Physical and Sport Education

 

PSE 6001

Research Project

Semester 1

2015/2016
School of Education, Theology and Leadership

Module Convenor: Michael Hobson
Email: michael.hobson@stmarys.ac.uk Telephone: 020 8240 4096
Disclaimer

The information in this Handbook is correct at the time of publication. The University reserves the right to make amendments to aspects of the degree programme as set out in this Handbook including its content, timetable, assessment, location and methods of delivery, and therefore also to other sources of information on the Programme such as the University website. The University also reserves the right to make amendments to its regulations, policies, procedures and fee structures.

Any such amendments will be made because they have been deemed reasonably necessary by the University, and may be due to circumstances beyond the University’s control. In the event that such amendments are made, the University shall take reasonable steps to notify you as soon as is reasonably possible.

Please note:

If you require any part of this publication in larger print, or in an alternative format, please contact:

Disability and Dyslexia Support Service
Tel: 020 8240 4353
Email: dyslexia&disability@stmarys.ac.uk
Visit us in person in Rooms J209 and J213 (J Building – 2nd Floor).

Contents
Module Aims 4
Learning Outcomes 4
Your Responsibility 5
Teaching/Learning Strategy 6
Lectures 6
Resources 7
Lecture and Seminar Programme 9
Assessment 12
Rationale for Assessment 12
Assessment Schedule 12
Deadline for Assessment Submission 12
Feedback 12
Help with your assignment 13
Tips on good academic practice 13
Examples of what we like to see in assignments 14
Things what we strongly suggest that you avoid 15
Meeting your deadlines 16
School Extenuating Circumstances Procedure 16
Academic Misconduct – Guidelines for Students 17
Marking and Moderation Process 18
How is my work marked? 18
What happens next? 19
Examination Board Process 20
Assessment Grading Criteria for written work 21

Module Aims:
This module aims to allow students to undertake an in-depth independent study of a specific area within physical and sport education. It is designed to develop student knowledge and critical understanding of a selected topic.

Module Learning Outcomes:

On successful completion of this module students will be able to demonstrate the following:

Knowledge and Understanding
1. An ability to demonstrate a critical understanding upon chosen topic area.
2. An ability to write an abstract for a conference or academic journal

Cognitive Skills
3. An ability to critically analyse and interpret a breadth of relevant literature.
4. An ability to critically evaluate the relevance and practical application of research findings
Performance and Practice
5. The ability to plan, design and execute a substantive piece of independent research and communicate the findings in an appropriate academic style
6. The ability to apply ethical and professional codes of conduct to research practice
7. The ability to sustain a project keeping to formative and summative deadlines and keep a record of meetings
Personal and Enabling Skills
8. The ability to communicate effectively in a range of situations
9. The ability to reflect on the importance of the research project in relation to employability
Module Content:

The module consists predominantly of self-directed study; therefore students will be working largely independently. There are a number of structured sessions to direct students at the beginning of the module. Following this, students will meet with their supervisor on regular occasions for advice and to ensure they are working on the right track. These meetings are scheduled by the students and supervisor at times convenient to both.
The Research Proposal
Literature review
Research Design/ Rationale
Methodology
Methods
Planning
Completing the research proposal
Ethical approval
Risk assessment
Time line
Future plans (PDP)

Getting started
Booking equipment and facilities
Recruiting participants
Preparing Information sheet and gaining written informed consent
Data collection

Writing the report
Selecting appropriate format
Selecting content
Data analysis
Results
Discussion
Implications for Practice

DFE/TDA Teachers’ Standards (2012)
• Provides evidence that can be considered for: Part 1 Standards 1, 2, 3, 4, 5, 6, 7 & 8; Part 2

Physical and Sport Education Professional Standards
• Provides evidence that can be considered for: Standards P1, P2, P3,P4, P5, P6, P7, P8, P9, P10, P11 & P12
Your Responsibility

It is important for your success on the module that you make every attempt to attend all the sessions, and therefore attendance is an expectation, and registers will be taken. If you cannot attend please inform the module convenor or programme administrator by 9am on the morning of the session (leave a phone message, or send an e-mail), and explain why you will be absent. If you are having problems that make attendance difficult for you, then please seek advice. You should check MyModules and your St. Mary’s University e-mail on a regular basis (at least twice a week, more often is preferable) to ensure that you have the latest information. Making the checks is your responsibility; we can put the information out there, but you have to do your part by reading it!

