Before 10am on:

20 working days after deadline (L4, 5 and 7)
15 working days after deadline (L6)
10 working days after deadline (block delivery)

Unit title & code

ASS113-2 Research 2: Exploring Data

Assignment number and title

One – A secondary research portfolio

Assignment type

Portfolio

Weighting of assignment

100%

Size or length of assessment

Complete the template provided

Unit learning outcomes

Demonstrate the following knowledge and understanding

Of the research process and the key methods of analysing data within social science research

2. Demonstrate the following skills and abilities:

Able to write a feasible research question that is related to the course content, searching the literature, collecting other types of existing data and conducting data analysis in secondary research.

What am I required to do in this assignment?

Assessment 1 is a secondary research portfolio demonstrating data analysis. Students are expected to produce evidence of data analysis including, initial coding, refining codes and generation/development of themes based on a feasible research question. Students should also provide evidence of developing a clear search strategy and rationale for data selection.

Portfolio should include evidence of:

identifying a research question 

an initial search strategy and selection of appropriate data (journal articles, newspaper articles, political speeches) to analyse in relation to their question

Provide an overview of the characteristics of data collected (e.g., journal articles: author, date of publication, journal, research question(s), participants, methods of data collection.

Evidence of two out of three of the following methods:

a thematic literature review.

Content analysis (either quantitative or qualitative)

Discourse analysis

Include evidence of initial coding of chosen documents

Produce evidence of the development of themes/data analysis – such as a coding grid

Write 500 words methodology section.

Define explain themes/trends.

Demonstrate logical choices in their decision-making regarding choice of data and methods chosen

A template portfolio would be provided to students.

Ensure that you include sufficient references to support the points you are making, this will include justifying the data collection and analysis methods chosen, supporting your rationale with evidence and citing all your data sources. You will need to refer to at least two books on social research methods together with peer-reviewed journal articles and other appropriate sources.

You are expected to develop a specific research question. It is strongly recommended that you start developing your research question early and have your question confirmed by the seminar tutor before starting work on your assignment.

You must choose appropriate research methods which allow you to collect and analyse the data you need for answering your research question.

Ensure that you include your in-text references. In all cases, in-text references must match up with what appears in your reference list. Every in-text citation should correspond to a reference on the list at the end (and vice versa).

You must use the Harvard referencing system. The University officially advises students to use the following website for referencing guidelines: https://www.citethemrightonline.com/

You must write in your own words. You are reminded that plagiarism of any type will be penalised and result in a fail.

Students are expected to read the assignment brief carefully (especially the rubric in the ‘Marks and Feedback’ section) and complete this section during the teaching sessions in which the assignment is discussed.

What do I need to do to pass? (Threshold Expectations from UIF)

Develop a feasible research question for a small scale undergraduate secondary research project

Collect appropriate data and analyse the data using one of the methods allowed to answer the question

Maintain focus and present your findings in a logical manner.

How do I produce high quality work that merits a good grade?

This section is to be left blank and completed by the students in an in-class Assessment Dialogue.

The assessment brief is discussed during an in-class session with students, explaining the assessment, the rubric and marking criteria.

How does this assignment relate to what we are doing in scheduled sessions?

You will develop your enquiry skills through exploring different types of qualitative and quantitative data and analysing the data using various research methods. As we cover a different method of analysis each week, you will be expected to actively participate in the process of data analysis during the workshops to identify key themes and trends in data.

You will develop knowledge and understanding of different methods of qualitative and quantitative data analysis. You will understand how that data analysis stage fits within the whole research process.

70%+ (1st Class)

60-69% (2:1)

50-59% (2:2)

40-49% (3^rd Class)

Threshold Standard

30-39% (Fail)

0-29% (Fail)

1

Developing a Research Question (10%)

A clear, feasible research question is defined related to the course content. Demonstrating an excellent understanding of the research method and a clear logical link to the method of data analysis.

A feasible research question is defined related to the course content. Demonstrating a good understanding of the research method and a logical link to the method of data analysis.

A feasible research question is defined related to the course content based on partial understanding of the research method and a somewhat logical link to the method of data analysis.

A research question related to the course content is identified but the question is too descriptive, too broad or vague. But a reasonable link to the method of data analysis is evident.

Research question identified is not feasible and/or not related to the course content. Little rationale has been provided for choices or rationale not convincing.

