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LO1: Critically consider the research process, including the examination of qualitative and quantitative approaches

dule Number: HSO6000

Module Name: Research Proposal/Methods

Year: 2023/24-Semester 1

Module Tutor/s: Oluwadamilola Okuwobi (6O1/A1), Rajan Bhatta (A2), Muhammad Hossain (6H1/H2), Amberlee Green (6O1)

Assignment Brief:  April 2024

1. Assessment

Assessment Number

001

Assessment Title:

Research Proposal (100%)

Topic chosen by the student

Assessment Length:

4,000 words

Submission Deadline:

 

Learning Outcomes:

LO1: Critically consider the research process, including the examination of qualitative and quantitative approaches.

LO2: Critically consider methodology and approaches used to investigate health and social care.

LO3: Critically review and evaluate the relevant literature.

LO4: Demonstrate consideration of ethical issues.     

LO5: Demonstrate understanding of the research planning process.

Assignment Brief:

  • The assignment is a research proposal, written in a report format which will be used in preparation for your dissertation.
  • You are required to choose a topic of your interest
  • The topic chosen must be relevant for health and social care
  • There should be a clear rationale for the choice, with background detail, such as policy.
  • You will show an overview of the literature you have searched, with an initial critical overview of findings; including consideration of further literature to be examined.
  • The proposal should contain the following: Aims of the study / background or context of the study / an outline of choices of methodology and methods / including an overview of different approaches such as qualitative and quantitative / an outline of the literature review process and brief account of the findings / an account research ethics and importance for health and social care.
  • An appendix should be included which show a table with the literature reviewed, a completed ethics form, any research tools / letters of consent
  • A plan of how you will use the time to complete your dissertation will also be beneficial

Secondary Research Level HE6 - It is expected that the Reference List will contain more than thirty sources to include academic journals and academic books.

Specific Assessment Criteria:

(Please note that the General Assessment Criteria will also apply. Please see section 2)

First class (70% and above): This piece of work shows evidence of wider research with reference to several differing academic viewpoints. The research proposal has critically considered the research process, including the examination of qualitative and quantitative approaches The proposal has critically considered methodology and approaches used to investigate health and social care. The piece of work has provided a critically review and evaluate the relevant literature.  A consideration of ethical issues and demonstration of the research process is presented. Presentation is of a high standard, and in the appropriate research proposal style.  The high number of appropriate sources has been referenced accurately and to a high standard.

Upper Second Class 2 (1) (60-69%):  A clear and informative piece of work with evidence of wider research and discussion. Appropriate examination of qualitative and quantitative approaches is used within the proposal. A sound evaluation of the material resulting in clear and logical conclusions. A good number of appropriate sources have been referenced well, with most complying with the Harvard style.

Lower Second Class 2 (2) (50-59%):  A clear and informative piece of work with evidence of wider research and discussion. A good examination of qualitative and quantitative approaches is used within the proposal. A good evaluation of the material resulting in clear and logical conclusions. A good number of appropriate sources have been referenced well, with most complying with the Harvard style.

Third class (40-49%): A reasonable attempt has been made at researching the research proposal, but greater in-depth discussion and academic debate is required. This piece of work provides a coherent argument but some loss of focus and consistency. Some issues lack clarity, or appropriate examination of qualitative and quantitative approaches are expressed in simplistic terms. Adequate critique, with some descriptive or narrative passages. Conclusions are clear and logical. Most sources accurately cited in the text and an appropriate reference list in largely the correct style is provided.

Fail (39% and below): Demonstrates a lack of basic knowledge of either qualitative or quantitative approaches or practice for this level, with little evidence of understanding. Severely limited arguments. Descriptive or narrative in style with no evidence of critique. An absence of academic sources and poor referencing technique. Students who do not meet the requirements of a third-class grade will not successfully complete the assessment activity.

Submission Instructions:

See Section 11 Guidelines for the Preparation and Submission of written coursework, which will give you details on how to submit your work electronically.  You are required to submit only electronic copies of your written assessments, unless your Module Tutor advises you otherwise.