You are responsible for your own learning experience. Class contact will consist of a
weekly 3hr lecture, including practical activities and tutorials. Approximately 10 hours per week of private study is expected in addition to class contact. Students are expected to do a significant amount of background reading and note-taking outside of timetabled sessions.

Take the initiative – do not expect to be spoon-fed everything you need to know!

If you are getting lost, confused, or struggling in any way, then please seek help sooner
rather than later; we promise to listen, and if possible, to do what we can to help you sort
out any problems, even if the problems are entirely of your own making, but for us to help you, you have to let us know that you need help.
Teaching/Learning Strategy

Class contact will consist of a weekly 3hr lecture, including practical activities and tutorials.

Lectures
Each topic is introduced in the lecture. In general each individual lecture will cover two
main areas and aims to support the acquisition of knowledge by providing a structured
framework for further study. You are expected to make your own notes during the
lecture. You should work on your note-taking skills to ensure that you develop a
technique which works for you. You should try to read any suggested material before the lecture. After the lecture, ensure your notes are organised and comprehensible,
and supplement them with further reading. These will be a valuable resource when the time comes to revise for the assessment.
Seminars/workshops

The weekly seminars/workshops are given in smaller groups, with more scope for discussion.
Resources:

Alvesson, A. and Skoldberg, K.
2009 Reflexive Methodology Sage Publications
Armour, K. A. and MacDonald 2012 Research Methods in Physical Education and Youth Sport
London: Routledge
Bailey, R. and Kirk, D. 2009 The Routledge Physical education Reader
London: Routledge
Beck, J. and Earl, M. (eds)
2003 Key Issues in Secondary Education London: Continuum
Briggs, A. R.J. and Coleman, M. 2012 Research Methods in Educational Leadership & management
London: Sage Publications
Cohen, L., Manion, L. and Morrison, K.
2011 Research Methods in Education London: Routledge
Fullan, M. 2007 The New Meaning of Educational Change 4th Ed
Routledge Publications
Mauthner, N. and Doucet, A. 2012 Narrative Analysis Sage Publications
McNiff, J. 2010 Action Research for Professional Development
September Books
Sparkes, A. & Smith, B. 2013 Qualitative Research Methods in Sport, Exercise and Health: From Process to Product
London: Routledge
Wragg, E. C. 2004 The Routledge Falmer reader in Teaching and Learning
London: Routledge Falmer
Thomas, G 2009 How to do your research Project
London: Sage
Taber, K. S. 2007 Classroom-based Research and Evidence-based Practice London: Sage Publications
Academic Journals

Physical Education and Sports Pedagogy
British Journal of Physical Education
European Journal of Physical Education
JOPERD
Sport Education and Society
Qualitative Research in Sport Exercise and Health

Other sources

PE matters
JOPERD
Internet sources

www.education.gov.uk

This is not a definitive or comprehensive list. There are many useful and interesting texts
available, ranging from introductory outlines to advanced texts. You should make a point of checking what is available in both the library and book shops.

Course Materials

The module is supported by the publication of PowerPoint slides and on occasions by various handouts which contain outline materials for each topic. These materials are not intended to be comprehensive, and are definitely not a substitute for text books and journals. They are to be used in conjunction with your own lecture notes and further reading.

All materials will be posted on ‘MyModules’.

