Topic: A critical Review of Research for Specialist Professional Practice
A critical review of the research paper Adding Spice to The porridge (paper attached). 4 Learning outcomes, details contained within assignment brief. Please leave out outcome 1 which details how i found the research paper. LO2 – 3 themes should be used, Theme 1 – qualitative methodology, Theme 2 – summary of key findings, Theme 3 – participation/ethics please comment on and include differenct ways to conduct research, epistemology, methadology, whats good about qualatitive research.
LO4: I will add to the paper to link into my placement experience
Please make reference to Coughlan et al paper “How to critique qualitative research”
SW3073 Written Assignment : Marking Criteria
For this assessment you have to evidence the following four learning outcomes :
1) Identify, evaluate and make effective use of data-bases and other information sources
2) Critically assess research studies by making an ‘informed judgment’ about principles of research design.
4) Critically analyse a range of research findings in relation to a selected area of research.
5) Demonstrate an awareness of and critically analyse ethical considerations in research, including service user participation.
1) Identify, evaluate and make effective use of data-bases and other information sources 2) Critically assess research studies by making an ‘informed judgment’ about principles of research design. 4) Critically analyse a range of research findings in relation to a selected area of research. 5) Demonstrate an awareness of and critically analyse ethical considerations in research, including service user participation.
96% Outstanding use of a range of data-bases. The effective use data-bases are presented in a creative, illuminating, inspiring, and exciting way in the assignment as information is highly relevant and appropriate to the subject-matter, The assignment is authoritative in style of writing which creates a credible critical analysis. The content utilises a range of highly credible research studies / literature which establish informed judgement about principles of research design.
The student has structured their ‘judgement’ by presenting various questions / topic areas that have been identified within the primary research paper. The critical analysis presented is evidenced throughout the work is challenging, thought-provoking, relevant and extremely credible.
The range of research findings contribute to a highly effective critique. across three ‘questions’ or ‘topic areas’.
There is a clear rationale provided about the research findings which are UK based publications or international. The assignment features an insightful analysis of ethical factors from research and literature which is a dominant narrative in the assignment.
There is a strong / effective awareness of knowledge-transfer which advocates participation in research and the implications of this to practice.
89 % The data-base(s) are effectively utilised to provide a clear and detailed account of the search process which identifies relevant information which informs the subject matter / assignment tasks. This approach shows a high level of understanding of the search process; effective ‘search terms’ have been used and criteria for use selecting or rejecting resources. The overall rationale is effective.
The student has also been able to develop the use of additional contemporary literature which creates ‘depth’ throughout the assignment The assignment presents a very clear critique which assesses research studies; the judgement presented is informed by integrating additional referencing.
The understanding in each paragraph is effective; there is an explanation and understanding which is extremely convincing.
The student has shown a high level of academic writing in their awareness of principles of research design such as epistemology, ontology, paradigms, methodological tensions, ethical factors, recruitment, objectives as well as establishing a connection to particular aspects of social work. There is acknowledgements about the limitations of the main study and associated findings. The assignment is presented in a logical sequence (structured) which is very clear.
Well supported by associated resources The student provided an accurate and effective analysis about a range of research findings. There is a clear connection made to practice issues / reforms or an agenda which reflects the evidence-based content. The literature cited connects to practice with a very credible grammatical style of expression.
The assignment provides examples of research which has a particular relationship with current knowledge in practice. Students may refer to ‘knowledge-transfer’ ie. research outputs informing local or national practice.
This critical analysis is communicated to a high level of understanding about research informed practice, political and/or practice agendas. The work refers to local or national examples of research informing developments in practice and/or policy reforms. The student provided a very good understanding of how ethical details are acknowledged and responded to in a range of studies. Examples are sourced from literature, research, as well as evidenced-based practice.
The assignment effectively refers to details from the main study as well as a broader narrative about the promotion of participation. Themes linked to participation are critically explained with relevancy and connected to a practice context including law and policy. Examples from practice have been cited.
The analysis is balanced with integration of supporting materials. which are illustrating practice initiatives or tensions about service user participation.
74% The data-bases used are original and relevant to the assignment (subject matter). The application of various data-bases is ambitious and meticulous in search / preparation and connection to the subject-matter.
Provides an original, ambitious and meticulous use of data-base materials ie. research, literature / policy documents), showing effective understanding and rationale.
