A-I.
Students embark on a highly-structured closed inquiry
When students embark on inquiry at Level I they respond to questions/tasks arising explicitly from a closed inquiry. A lecturer or tutor prescribes the starting point of closed inquiries, setting the research question, project aim or overall purpose. Most of the discipline examples in the table below would not typically be conceived of as starting points of inquiry, but are appropriately thought of as such if a staged development of research skills is sought.
Students working at Level I of 'embark on inquiry' require a high degree of structure and guidance, possibly due to a lack of experience in the discipline of concern. They may be unfamiliar with or struggle with basic concepts, approaches or values in that discipline. To observe the staged development of skills particular to 'embarking on inquiry', look at examples from A1 though to A5, by clicking on the navigation tool on the right. To note the facets of inquiry at Level I, click on cells AI through to FI.
| EXAMPLE CRITERIA | NATURE OF THE TASK | DISCIPLINE | YEAR LEVEL | FULL MARKING CRITERIA |
| Appropriately identifies key ideas from 1 source. When using 2 or more sources, identifies some peripheral or duplicated ideas as key |
Entry-level diagnostic of literature research skills |
Business Ethics |
Masters by Coursework |
BEmon_diagmc08 |
| Aims distinguishable but not made explicit |
Research paper |
Business Ethics |
Masters by Coursework |
BEmon_resrepmc08 |
| Identifies relevant issues but does not distinguish or respond to key issues |
Diagnostic legal scenario |
Busniess Law |
Masters by Coursework |
BLmel_diagmc08 |
|
Appropriately identifies key ideas from 1 source. When using 2 or more sources, identifies some peripheral or duplicate ideas as key |
Research paper |
Business Law |
Masters by Coursework |
BLmel_assignmc08 |
| Appropriately identifies key ideas from 1 source. When using 2 or more sources, identifies some peripheral or duplicated ideas as key | Entry-level diagnostic of literature research skills | Electronic Engineering | Masters by Coursework | PHOTad_diagMast06 |
| Significance of the paper is stated, but not based on leads from, or gaps in, the literature | Research Paper | Electronic Engineering | Masters by Coursework | PHOTad_papermcMast07 |
|
Appropriately identifies key ideas from 1 source. When using 2 or more sources, identifies some peripheral or duplicated ideas as key |
Entry-level diagnostic of literature research skills | Human Biology | First Year | HBad_diag07 |
| Appropriately identifies key ideas from 1 source. When using 2 or more sources, identifies some peripheral or duplicated ideas as key |
Literature research skills |
Human Biology | First Year | |
| Uses the general topic provided to initiate a basic search for data/information | Sourcing and Referencing Scientific Information | Human Biology | First Year |
HB_Lit rsd task 3 explanation HBad_Lit3mc07 |
| Identifies an appropriate purpose/reason for undertaking the activity |
Laboratory Research Skills | Human Biology | First Year | |
| Identifies an appropriate learning objective for the activity |
Laboratory Research Skills |
Human Biology | First Year | |
| Identifies an appropriate learning objective for the activity |
Laboratory Research Skills |
Human Biology | First Year | |
| Aims/hypothesis distinguishable but not made explicit | Open Inquiry in Population Analysis and report | Human Biology |
First Year Second Semester |
HB_population analysis marking criteria HB_population analysis PDF |
| Completes diagnostic test | Health Numeracy diagnostic | Nursing | First Year | NURSad_L1mc07 NurNu_level 1 full PDF |
| Identifies peripheral/duplicated core components of topic |
Wiki and poster assessment |
Oral Health | First Year | OH_wiki_poster08 |
| Appropriately identifies key ideas from 1 source. When using 2 or more sources, identifies some peripheral or duplicated ideas as key | Entry-level diagnostic of literature research skills | Petroleum Engineering | First year | PEad_diagmc07 |
| Hypothesis distinguishable but not clearly stated or appropriate to the task background |
Entry-level diagnostic of experimental design |
Psychology |
Third year |
PSYmac_diagmc05 |