One of your priorities during the semester should be that you check ‘MyModules’ regularly.
Lecture and Seminar Programme
WEEK DATE/TIME LECTURE STAFF
5 21st Sep 2pm-5pm

Introduction to supervision process and the module 2pm Lecture (K217) All staff to meet with tutees
3pm-5pm Meet with supervisor –explanation of supervision sheet & elective workshops (K217, K107, K115, E148 & staff offices)
6 28th Sep 2pm- 5pm

Research conference: Structuring a research project from Inception to completion 2pm Key note Lecture
K217 Where possible all staff to meet with Tutees at 4pm
3pm Student Presentations
(K217, K107, K115, E148)
4pm Meet with supervisors
(K217, K107, K115, E148 & staff offices)
7 5th Oct 2pm-5pm 2pm Nikki Angheleri- Critical reading (K217)
3pm – Pre Study tasks. Lit Reviews & Ethics Forms (K217)
4pm- Completing your ethics form
(K217, K107, K115) Optional Workshop: Maximising Library resources(E148)
8 12th Oct 2pm-5pm 2pm Nikki Angheleri- Successful writing for Literature Reviews (K217)
3pm Using scales and quantitative survey
DB (E148)
4pm- Completing your ethics form
(K217, K107, K115, E148)
Deadline: 18th Oct, Midnight- Ethics Forms due
9 19th Oct 2pm- Community of Practice
(K107, K115, E148)
3pm Optional Workshop Preparing for and completing Quantitative Methodologies (E148)
10 26th Oct Half term
11 2nd Nov 2pm-5pm 2pm-3.30pm Optional Workshop: Sentences, Grammar & Punctuation
(NA) (E148) 2pm-3.30pm
Optional Workshop: Applying conceptual frameworks (K107)
2pm-3.30pm Optional Workshop: Sentences, Grammar & Punctuation
(NA) (E148) 2pm-3.30pm Optional workshop: Revisiting Ontology, Epistemology & Paradigm (K115)
Deadline: 9th Nov, 12midday- Lit Review Draft Due
13 16th Nov

Methodology workshop: Unpicking & Preparing Types of Enquiry 2pm-3.30pm Narrative Enquiry (NC)

(K107)
2pm-3.30pm Phenomenological

Enquiry(MH)
K115 2pm-3.30pm Evaluative
Enquiry
(CD)
(K106)
3.30-5pm Participant Reflections
(AP) (K115) 3.30-5pm Questionnaire’s
(K106) 3.30-5pm Technological Observations
(TS) (E148)

14 23rd Nov

Methodology workshop: Preparing & Collecting Data 2pm-3.30pm Narrative Interviews (NC)
(K107) 2pm-3.30pm Phenomenological

Interviews (MH) (K115) 2pm-3.30pm Field Notes

(AP)
(K106)
3.30-5pm
Visual Methods
Interviews (JF)

(K115) 3.30-5pm 3.30-5pm
15 30th Nov 2pm-5pm

Presentation of Lit Review & Methodology posters TBC
16 7th Dec

Feedback Tutorials Organised with staff All staff to meet with tutees
24 1st Feb 2pm- 5pm Key Note lecture representing your findings?
25 8th Feb 2pm -5pm Analysing and presenting your findings Narrative Analysis Interpretive phenomenological Analysis Network Analysis & Construct Mapping Thematic Analysis
Statistical Analysis recap
26 15th Feb Half Term
27 22nd Feb 2pm- 5pm Nikki Angheleri – Developing an argument
28 29th Feb 2pm-5pm Writing your abstract and introduction
Deadline: 7th Mar, 12midday- Methodology & Results and Discussion Draft Due
29 7th Mar 2pm-5pm TBC
30 14th Mar 2pm-5pm TBC
31 21st Mar 2pm-5pm Easter
32 28th Mar 2pm-5pm Easter
33 Wednesday 6th April
12 midday Submission of work MH

Wherever possible and appropriate, lecture notes/resources will be available up to two days in advance of the lecture on MyModules.

Assessment Rationale

Outcomes 1, 2, 3, 6, 7, 8 & 9 will be assessed via a lesson plan and the delivery and execution of this plan.

Outcomes 4, 5, 6, 7, 8 & 9 will be assessed via a presentation, which will critically reflect on the lesson plan and delivery, by critically analysing the creation of a positive learning environment for the individual learners.

