Assessment 2 Detailed Analysis of the Research Method: Narrative Inquiry
- Subject Code :
EDUC502
Assessment 2 Detailed analysis of a the research method Narrative Inquiry
You are required to present anessay explicating one of the methods listed below (history of its development, strengths, weaknesses) before concluding with a consideration as to how/why this method could be useful in your education classroom.
This task will assess you on the following Unit Learning Outcomes:
- Demonstrate knowledge of research principles (CLO 1.2).
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2).
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO 2.3).
- Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO 3.1).
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2).
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO 2.3).
- Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO 3.1).
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
2,500 words (not including reference list)
- research method:
- Historical development of the method- including purpose for development of method, disciplinary origins, rationale for revisions to method over time
- Data sample/selection considerations relevant to the method
- Key advantages of method (contexts for suitable application)
- Key limitations inherent to the method, bounds of intended uses
- Quality criteria relevant for evaluating the method
- How and why this method can inform your professional context
Include a reference list in current APA style.
File Format:Word Document
Filename:Surname, unit code, assessment name e.g., BellocchiEUN672Ass2.doc
Cover Page:Full name, student number, unit code and name, word count (excluding reference list)
Font:12 point Times New Roman
Spacing:1.5 (preferred) or double for essay, single spacing for reference list.
Rubric
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Criteria & Weighting |
Standards Descriptors |
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High Distinction |
Distinction |
Credit |
Pass |
Marginal Fail |
Fail |
Low Fail |
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Demonstrate knowledge of research principles |
Essay evidences deep engagement and understanding of principles of research method development and design (i.e., a-f). Principles are presented accurately, clearly and comprehensively, demonstrating understanding of central ideas relating to aspects a-f. |
Essay evidences deep engagement with principles of research method development and design (i.e., a-f). Principles are presented accurately, clearly and comprehensively, demonstrating understanding of central ideas relating to aspects a-f. |
There is variability (deep to superficial engagement) in level of comprehension, clarity and accuracy of information and arguments relating to elements a-f. |
Demonstrated comprehension and understanding of chosen research design relating to aspects a-f. |
Reproduces information from sources. Presents incorrect statements about elements a-f of chosen method. |
An essay or document has been submitted that addresses a research method that responds to one or more of a-f. |
An essay or document has been submitted that addresses a research method. |
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Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories |
Presents a critical understanding of key ideas relating to a-f demonstrating nuanced and contextually relevant discussion of the chosen method. Comprehensive discussion of methods affordances and constraints, evidencing insights that extend beyond the obvious. Demonstrates judicious analysis of key ideas (e.g., a-f) and evaluation of the chosen method. Shows discernment around relevance of method critiques identified in the cited sources. |
Presents a comprehensive understanding of key ideas relating to a-f demonstrating nuanced and contextually relevant discussion of the chosen method. Comprehensive discussion of methods affordances and constraints. Demonstrates judicious analysis of key ideas (e.g., a-f) and evaluation of the chosen method. Shows discernment around relevance of method critiques identified in the cited sources. |
Majority of ideas from elements a-f are presented critically, with uncritical discussion included for some elements. Evaluation has been attempted for some ideas. Demonstrates knowledge of key critiques of chosen method. |
Presents a range of arguments based in cited sources identifying key affordances and constraints of chosen method. Demonstrates understanding and comprehension of other authors judgements through reliance on cited sources for framing arguments. |
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Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences |
Cited sources reveal discerning approach to literature selection and use in framing key arguments within the essay. Arguments are clearly constructed and articulated to reveal justified conclusions for claims presented. Demonstrates discerning judgement and discussion of professional applications of chosen method. Written communication is of a high academic standard including expression, APA referencing, and essay structure. |
Cited sources reveal accurate and meaningful approach to literature selection and use in framing key arguments within the essay. Arguments are clearly constructed and articulated to reveal justified conclusions for claims presented. Demonstrates discerning judgement and discussion of professional applications of chosen method. Written communication is of a high academic standard including expression, APA referencing, and essay structure. |
