Assessment Feedback Template – RMA A Qualitative Portfolio ________________________________________________________________________
Instructions
Please download and save this file Please answer all 2 questions in the form below. Then begin your assessment on final page (put References in the allocated text box). When completed submit this document to the MyBeckett assessment hand-in link on your MyBeckett module PLEASE SEE MARKING CRITERIA FOR THIS WORK ON PAGE 2 before YOU SUBMIT YOUR WORK _________________________________________________________________________
Questions Q1. I understand that by submitting my work online I agree and am stating that this work is my own and has been completed within the University regulations: (Please type YES in box)
Q2. I agree for my work to be shown to future students if this is anonymised: (Please type YES or NO in box)
_________________________________________________________________________ Marker to complete (students can ignore): Marker name: Second Marker (if relevant) Word count (__days late = __% penalty (5% each day) eachddayworking day)
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Criteria
Knowledge [The theoretical underpinning of a subject, derived from collective academic enquiry and experts in the field, including knowledge that is contestable] Relevance [Content is clearly related / connected/ significant]
Application
[Utilisation of outcomes/ learning to a concrete or real-life situation]
(High) Distinction
Distinction
Merit
Pass
Fail
Fail
(Low) Fail
80 – 100
70 - 79
60 - 69
50 - 59
40 - 49
30 - 39
Below 20
Additionally demonstrates originality in knowledge generation.
Demonstrates a deep understanding and mastery of the knowledge base.
Demonstrates wide and relevant understanding of material.
Demonstrates good but incomplete understanding of material.
Demonstrates awareness of a limited knowledge domain.
Demonstrates very limited or inappropriate knowledge.
Fails to demonstrate awareness or understanding of the knowledge base.
Tightly focused on questions throughout; consistently addresses nuances and assumptions.
Remains tightly focused on the questions; addresses most nuances and assumptions.
Communicates effectively by being directly relevant to the questions; addresses some nuances and assumptions.
Mostly relevant to question.
Some relevant points but lacks coherence and depth.
Little relevant material.
Very little relevant material. Brief not followed. Irrelevant or patchy connection to questions.
Demonstrates excellent application of conceptual frameworks, showing critical appreciation, originality and vision in the generation of new insights.
Demonstrates very good use of conceptual frameworks, and appropriately challenges received opinion.
Demonstrates good use of conceptual frameworks, showing good ability in the generation of new insights.
Demonstrates appropriate use of relevant conceptual frameworks; ability to generate new insights.
Demonstrates awareness of conceptual frameworks; some ability to apply new insights.
Demonstrates unsatisfactory and inadequate application of conceptual frameworks; lacks focus.
Brief for assignment not followed.
Lacks application of conceptual frameworks; poorly articulated.
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Analysis and Evaluation [Demonstration of a systematic examination and reasoned judgement on a range of issues/elements/ materials.]
Presentation and referencing
Exceptional deep, detailed, and critical analysis and evaluation of the material.
Thorough and consistent critical analysis and synthesis.
Clear evidence of critical analysis and synthesis.
Evidence of some critical analysis.
Generally adequate and appropriate analysis of the material.
Analysis of the material is superficial.
Analysis of the material is incomplete and superficial.
Presentation is polished with a creative approach to the topic.
Presentation polished with some imagination evident. A fluent academic writing style with accurate spelling and syntax.
Presentation logically structured.
Presentation satisfactory and meaning apparent but language not always fluent.
Presentation is logical but has minor lapses from standard syntax and spelling.
Presentation disorganised.
Presentation very disorganised.
A fluent academic writing style with accurate spelling and syntax.
Very well written with correct spelling and syntax.
Rather poorly written with significant deficiencies in expression, and format.
Very poorly written with significant deficiencies in expression and format. References incomplete and unacceptable.
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Feeding forward - Two actions you can take to help you improve your next assignment mark
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Put your assessment here, outside of any text boxes (delete this text)
Exercise 1a) and 1b) – Qualitative research
1. a. The Main Differences Between Qualitative and Quantitative Research
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Quantitative studies use numerical data, whereas qualitative studies use nonnumerical data. Under quantitative research, the research collects measurable data, which can be tabulated and computed. On the other hand, qualitative research collects data based on personal views or accounts, focusing on how the participant thinks, responds, or feels about the issue of study within society (Frost et al., 2020). Although the differences in data used impact the methods of analysis for each type of research, statistical analysis tools can be used in analyzing quantitative research data, while in qualitative research, these tools would be of no value. In qualitative research, ontology is used to help researchers determine how certain they can be about the nature and existence of the objects they are researching. In contrast, in quantitative research, ontology is used to establish a position that objective reality exists independent of human awareness in relation to the issue of study. In qualitative research, the epistemological perspective provides a framework for predicting, describing, empowering, and analyzing views to enhance understanding of the research topic. On the other hand, in quantitative research, epistemology is used to attain a data-driven and interpretable process to understand a phenomenon under research. The research methodology used in qualitative is explorative, while in quantitative it is usually conclusive. Qualitative research focuses on interpreting and understanding social interactions, while quantitative research focuses on testing hypotheses to give future predictions. Qualitative research focuses on why and how a particular phenomenon occurs, while quantitative research focuses on how many times it occurs. In qualitative research, the researcher conducts surveys or interviews to gather data, while in quantitative research, the researcher conducts observations, experiments, and measurements to collect statistical data. Qualitative research focuses on the process and tries to answer how and why questions, while quantitative research focuses on the outcomes. Researchers usually use open-ended questions to conduct interviews, whereas quantitative researchers conduct surveys, take measurements, and perform experiments and observations.