Mod Code: PSE 6001 Due Date for submission:

Drafts:

Lit Review, November 9th
Poster Presentation, November 30th
Methodology & Results and Discussion, 7th March

Final Submission, April 6th 12 Midday

Research Project (10,000 words) 100%
This piece will reflect the ‘Module Learning Outcomes’ and the ‘Module Content’.
80% minimum attendance and participation of the 40 hours teaching pattern Pass/Fail
• Attend and be punctual to all lectures
• Participate fully in all practical lectures
• Wear correct kit for all practical lectures
• Adhere to the PSE Standards and Behaviours Policy
Feedback Date: Wednesday 18th May 2016
Initial feedback is subject to approval and confirmation by moderators, external examiners and exam boards.
Feedback

We aim to mark your assessment and have it available for your review within 3 working weeks of the hand-in date. Remember, the mark that you get is only part of the feedback. The purpose of assessment is not only to assign a mark for a particular piece of work or module but also to assist you in developing your knowledge, understanding or skills. You will therefore receive feedback on your assessment in the following ways:

• A mark for the assessment.
• Annotations and comments on the assessment and/or a Feedback Sheet referring to
the assessment criteria
• Feedback de-briefings, which you may organise during the tutorial slots. This feedback will help you reflect on your performance, and make improvements so that you get the degree that you want. If you do not understand what you did wrong or what you did right, then seek advice sooner rather than later from the module convenor/tutor; you can also make an appointment to get help from your year tutor or your academic tutor.

ALL MARKS ARE PROVISIONAL UNTIL RATIFIED AT THE UNIVERSITY
EXAMINATION BOARD
Help with your assignment

Help on your assignments is available from the module convenor/tutor on the module. You should make an appointment for a tutorial with the module convenor/tutor to discuss your work well in advance of the deadlines. You must email your draft when making the appointment. Please note that drafts of work will not be looked at in the 7 days preceding the deadline.
Tutorials

Tutorials are a very important form of feedback, because this is where
help and guidance can be offered before you hand the work in. How much you get out of the tutorial depends on:

(a) whether you attend or not.
(b) how well you prepare beforehand.
(c) how well you reflect on the meeting afterwards.

If you require help on an assignment or regarding the examination or any other aspect of
the module, then it is best that you organise a tutorial. We will not be able to immediately respond to emails and in normal circumstances you can reasonably expect a reply within 3 working days.

Tips on good academic practice

1. Allow yourself plenty of time to read journal articles, text books and
so on. You may not be able to take in an entire article or chapter at one go; be
prepared to break the reading down into smaller sections.

2. Preparation is needed before you start reading: Why are you reading this?
What information do you want to take away when you’ve finished? Do you need the
whole article, or are you going to concentrate on one section? What sort of material
are you tackling? Will this affect how you take notes?

3. Make sure you understand what you read. You can skim read something to see if it
is relevant for your purpose, but once you’ve decided that the information is what
you want, you have to be prepared to work at the reading. You need to read
actively, rather than passively: That means thinking about what you read!

4. When you take notes, do not write down verbatim from the paper. It’s very easy to
forget that you’ve copied down a sentence, think that they are your words, use them
in your essay. This would be plagiarism. If you must copy words, then note that it is
a quote as you copy them. Better than this, though, is to read, understand, and then
summarise in your own words. If you can’t do this, then you haven’t understood what
the author or judge is saying. Use diagrams and drawings if this helps your
understanding, and discuss what you’ve read. Share the reading and explain your
article to someone else – if you’ve understood, you should be able to make
them understand.

5. When you write your assignment be driven and guided by the question and
your plan of how to answer it, rather than the purpose of the authors whose work
you are citing.

6. Remain critical at all times. Never meekly accept a “fact” without asking where it
came from, how it was established, and what its limitations are.
Examples of what we like to see in assignments

Is your work sophisticated and eloquently written that makes reading your work a
joy?

This doesn’t mean using a thesaurus and changing perfectly adequate but simple words
into something else. It means thinking about ME, the reader! Will I understand it? Have
you made your point clear? Will we have to struggle to follow your logic, or do your points flow through skilful links and ordering?
Have you taking pride in your work?