Informed judgement is explained in a persuasive style of expression with a sophisticated tone and structure through various paragraphs. The grammar and syntax is effective which creates a critical explanation of research design and objectives. There is a range of contemporary literature which refers to the subject matter.
There is a very good level of understanding.
The assignment features supporting literature, with good links to research knowledge and a practice context. Use of supporting knowledge and theory e.g.. feminist, grounded theory is evident.
The written work is consistent in grammar, with very few errors in presentation / or Harvard reference details. The student has provided an accurate and generally effective application of literature to practice. There are sections of writing which confirm independent thought, insight and the subject matter such as evidenced-based practice, reliability of findings / bias, policy reform and/or broader agendas.
The student has not utilised as many relevant associated theories which contribute to the critical analysis. There is an effective range of application of knowledge which is communicated to a good level of understanding, for instance, about findings that inform develops / reforms in local inter-agency practice. The student is able to write about ethical issues about service user participation in research . Good examples are provided throughout.
There is a relevance in how knowledge about participation is transferred to practice. The range of resources establishes a convincing style of writing.
The analysis is balanced although not as many supporting materials as the higher grade of work.
The exploration of participation in practice settings is provided although not as effective as work that achieved a higher grade.
62% The student has a clear writing style / the grammatical details are fluent when data-bases are being considered, The student presented an effective search process with clear parameters.
This approach enabled resources to be identified from credible data-bases which add to the analysis of a range of literature.
Assignments with a higher grade, have a more consistent commentary about the identification of a range of data-bases.
The student’s assignment is well thought out ie. which data-bases are identified, what function these have for particular ‘types’ of resources that have relevance for the subject-matter. The writing is clear, easy to understanding with a logical, precise expression in paragraphs. There is evidence of a confident grammatical style which is engaging for the reader and/or stimulates a clear focus
Consequently, the ‘informed judgement’ in the assignment has some good features. There is evidence of a range of supporting resources to illustrate the judgement.
Work in a higher band has a more convincing focus on research methodology. Research terms are understood and applied to practice.
Work in a higher marking band achieves this more efficiently with a clearer writing style and fewer Harvard reference errors. The assignment contains knowledge about research methods, literature and findings. There is a rigorous and consistent content in the work. The student demonstrates a sound understanding of findings to practice contexts.
The student has provided an generally accurate and effective application of research outputs to practice.
There are fewer sections of the assignment which confirm independent thought, insight and the subject matter such as evidenced-based practice, reliability of findings / bias, policy reform and/or broader agendas. There is a thoughtful consideration of the ethical issues in the main paper and associated resources. Service user participation is integrated into links to practice.
The assignment integrates a general awareness about broader principles about participation, in particular service user group settings.
There are examples provided of participation in practice. There is an effective exploration of ‘knowledge-transfer’.
52% The student provides a satisfactory and clear discussion of the data-bases which identify appropriate literature findings.
The use of data-bases is not as effective as work in a higher marking band. There are some minor errors or limitations in the integration of the use of data-bases.
The student’s written work is presenting an acceptable level of ‘informed judgement’. Various paragraphs contain an accurate range of content although some of the analysis is not as effective a work in a higher marking band.
Acceptable transition between paragraphs which enables some evidence of ‘informed judgement’. There are a range of supporting resources used. However, this could have been stronger.
The assignment had some limitations due to inconsistent grammar and/or reference details. These impact on the content, particularly the ‘informed judgement’ of resources. In addition, the explanations are not clear , as various details are not clearly expressed or are missing. The student provided a generally accurate and reasonably effective application and analysis of literature / policy documents etc. There were however, an increase of missed opportunities to critically consider research findings.
There are not as many relevant details provided about research findings / outcomes as work in higher marking range. Nevertheless, the assignment has a good level of understanding in the assignment. The student’s analysis was good : there was reference made to participation and values. However, this was not as effective as work in a higher marking band.
Themes from the resources are explained and applied but not the same critical extent as a higher grade. However, relevant discussions about participation and ethical understanding is presented.
The analysis about participation is coherent and reasonably balanced although not as many supporting materials as 2:1 grade.
The content about data-bases is acceptable in terms of explanation of the search process, showing some understanding of the function of the search and the relationship to the subject matter. The rationale is not particularly clearly expressed or consistent.