Advice:

  • Do not cut and paste phrases or paragraphs from published sources. You should seek to use your own words to explain concepts and theory.

If you wish to refer to specific quotes from published sources, then you must use full Harvard presentation (see How to Cite Harvard Style). Information about writing quotations correctly can be found here: https://www.bolton.ac.uk/leaponline/My-Academic-Development/My-Writing-Techniques/Referencing/Level-2/Harvard-Referencing.aspx

  • Do not share work with other students

General Assessment Guidelines-Level HE6

 

Relevance

Learning outcomes must be met for an overall pass

Knowledge and Understanding

Analysis, Creativity and Problem-Solving

Self-awareness and Reflection

Research/

Referencing

Written English

Presentation and Structure

 

Class I
(Exceptional Quality)

85% - 100%

Work is directly relevant and expertly addresses the requirements of the brief.

 

Learning outcomes are met.

Demonstrates an exceptional breadth and depth of knowledge and understanding of theory and practice beyond the threshold expectation for the level.

 

Demonstrates mastery in conceptual understanding of a range of specialised areas.

Presents an exceptional synthesis and critical evaluation of findings from a broad range of relevant sources in order to draw clear, systematic, justified and insightful conclusions.

Provides a sophisticated critical insight and expertly interprets complex matters and ideas.

Demonstrates exceptional creative flair and a high level of originality.

Demonstrates exceptional problem- solving skills and initiative.

Provides insightful reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility.

An extensive range of contemporary and relevant reference sources selected and drawn upon.

 

Sources cited accurately in both the body of text and in the Reference List/ Bibliography.

Writing style is clear, succinct and appropriate to the requirements of the assessment.  An exceptionally well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used.  A wide range of appropriate vocabulary is used.

The presentational style and layout are correct for the type of assignment.

Evidence of planning and logically structured.

Where relevant, there is effective inclusion of, and reference to, figures, tables and images.

Class I
(Excellent Quality)

70% - 84%

Work is relevant and comprehensively addresses the requirements of the brief.

 

Learning outcomes are met.

Demonstrates an excellent breadth and depth of knowledge and understanding of theory and practice for this level.

 

Demonstrates an in-depth conceptual understanding of a range of specialised areas.

Presents an excellent synthesis and critical evaluation of findings from a broad range of relevant sources in order to draw clear, systematic, justified and perceptive conclusions.

Provides a critical insight and clearly interprets complex

matters and ideas. Demonstrates creative flair and a high level of originality.

Demonstrates excellent problem- solving skills and initiative.

Provides excellent reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility.

A wide range of contemporary and relevant reference sources selected and drawn upon.

 

Sources cited accurately in both the body of text and in the Reference List/ Bibliography.

Writing style is clear, succinct and appropriate to the requirements of the assessment. An excellently well written answer with competent, spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used.  A wide range of appropriate vocabulary is used.

The presentational style and layout are correct for the type of assignment.

Evidence of planning and logically structured

Where relevant, there is effective inclusion of, and reference to, figures, tables and images.

Class II/i
(Very Good Quality)

60% - 69%

Work is relevant and addresses most of the requirements of the brief well.

 

Learning outcomes are met.

Demonstrates a thorough breadth and depth of knowledge and understanding of theory and practice for this level.

Demonstrates a sophisticated conceptual understanding of a range of specialised areas.

Presents a perceptive synthesis and critical evaluation of findings from a range of relevant sources in order to draw clear, justified and thoughtful conclusions.

Interprets complex matters and ideas well. Demonstrates a good level of creativity and originality.

Demonstrates strong problem- solving skills.

Provides very good reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.

A wide range of relevant reference sources selected and drawn upon.

 

Sources cited accurately in the main in both the body of text and in the Reference List/ Bibliography.

Writing style is clear, succinct and appropriate to the requirements of the assessment. A very well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A range of appropriate vocabulary is used.

The presentational style and layout are correct for the type of assignment.

Evidence of planning and logically structured in the main.