We like to see that you have taken the time to check for spelling and grammar,
punctuation, etc. You have handed in a well-crafted, polished piece of work.

Have you thought out your arguments?

Your points link together to explain and evaluate the main theme of your overall argument, and you present a well-balanced and objective consideration of the issues. You clearly understand the issue, rather than paraphrasing other people’s ideas. You have written, reviewed, edited and re-drafted several times before committing to a final version.

Do you do what we asked you to?

You have placed your own interpretation on the task, possibly even presenting an original take on the question, but you have nevertheless completed the task in a direct and focused way.
Things what we strongly suggest that you avoid

Have you made sweeping statements that lack supporting authority?

You make vague generalisations that have no supporting authority and no context. The
relevant is intermixed with the irrelevant, and I have no signposts to show us where you’re starting, where you’re going to and how you’re going to get there.

Have you poorly presented your work?

We find it difficult to assess your work because the content is lost in poor structure, poor
English, and poor explanation.

Have you left things to the last minute?

Rather than managing your time so that you can acquire an understanding of the concepts that you are writing about, and have plenty of time to prepare and reflect, you leave your work until the last minute.
To summarise

In your academic career you need to know how to communicate orally, visually and in
writing. You should be able to write formal assignments, and structure your work to provide both a logical flow and good, clear English. If you do still have concerns, you will find the University Study Skills workshops very helpful, and you can sign up for appointments to discuss your work. You also need to factor in time for thorough proofreading and correct referencing. This should be a task that you can now complete independently, but it does need time!
Meeting your deadlines

You should plan to complete your work at least one week before the deadline, so that
you can spend time proof-reading, and dealing with the administration of handing your
work in.

• You are also responsible for organising your workload so that you can meet each and
every one of your deadlines, even when several occur on the same day. If you need
help with this, see your academic/year tutor or Head of Year.

• You are responsible for the safe storage of your work; you should keep two electronic
copies (on different drives) of every piece of work. You should make sure that no-one
can access your work without your knowledge and consent. If you have any difficulties
with IT equipment, ask for advice at the IT helpdesk.

• If you have troubles with the LRC, or uploading your document to MyModules, e-mail or visit the education librarian, or go the LRC drop in sessions.

• Work handed in after the deadline will not be read, and will be awarded a mark of
0. Your mark for the re-sit piece of work will be penalised according to St. Mary’s University regulations. If you think that you will not meet a deadline it makes sense to seek help sooner rather than later. Please see the School Extenuating Circumstances Procedure below.

Extenuating Circumstances Procedure

For information relating to University and Programme Level Extenuating Circumstances claims, please see https://simmspace.stmarys.ac.uk/prog-admin/registry-policies/Pages/extenuating-circumstances-forms.aspx

Academic Misconduct

Academic misconduct is taken very seriously. Tutors guide students through the learning process with the aim of helping them to attain their own academic achievements, ultimately so they can graduate with a degree that they have gained through their own work, not by cutting corners, copying, or using other people’s work. Below are examples of academic misconduct, where it appears that students have:

• copied work from references sources or other students (plagiarism)
• worked too closely together to produce very similar submissions (collusion)
• allowed another student to copy their work (unfair advantage)
• fabricated results or other outcomes that form part of the work (falsification of data)
• brought unauthorised materials into an examination room or behaved in other ways that could bring an unfair advantage (examination cheating)

More details on these forms of misconduct can be found in the course handbook on pages 24-28. Plagiarism is the most frequent type of misconduct and, as such, is discussed in a little more detail below.
Plagiarism

As mentioned, this is the most common type of academic misconduct. Be very careful to avoid plagiarism in your written work. Plagiarism is defined as ‘taking and using (the thoughts, writings, inventions etc. of another person) as one’s own’ (Concise Oxford Dictionary, 1990). Whilst it is perfectly acceptable to paraphrase the wisdom of others or quote verbatim, you must acknowledge the author i.e. reference with surname, date (and page number where applicable). The quality that will gain most marks is original thought. Reproducing your own work for different modules also constitutes academic misconduct. For more information regarding plagiarism and correct referencing please refer to the course handbook.
Plagiarism constitutes academic misconduct and is treated very seriously

