– What do you anticipate you would find if you conducted this research in real life,

ASSESSMENT 3: Research Proposal
3.0 Assessment Description Research Proposal Now that you have completed the literature review, research question, research methodology and ethics proposal, you are ready to merge all these parts into one full research proposal. You have received feedback on assessments 1 and 2; this assessment is an opportunity to bring this feedback together, to make a strong and professional research proposal.
When you completed your ethics proposal, you were required to discuss how you would conduct the data collection, and the individuals / groups you engaged with. For this assessment, you are required to provide the following sections in your submission:
Research Question
Literature Review
Research Methodology (including limitations)
A brief statement stating that you have completed an Ethics Application for this submission
Data collection techniques
Anticipated findings – what do you hope to find in undertaking this research?
Limitations of your research
Future research findings
Conclusion
Obviously you will not have time to actually conduct this research project, but by this stage you should have a framework that can be used for when you conduct research in future. Consider the following questions when completin g this assessment:
What do you anticipate you would find if you conducted this research in real life, based on assessments 1 and 2? This can be discussed in the Anticipated findings sections.
How can this research be expanded in future to consider other related areas? This can be discussed in the Future research findings section.
What might you improve if you were to do another research project? This can be discussed in the limitations and future research findings sections.
1.1 Rubric
Student Name: Student Number:
Assessment Task: Research Proposal
Overall Quality of Assessment
High Distinction (85%>)
A high distinction grade is given to assessments, which almost always exceed accepted tertiary standards in terms of content,
organisation, conventions, or presentation.
Distinction (75-84%)
A distinction grade is given to assessments, which reach, and often exceed, accepted tertiary standards in terms of content, organisation, conventions, or presentation.
Credit (65-74%)
A credit grade is given to assessments, which reach, and sometimes exceed, accepted tertiary standards in terms of content, organisation, conventions, or presentation.
Pass (51-64%)
A passing grade is given to assessments, which generally reach accepted tertiary standards in terms of content, organisation, conventions, or presentation.
Fail (
A failing grade is given to assessments which manifestly do not reach accepted tertiary standards in terms of content, organisation, conventions, or presentation (as outlined below).
Overall Grade
NB: Students should be aware that a raw mark attained for a piece of assessment may not be the same as the final mark and corresponding grade awarded by Excelsia College Moderation Committee. Comments: Lecturer Name: Date:
Assessment Criteria
HIGH DISTINCTION
DISTINCTION
CREDIT
PASS
FAIL
Demonstrates ability to
Different sections of
Different sections of
Different sections of
Different sections of
Different sections of
combine different
research show
research show skilful
research clearly show
research adequately
research do not show
sections of the research
outstanding process
process and flow, are
process and flow, are
show process and flow,
clear process and flow,
process with
and flow, are
well connected, and
well connected, and
may be somewhat
are disjointed, and do not
understandable process
seamlessly connected,
address a pertinent
address a pertinent
disjointed, and basically
meaningfully address a
and flow, in order to
and address a critically
social work research
social work research
address a social work
pertinent social work
address a pertinent social work research question
important social work
research question in an exemplary and / or
question in a critical and detailed manner
question
research question
research question
novel manner
30%
Clear and thorough
Skilful and detailed
Detailed discussion of
Clear discussion of data
Adequate though
Vague and unclear
discussion of data
discussion of data
data collection
collection processes,
somewhat unclear
discussion of data
collection processes,
collection processes,
processes, findings
findings and anticipated
discussion of data
collection processes,
findings and anticipated
findings and
and anticipated
findings, and a sound
collection processes,
findings and anticipated
findings, highlighting
anticipated findings,
findings, and a
demonstration of
findings and anticipated
findings, a lack of person-
person-centred and
and am exemplary
reflective and critical
person-centred and
findings, and a basic
centred and respectful
respectful research
and insightful
demonstration of
respectful research
demonstration of
research approaches
approaches
demonstration of
person-centred and
approaches
person-centred and
person-centred and
respectful research
respectful research
respectful research
approaches
approaches
approaches
30%
Limitations, Future
Insightful awareness
Clear awareness of
Clear awareness of gaps
Basic awareness of gaps
No awareness of gaps in
Directions and
of gaps in research,
gaps in research, and
in research, and how
in research, and how
research, or how issues
Conclusion demonstrate
and how issues arising
how issues arising
issues arising from
issues arising from
arising from proposal
an awareness of extant
from proposal could
from proposal could
proposal could be
proposal could be
could be developed in
gaps in research, and the
be developed in future
be developed in future
developed in future
developed in future
future research
opportunities to further
research, with
research, with
research
research
develop research in
innovative examples
examples of how this
future
of how this might
might occur
occur
30%
Appropriate use of unit texts and other academic sources
Unit texts or other academic sources rigorously utilised
throughout
Unit texts or other academic sources consistently well
utilised throughout
Unit texts or other academic sources well utilised throughout
Unit texts or other academic sources adequately utilised
Unit or other academic sources poorly used throughout
5%
Appropriate use of APA
Complete adherence
Consistent adherence
Sound adherence to
Adequate adherence to
Poor adherence to APA
7
th
edition
to APA 7
th
edition
conventions, with no errors
to APA 7
th
edition
conventions, with infrequent and minor
APA 7
th
edition
conventions, with some minor errors
APA 7
th
edition
conventions, with some errors
7
th
edition conventions, with frequent errors
errors
5%
NB:
Students should be aware that a raw mark attained for a piece of assessment may not be the same as the final mark and corresponding grade awarded by Excelsia College Moderation Committee.
Attachments:
10507460_1_Assessment-3-Description-and-Criteria.pdf
10507460_2_Assessment-3-Research–Final–Proposal-Checklist-1—1-.docx
10507460_3_Assessment-1–Resource-.docx
10507460_4_Assessment-2–resource-.docx