Where relevant, there is effective inclusion of, and reference to, figures, tables and images.

Class II/ii
(Good Quality)

50% - 59%

Work addresses key requirements of the brief. Some irrelevant content.

 

Learning outcomes are met.

Demonstrates a sound breadth and depth of knowledge and understanding of theory and practice for this level.

 

Demonstrates a sound conceptual understanding of specialised areas.

Presents a logical evaluation of findings from a range of relevant sources in order to draw clear and justified conclusions.

Interprets some complex matters and ideas. Demonstrates some creativity.

Demonstrates effective problem-solving skills and initiative.

Provides good reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.

A range of relevant reference sources selected and drawn upon.

 

Most sources accurately cited both the body of text and in the Reference List/Bibliography.

Writing style is mostly appropriate to the requirements of the assessment. Grammar, spelling and punctuation are generally competent and minor lapses do not pose difficulty for the reader. Paragraphs are structured and include some linking and signposting. Sentences are complete.

A range of appropriate vocabulary is used.

The presentational style and layout are correct for the type of assignment.

Logically structured in the most part.

Inclusion of figures, tables and images but not all relevant or referred to.

Class III
(Satisfactory Quality)

40% - 49%

Work addresses the requirements of the brief, although superficially in places. Some irrelevant content.

 

Learning outcomes are met.

Demonstrates a sufficient breadth and depth of knowledge and understanding of theory and practice for this level.

 

Demonstrates a conceptual understanding of some specialised areas.

Presents an evaluation of findings from a range of sources in order to draw some valid conclusions.

Interprets some complex matters and ideas but with descriptive passages evident which lack clear purpose.

Demonstrates creativity in places.

Demonstrates sufficient problem- solving skills and initiative.

 

Provides some reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.

Some relevant reference sources selected and drawn upon.

 

Some weaknesses in referencing technique.

Writing style is occasionally not appropriate for the assessment.

Grammar, spelling and punctuation are generally competent, but may pose minor difficulties for the reader. Some paragraphs may lack structure, and there is limited linking and signposting. Some appropriate vocabulary is used

The presentational style and layout are largely correct for the type of assignment.

Adequately structured.

Inclusion of some figures, tables and images but not all clear, relevant and/or referred to.

Borderline

Fail
35% - 39%

Work addresses some of the requirements of the brief. Irrelevant and superficial content.

 

One or more learning outcomes have not been met.

Demonstrates a lack of knowledge and understanding of theory and practice for this level. Demonstrates Insufficient conceptual understanding of specialised areas.

Presents a limited evaluation of findings from set sources.

Descriptive or narrative passages evident which lack clear purpose.

Demonstrates little creativity.

Demonstrates insufficient problem- solving skills and initiative.

 

Provides limited reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, when required.

Sources selected are limited and lack validity/relevance.  

 

Poor referencing technique employed. LO1: Critically consider the research process, including the examination of qualitative and quantitative approaches

Writing style is unclear and does not match the requirements of the assessment. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear in places. Paragraphs are poorly structured.

For the type of assignment, the presentational style, layout and/or structure are lacking.

Inclusion of figures, tables and images but not clear, relevant and/or referred to.

Fail

 

Work does not address the requirements of the brief. Irrelevant and superficial content.

 

One or more learning outcomes have not been met.

Demonstrates inadequate knowledge and understanding of theory and practice for this level.

 

Demonstrates Insufficient conceptual understanding of relevant areas.

Analysis is weak and poorly constructed with inadequate sources drawn upon. 

Demonstrates little or no creativity.

Demonstrates a lack of problem- solving skills and initiative.

 

Provides inadequate reflection and self-awareness in relation to the outcomes of own work and personal responsibility, when required.

An absence of relevant sources selected and drawn upon.

 

Poor referencing technique employed.

Writing style is unclear and does not match the requirements of the assessment in question.

Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear. Unstructured paragraphs.

For the type of assignment, the presentational style, layout and/or structure are lacking.

 

Inclusion of figures, tables and images but not clear, relevant and/or referred to.

 


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