All coursework will be subjected to the Turnitin plagiarism prevention software which generates an originality report for your work. This plagiarism detection service enables staff to carry out a comparison of your work against a huge range of sources including journal articles, periodicals, books and other pieces of student work. Plagiarism will be penalised in accordance with the Academic Regulations. Please see pages 33-73 of the undergraduate student handbook (available at: https://simmspace.smuc.ac.uk/prog-admin/registry-policies/Documents/Handbooks/Registry-Undergraduate-Handbook-2012-13.pdf#search=student%20handbook ) for further information regarding plagiarism and the penalties for plagiarism.

YOU MUST KEEP A COPY OF YOUR WORK, both in hard copy and electronic format, until you have graduated.
Marking and Moderation Process

How is my work marked?

After you submit your work, it is marked by at least one tutor. All written exams or coursework in the University are required to be marked anonymously, i.e. your identity will not be known to your tutor as he or she marks the assignment. Your tutor should only be able to identify you by your regnum. Anonymous marking helps the University to ensure that the marking process is objective and avoids bias.

Not all assessment, such as presentations, can be marked anonymously due to the nature of the tasks.

In this module, the literature review will be marked anonymously.

Your work may then be subject to a process known as moderation. Moderation will generally involve a second marker checking a sample of work, along with the first marker’s marks and comments, to verify the overall standard of marking and the use of the marking criteria.

Normally, a sample of at least 10% of the written work for this module will be moderated and this will include a range of marks from the top, middle and bottom of the marking scale. All borderline fails, will be moderated.

The purpose of moderation is to provide an internal check on the marking to ensure that the marking criteria are applied in a fair and consistent manner and that marking within this module and between modules is consistent.

The marks of the first marker generally will stand unless the moderation highlights significant differences between the two markers. If there are significant differences, further action will be then be taken with the approval of the Programme Director.

Methods that can be used to resolve disagreements include the first marker reviewing the marks following feedback from the second marker, all assignments being second marked by the second marker or third marking of the sample by another tutor.

Where there is significant disagreement in terms of the general consistency of marking, for instance if the first marker has marked too harshly or too generously, the two markers can negotiate to adjust the marks accordingly for all students and not just those in the sample.

Marks for individual students will not be changed after moderation, except in cases of mathematical errors, when marking criteria have not been correctly applied or when all assignments have been second marked. This ensures that all students are treated fairly and equitably. If marks for individual students in the sample are changed, those students could benefit or be disadvantaged by being included in the sample of work that was moderated or second marked.
What happens next?

After your assignment is marked by your tutors, it is then subject to external moderation by an external examiner. The use of external examiners is standard practice across the university sector in the UK. Each programme at the University has at least one external examiner, who is often a tutor in the same subject area from another university.

Why is this important to you? External examiners provide an additional check on the marking carried out by your tutors. External examiners help to ensure that marking within modules and across the entire programme is consistent and that our regulations and procedures have been applied appropriately. External examiners are also responsible for ensuring that the standards of this programme are comparable with equivalent programmes at their university and other universities that they have worked or examined at.

External examiners will not see all assignments. They will agree a sample with your tutors in advance. However, external examiners do have the right to see all assignments if they wish. The agreed sample should contain those assignments that have been moderated or second marked and a range from the top, middle and bottom of the marking scale and first class or distinction marks, fail marks and borderline pass/fail marks.

External examiners do not act as another marker. They check the sample to see whether the marking is appropriate and consistent. If the external examiner suggests changes to the marks, as with internal moderation and second marking, the marks for all students on the module (not just those sampled) will be changed accordingly.
Feedback on assessment

This will be provided by an academic member of staff within three weeks, following the submission deadline, in line with academic regulations.
Examination Board Process

Once your assignments for this module have been marked and checked internally and by the external examiner(s), the marks are then approved by the Programme Examination Board, which meets at the end of each semester or assessment period.