Research question not identified and/or not clearly related to the course content

2

data collection and search strategy 20%)

A well defined and systematic search strategy is evidenced. Including a clear account of: databases searched; search terms; inclusion/ exclusion criteria; Clear evidence of critical appraisal of sources and logical choices; Demonstration of clear understanding of ethical considerations relevant to secondary research.

A reasonably well defined and mostly systematic search strategy is evidenced. Including some of the following key elements: databases searched; search terms; a reasonable account of inclusion/ exclusion criteria. Some evidence of critical appraisal of sources and logical choices. Demonstration of some understanding of ethical considerations relevant to secondary research.

An attempt at a reasonably well defined search strategy is evidenced. There is an attempt to include an account of inclusion/ exclusion criteria. There is some mention of ethical considerations relevant to secondary research.

An attempt to define a search strategy is evidenced. There is some effort made to explain parameters for their search and how it was carried out – although some key elements may be missing.

Search strategy is not clear. The included steps are not clear or logical. Key elements are missing.

No clear search strategy is evidenced.

3. Understanding methods of data analysis

(25%)

There is demonstration of clear understanding of multiple methods of data analysis (two of either thematic/content or discourse analysis). Students have demonstrated their knowledge and evidenced the application with reference to multiple research texts

There is demonstration of understanding of multiple methods of data analysis (two of either thematic/content or discourse analysis). Students have demonstrated either their knowledge or evidenced the application with reference to multiple research texts

There is demonstration of understanding of methods of data analysis (one of either thematic/content or discourse analysis). Students have demonstrated either their knowledge or evidenced the application with reference to research texts

There is an attempt to demonstrate some understanding of methods of data analysis. Students have attempted to convey either some knowledge or evidenced the application with reference to research texts

There is a lack of clarity in understanding of methods of data analysis. Students have made some attempt to demonstrate their knowledge or evidence the application but without reference to research texts

There is a lack of clarity in understanding of methods of data analysis. Students have made no attempt to demonstrate their knowledge or evidence the application. There is no reference to research texts

4

Coding and generation of themes/ trends

(25%)

There is clear evidence of the various stages of coding and the generation of themes/trends. A systematic approach has been employed throughout. Themes are clearly defined and explained. There are references to research texts throughout.

There is evidence of the various stages of coding and the generation of themes/trends. A somewhat systematic approach has been employed. Themes are generally clearly defined and explained. There is reference to research texts.

There is evidence of some of the key stages of coding and the generation of themes/trends. A somewhat systematic approach has been employed. Themes are generally defined and explained. There is some reference to research texts.

There is evidence of some of the stages of coding and the generation of themes/trends. This may be haphazard – and not systematic in process. Themes are not either clearly defined or explained. There is little reference to research texts.

There is little evidence of the stages of coding or how themes/trends were generated. This may be haphazard – and not systematic in process. Themes are not clearly defined or explained. There is no or little reference to research texts.

There is no clear evidence of the stages of coding or how themes/trends were generated. Themes are not defined or explained. There is no reference to research texts.

5

Referencing and the use of appropriate academic sources

(10%)

Draws on an excellent range of appropriate academic sources. Including at least two different research texts. Clear consistent and accurate referencing using the Harvard style.

Draws on a good range of appropriate academic sources. Including at least two different research texts. Mostly clear consistent and accurate referencing using the Harvard style.

Draws on a reasonable range of appropriate academic sources. Including at least one different research texts. There is an attempt to reference in the Harvard style but there may be errors in formatting, or a few citations missed.

Draws on some academic sources. Including at least one different research text. There is an attempt to reference in the Harvard style but there are many errors in formatting and citations are missed.

Draws on few academic sources. Fails to include any research texts. And many referencing errors throughout the work.

There is little or no reference to academic sources. Fails to include any research texts. And there frequent referencing errors throughout the work.

6

Grammar, spelling, structure and written expression

(10%)

The work is both highly literate and articulate; the student communicates ideas effectively. Sentences are clear, accurate and expressive. There are very few grammatical or spelling errors.

The work is largely written in clear and effective English, however there may be a small number of poor choices of words and phrasing and some uncorrected errors.

The student’s writing is comprehensible, but the student’s ideas are not communicated effectively in some parts due to grammatical mistakes or the way work is written.

The student’s writing is generally comprehensible, but the work is poorly structured and written. There are grammatical and spelling errors and poor choice of words and phrasing in many places.

Expression is often unclear, and meanings may not be satisfactorily communicated. There are regular errors of grammar, spelling and punctuation that should have been addressed by this stage.

Work is very difficult to follow.