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1.b Example of a qualitative question
How do you feel about interactions with people from different racial groups? The oncological position I will take is that people from diverse racial backgrounds interact and have varied feelings about each other based on race factors. The feeling people have about those from other racial groups is impacted by their interaction (Oflazoglu, 2017). There must be an interaction before one can develop an attitude toward people from a different race, implying that without the interaction, the question of research would not be properly answered. From a symbolic interactionism viewpoint, the researcher should take the position of the participants by sharing their language and symbols that define the interaction with people from outside their racial group. The epistemological stance I would take is that I do not know the participants' position on the issue of race, hence relying on data gathered to understand. The epistemological position helps to promote objectivity in the research study and prevent bias (Oflazoglu, 2017). From a constructivist standpoint, I am not aware of what the participants think about their interactions with people from different racial groups, hence would wait for the information they will provide during the survey to know.
Frost, D. M., Hammack, P. L., Wilson, B. D. M., Russell, S. T., Lightfoot, M., & Meyer, I. H. (2020). The Qualitative Interview in Psychology and the Study of Social Change: Sexual Identity Development, Minority Stress, and Health in the Generations Study. Qualitative psychology (Washington, D.C.), 7(3), 245–266. https://doi.org/10.1037/qup0000148. Oflazoglu S. (2017). Qualitative versus quantitative research. InTech.
Exercise 2 – Interviews
The interviews in qualitative psychology have the following salient features: Use open-ended questions The interviewer uses open-ended questions in collecting data from the participants. The researcher does not provide the interviewee with responses to pick from; instead, it allows the participants freedom to coin their answers in the way they deem good or according to how they understood the question (Brinkmann, 2013). In addition, open-end questions make it possible for an interviewer to provide information to numerous questions. Page 7
Interviews are focused on drawing meanings, perspectives, and understandings. The interviewer collects data that helps to comprehend the participants’ perspectives, understandings, and means when sharing information. For instance, in case of a question about feelings about racial interactions, the qualitative interviewer may want to know a White interviewee’s perception of people of African American descent (Brinkmann, 2013). Most importantly, the meanings and perspectives of the participant are the epicenters of qualitative research. Focus on the question of why and how The research interview is tailored to get responses that answer questions of how and why concerning the issue of study. The respondents express their views, capturing their imagination about the topic of study, and underlining the psychological nature of the research study (Edwards & Holland, 2013). In essence, the questions of how and why are dominate all qualitative research in psychology, making them a defining characteristic. Flexibility Qualitative interviews for psychology take into account the flexibility of questions to ensure that targeted data is collected. The feature is linked to the use of unstructured interviews, which allows the interviewer and interviewee the freedom to tailor the interview and responses in a manner they consider okay, but without deviating from the research objectives (Frost et al., 2020). The flexibility of the interview allows interviewers to tailor the approach to questions according to the interviewee to ensure that all relevant information is gathered and the participant is comfortable. Flexibility also enhances the interviewer’s control over the interview. Natural settings The interviewees are asked questions from their natural settings, where they experience issues under investigation. The environment and activities a participant engages in are maintained to ensure that a change in the natural environment of the interviewee does not alter the data collected. The interviewers try as much as they can to maintain the natural settings to reduce undue manipulation of the interview outcomes. Use theoretical lenses The interview questions apply viewpoints in collecting data. The perspectives include race, culture, ethnography, and gender differences (Frost et al., 2020). For instance, in conducting a study on perceptions about people from different racial groups, the interviewer would focus on how race is a factor in interactions between people from diverse backgrounds. Leading questions are not used The interviewers do not guide an interviewee to provide particular answers. Qualitative psychology interviews aim to explore the participant’s perceptions and feelings on a specific
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issue (Brinkmann, 2013). Therefore, the interviewer avoids the temptation of leading the interviewee to a specified response through leading questions.
Brinkmann S. (2013). Qualitative interviewing. Oxford University Press. Edwards R. & Holland J. (2013). What is qualitative interviewing? Bloomsbury Publishing.
Exercise 3 – Introduction to Thematic Analysis
Put your write up of your chosen theme here (delete this text)
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