In relation to this module, the Programme Examination Board is specifically tasked with approving:

1. The mark for each individual assessment for each student:
2. The overall module mark (percentage and grade) for each student:

Re-sit Procedure

If you are in a position where you are required to re-sit the module assessment/s, the following information will assist you in the successful completion of this.

Tutorial support will be available prior to the deadline and will be made available to you by your lecturer. This will be in the week beginning TBC

The submission date for the re-sit is week beginning via Turnitin.

The resit assignment will be the practical delivery of a different lesson plan to the original attempt and the reflection on this, as a presentation.
Research Project Marking Criteria
Poor Fail Fail Third Class Lower Second Class Upper Second Class First Class First Class
0-29 30-39 40-49 50-59 60-69 70-79 80+

Understanding

Demonstration of understanding of topic and ability to apply knowledge for given purpose

Misunderstands or is confused about key aspects of the topic.

Presents some appropriate knowledge and evidence base, but handles these very superficially. In regards to subject knowledge, methodology, and findings of the research

Constraints and limitations have been given little or no thought, and suggestions for further research are omitted completely. The findings are not in any way concluded by the writer.
Misunderstands or is confused about key aspects of the topic.

Presents some appropriate knowledge and evidence base, but handles these superficially. In regards to subject knowledge, methodology, and findings of the research

Constraints and limitations have been given some thought, and suggestions for further research are very limited or omitted completely. The findings are concluded by the writer in a very limited manner.

Demonstrates some understanding of key aspects of the topic.

Shows acquisition of coherent and sometimes detailed knowledge. In regards to subject knowledge, methodology, and findings of the research

Constraints and limitations have been given some thought, as have some suggestions for further research within the topic area. The findings are largely left to the reader to conclude.

Demonstrates a good understanding of key aspects of the topic.

Shows acquisition of coherent and often detailed knowledge. In regards to subject knowledge, methodology, and findings of the research

Constraints and limitations have been given some critical thought, as have some limited suggestions for further research within the topic area. Some of the findings have been concluded to bring the reader to a final outcome.
Demonstrates a rigorous understanding of key aspects of the topic.

Shows acquisition of coherent and often detailed knowledge. In regards to subject knowledge, methodology, and findings of the research

Constraints and limitations have been given some critical thought, as have some suggestions for further research within the topic area. The findings have been concluded to bring the reader to a satisfactory outcome.
Demonstrates intellectual self-confidence and originality of thought.

Shows a rigorous understanding of key aspects of the topic and a thorough acquisition of coherent and detailed knowledge. In regards to subject knowledge, methodology, and findings of the research

Constraints and limitations have been given a great deal of critical thought, as have suggestions for further research within the topic area. The findings have been concisely concluded to bring the reader to a satisfactory outcome
Demonstrates substantial intellectual self-confidence and originality of thought.

Shows a rigorous understanding of key aspects of the topic and a thorough acquisition of coherent and detailed knowledge. In regards to subject knowledge, methodology, and findings of the research.

Constraints and limitations have been given a great deal of critical and original thought, as have suggestions for further research within the topic area. The findings have been exceptionally concluded to bring the reader to a highly satisfactory outcome

Argument

Ability to sustain argument in line with question

Organisation and structure of argument
The research question being addressed lacks any direction.

No sustained argument is presented.

Written work may be very brief and / or unfinished.

Very little engagement with the set title / question.

The research question being addressed is vague and unclear.

Argument is present, but is insufficient or incoherent in parts.

No sustained engagement with the set title / question. Incoherent approach in regards to: Context, aims, review of literature, epistemology and paradigm, methodology, procedure, analysis and major findings of the research.

The research question being addressed has some clarity and focus. But in places can be vague.

Argument is sustained, but lacks depth, rigour and complexity

There’s evidence of: Abstract, context, aims, review of literature, epistemology and paradigm, methodology, procedure, analysis and major findings of the research.
The research question being addressed generally has clarity and focus

Argument is sustained, but could be developed further in places.

Organises material effectively throughout most of the study including the: Abstract, context, aims, review of literature, epistemology and paradigm, methodology, procedure, analysis and major findings of the research.
The research question being addressed has clarity and focus

Argument is sustained, focusing consistently on the title / question.