The assignment is not clearly informed as the data-bases function and use is not integrated into the rest of the assignment. The assignment is able to connect sections together where the content indicates ‘informed judgement’ . There is evidence of supporting resources although there are limited application to the judgement provided.
There are more errors in the line of reasoning which inform the informed judgement than assignment that have achieved a higher grade.
There are some vague and inaccurate identification of research studies, showing minimal understanding which contained inaccuracies, including Harvard reference details.
There was an increase in missed opportunities to critically apply findings as well as acknowledge broader themes from practice.
Nevertheless, the student communicated a sufficient level to a low 2:2. The student’s analysis about ethical considerations regarding participation was acceptable, although undermined by inconsistencies : relevant literature was used to inform the assignment although this could have been explored further.
Themes from literature are not always explained clearly in the assignment and consequently, the analysis about participation was diluted.
The analysis about participation is not supported by as many credible resources as work in higher grades
42% The student provided a sufficient explanation of the search process when using one data base to identify relevant literature The student’s assignment was adequate in terms of how she/he wrote about the materials, However, the explanation of concepts / ‘informed judgement’ and resources in the assignment was weak. The written content was too descriptive. There was a limited range of critical comments made throughout the assignment. The style of expression was too informal in tone. The analysis of service user / carer participation was limited. Consequently, themes and issues from literature were not convered very clearly to the reader or had little relevance.
35% The student provided incomplete references when explaining the use of data-bases, there was an inadequate structure to the assignment with no clear rationale for the particular data-base in the content / paragraphs. Although the work has been submitted on time, the quality and ‘depth’ of the dat-base content is Unsatisfactory
The student provided an inconsistent ‘informed judgement’ in the assignment.. The structure was not effective and distracted from the ‘flow’ of the work. This was compounded by very limited and inconsistent structure & weak grammar. In addition, the rationale was not clear; various details are not clearly expressed or are missing.
Superficial style of writing at this level of study.
The student’s integration of research findings to practice was irrelevant. There was a vague and inaccurate identification of themes from literature, showing contradictory understanding which contained various inaccuracies.
. The student’s analysis about participation and ethical details were ineffective : although literature was applied to the ethical issue, it was inconsistent and/or too simplistic in the analysis and style of grammar.
Themes about participation from the literature are not explained clearly in the text and/or are irrelevant throughout the assignment.
The analysis is not at all balanced with limited supporting materials, some of which are dated or archived.
missing details about data-bases
extremely limited explanation of search process, Insufficient / Inappropriate content in assignment which does not convey any informed judgement Incoherent content which does not integrate a range of research or associated literature Unstructured content about ethical considerations about service user / carer participation
0 Non-submission Absent / unexplained absence Lacking / Formless Detrimental
With reference to your assignment, the following information will be beneficial for you.
1) You will be required to integrate a range of literature from data-bases. Your strategy can be aided by utilising the same resources that you have already identified for your ‘discussion’ / presentation assessment task.
2) Make use of peer feedback. Your student colleagues in your research group ought to have provided some feedback about your draft plan.
3) There are four learning outcomes that need to be evidenced for this 4000 word assignment.
4) The assignment will be graded out of 100. The marking criteria (above) will be used to generate a grade.
5) Please remember that the grade for the assignment is weighted to 70% of the overall module mark. The other 30% is achieved with the grade you achieved from the ‘discussion’ / presentation assessment.
6) A provisional grade and typed feedback will be provided via Turn it In to each student within 15 working days of the submission date. The submission deadline is 5pm on Tuesday 24 April. Feedback and a provisional grade will be available at 5pm on Tuesday 15 May.
7) Your grade will not be confirmed until approximately 5 working days after the University Course Assessment board which takes place on June 25, 2018.
Assignment Marking :
Following amendments to the University’s marking scheme, specifically the University Assessment handbook guidance for undergraduate study, student presentations will be marked against the following grade bands :
Level 4, 5 and 6 assessments (e.g. Undergraduate programmes)
Band Numerical equivalent
Exceptional 1st 96
High 1st 87
Mid 1st 80
Low 1st 74
High 2.1 68
Mid 2.1 65
Low 2.1 62
High 2.2 58
Mid 2.2 55
Low 2.2 52
High 3rd 48
Mid 3rd 45
Low 3rd 42
Marginal Fail 35*
Mid Fail 30*
Low Fail 25