Cites sources appropriately in support of arguments and claims made in the essay. The majority of arguments or claims are substantiated with appropriate use of existing literature. Demonstrates meaningful consideration of aspects of the chosen method for professional applications. Written communication is of a high academic standard including expression, APA referencing, and essay structure. |
Essay is structured in a way that presents clear and organised response to task requirements including all elements a-f. Essay presents discussion of suitable application of chosen method in a professional context. |
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Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability |
Essay demonstrates evidence of synthesis of ideas based on cited sources to formulate original arguments about the chosen method and its application in a professional context. Identifies and justifies possibilities for future professional uses of chosen method through consideration of relevant elements from a-f. |
Essay demonstrates evidence of synthesis of a number of ideas based on cited sources to formulate original arguments about the chosen method and its application in a professional context. Identifies and justifies possibilities for future professional uses of chosen method through consideration of relevant elements from a-f. |
A select number of ideas are presented based on cited sources to formulate clear arguments about applications of the chosen method in a professional context. |
Discusses uses of method in professional context accurately based on cited sources. Demonstrates consideration of uses of chosen method in professional context through a limited set of examples. Consideration of elements from a-f is evident. |
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Demonstrates ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education |
Overall essay logically follows from insightful and detailed analysis of sources and their relative quality. Overall execution of the assessment task makes a significant scholarly contribution to understanding the chosen method. |
Overall essay logically follows from detailed analysis of sources and their relative quality. Overall execution of the assessment task makes a significant scholarly contribution to understanding the chosen method. |
Overall essay follows from some analysis of sources. Overall execution of the assessment task makes a modest scholarly contribution to understanding the chosen method. |
Overall essay follows from basic analysis of sources. Overall execution of the assessment task is consistent with existing scholarly understandings of the chosen method. |
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This rubric will be operationalised into the following marking key. All CLOs are weighted equally.
EUN672 Assessment 2 Detailed Analysis of a Research Method Marking Guide
- Demonstrate knowledge of research principles
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Outstanding |
Very Good |
Good |
Satisfactory |
Unsatisfactory or NA |
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|
Identifies method, the purpose of its development, disciplinary origins/paradigms, rationale for revisions to method over time |
? |
? |
? |
? |
? |
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Links method to how data sampling/selection function in relation to the method |
? |
? |
? |
? |
? |
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Outlines the strengths and limitations of chosen method |
? |
? |
? |
? |
? |
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice
|
Outstanding |
Very Good |
Good |
Satisfactory |
Unsatisfactory or NA |
|
|
Explains and justifies quality criteria relevant for evaluating the method |
? |
? |
? |
? |
? |
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Synthesises a range of sources |
? |
? |
? |
? |
? |
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
|
Outstanding |
Very Good |
Good |
Satisfactory |
Unsatisfactory or NA |
|
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Constructs a clear and logical argument |
? |
? |
? |
? |
? |
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Utilises appropriate research language and technical vocabulary |
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Demonstrates appropriate language conventions (spelling, grammar, paragraphing) |
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APA Referencing |
? |
? |
? |
? |
? |
- Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability
|
Outstanding |
Very Good |
Good |
Satisfactory |
Unsatisfactory or NA |
|
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Thoughtfully suggests how and why this method can inform research in professional education contexts (synthesis) |
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? |
? |
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Strengths and limitations outlined in 1 (above) used to evaluate the usefulness of this method for professional contexts |
? |
? |
? |
? |
? |
- Demonstrates ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education
|
Outstanding |
Very Good |
Good |
Satisfactory |
Unsatisfactory or NA |
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Uses a range of sources to inform detailed analysis of a research method |
? |
? |
? |
? |
? |
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Overall evaluation logically follows from detailed analysis of sources and their relative quality |
? |
? |
? |
? |
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Overall execution of the assessment task makes a scholarly contribution to understanding chosen method |
? |
? |
? |
? |
? |
