert
use of high-quality,
credible and relevant
esearch sources to
support and develop
arguments and
PUBH6012_Assessment Brief 2 Page 6 of 7
There are mistakes in using
the APA style.
Demonstrates
consistent use of
credible and relevant
esearch sources to
support and develop
ideas, but these are
not always explicit or
well developed.
There are no
mistakes in using the
APA style.
support and develop
ideas.
There are no mistakes in
using the APA style.
support and
develop
appropriate
arguments and
statements. Shows
evidence of reading
eyond the key
eading
There are no
mistakes in using
the APA style.
position statements.
Shows extensive
evidence of reading
eyond the key
eading
There are no mistakes
in using the APA
Style.
Effective communication
Clearly communicates the
esearch purpose,
justification, methods results
and analysis (10%)
Adapts the presentation for
the specific audience (10%)
Presentation maintains
interest of the audience, via
creative delivery, use of
presentation aids, eye
contact, emphasis on key
points of interest (20%)
Presentation stimulates
Difficult to understand for
audience, no logical/clear
structure, poor flow of ideas,
argument lacks supporting
evidence.
No effort is made to keep
audience engaged, audience
cannot follow the line of
easoning.
Little use of presentation aids,
or the presentation aids and
material used are i
elevant.
Information,
arguments and
evidence are
presented in a way
that is not always
clear and logical.
Attempts are made
to keep the audience
engaged, but not
always successful.
Line of reasoning is
often difficult to
follow.
Information, arguments
and evidence are well
presented