On the whole organises material systematically throughout the study including the: Abstract, context, aims, review of literature, epistemology and paradigm, methodology, procedure, analysis and major findings of the research.
The research question being addressed has exceptional clarity and focus.

Incisive argument is sustained throughout, bringing together theory and practice where appropriate.

Organises material systematically throughout the study including the: Abstract, context, aims, review of literature, epistemology and paradigm, methodology, procedure, analysis and major findings of the research.
The research question being addressed has exceptional clarity and focus.

Incisive argument is sustained throughout, bringing together theory and practice where appropriate

Organises material systematically throughout the study including the: Abstract, context, aims, review of literature, epistemology and paradigm, methodology, procedure, analysis and major findings of the research.

Literature

Width and depth of reading and use of literature
Has used inappropriate texts for honours degree level work. Has used some appropriate texts, but does not use a sufficient range of scholarly literature and primary sources at this level. Engages with appropriate scholarly literature and primary sources.

Shows awareness of current research in the field with of ideas and techniques which are at the forefront of the discipline

Shows some understanding of the limits of knowledge. Shows reasonable qualitative and quantitative ability where appropriate. Makes critical use of appropriate scholarly literature and primary sources.

Shows awareness of current research in the field with ideas and techniques which are at the forefront of the discipline

Shows an understanding of the limits of knowledge. Shows qualitative and quantitative ability where appropriate Makes critical use of appropriate scholarly literature and primary sources.

Shows awareness of current research in the field, and of ideas and techniques which are at the forefront of the discipline

Shows a good understanding of the limits of knowledge Makes critical use of a wide range of scholarly literature and primary sources.

Work is set within the context of current research in the field with of ideas and techniques which are at the forefront of the discipline

Shows an excellent understanding of the limits of knowledge. Shows impressive qualitative and quantitative ability where appropriate. Makes critical use of a very wide range of scholarly literature and primary sources.

Work is set within the context of current research in the field and of ideas with techniques which are at the forefront of the discipline.

Shows impressive qualitative and quantitative ability where appropriate.
Presentation

Written
presentation and clarity of
expression

Grammatical and typographic accuracy

Writing is marred by constant errors of grammar, syntax and spelling.

Presentation is poor and ignores appropriate scholarly conventions.

No appendices acknowledged in the text, or appear in the appendices section. Little or no indication of the whole research process. Ethical guidelines have been forgotten or seriously breached.
Writing is marred by continual errors of grammar, syntax and spelling.

Presentation is poor and ignores appropriate scholarly conventions.

Few appendices acknowledged in the text, though some do appear in the appendices section. Most of these provide only a weak indication of the whole research process. Ethics appear to have been forgotten at this stage.
Writing often lacks fluency, clarity and precision and requires both proof reading and redrafting.

Some appendices are acknowledged in the text. Most of these are then evident in the appendices section. The appendices provide some evidence of the whole research process. Ethics of research have been largely upheld throughout.
Writing is generally accurate, but shows occasional errors of grammar and syntax.

Most appendices are acknowledged in the text. Most of these are then evident and collated in the appendices section. The appendices provide sound evidence of the whole research process. Ethics of research have been largely upheld throughout.
Writing is accurate and fluent.

Presentation uses appropriate scholarly conventions.

All appendices are acknowledged in the text. All of these are then evident and collated in the appendices section. The appendices provide high quality evidence of the whole research process. Ethics of research have been upheld throughout.
Writing is polished, accurate and fluent.

Presentation uses appropriate scholarly conventions.

All appendices are acknowledged in the text in chronological order. All of these are then evident and correctly collated in the appendices section. The appendices provide excellent evidence of the whole research process. Ethics of research have been upheld throughout
Writing is polished, accurate and fluent.

Presentation uses appropriate scholarly conventions.

All appendices are acknowledged in the text in chronological order. All of these are then evident and correctly collated in the appendices section. The appendices provide exceptional evidence of the whole research process. Ethics of research have been upheld throughout.

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