A-II.
Responds to questions or tasks required by and implicit in 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-based examples in the table below would not typically be conceived as starting points of inquiry, but are appropriately thought of as such if a staged development of research skills is sought.
To see this staged development of skills particular to embarking on inquiry work out in practice, look at examples from A1, though A2 & A3 to A4, by clicking on the navigation tool on the right.
| EXAMPLE CRITERIA | NATURE OF THE TASK | DISCIPLINE | YEAR LEVEL | FULL MARKING CRITERIA |
| Identifies key argument based on several sources |
Entry-level diagnostic of literature research skills |
Business Ethics |
Masters by Coursework |
BEmon_diagmc08 |
| Aims not clearly stated/inappropriate | Research paper | Business Ethics | Masters by Coursework | BEmon_resrepmc08 |
|
Identifies several key issues |
Diagnostic legal scenario |
Business Law |
Masters by Coursework | |
| Key issues identified but not fully explored | Research paper |
Business Law |
Masters by Coursework |
BLmel_assignmc08 |
| Points/notes generated elaborate on the key ideas to which they are linked | Entry-level diagnostic of literature research skills |
Electronic Engineering | Masters by coursework |
PHOTad_diagMast06 |
| Significance of paper stated explicitly, based on leads from or gaps in references | Research paper |
Electronic Engineering | Masters by Coursework | PHOTad_papermcMast07 |
| Identifies key ideas |
Entry-level diagnostic of literature research skills |
Human Biology | First Year |
HBad_diag07 |
| Identifies key ideas based on several sources | Literature research skills |
Human Biology |
First Year | |
| Refines topic and undertakes targeted basic search | Sourcing and referencing scientific information |
Human Biology | First Year | |
| Clearly identifies reasons for undertaking activity | Laboratory research skills |
Human Biology | First Year | |
| Clearly identifies reasons for undertaking activity | Laboratory research skills |
Human Biology | First Year | |
| Clearly identifies reasons for undertaking activity | Laboratory research skills |
Human Biology | First Year | |
| Aims/hypothesis not clearly stated or inappropriate | Open inquiry in population analysis and report |
Human Biology | First Year | |
| Interviews patients regarding medication | Health Numeracy diagnostic |
Nursing | First Year | |
| Identifies core components of topic and clearly articulates relevance to oral health practice | Wiki and poster assessment |
Oral Health | First Year | OH_wiki_poster08 |
| Identifies key ideas | Entry-level diagnostic of literature research skills |
Petroleum Engineering | First Year |
PEad_diagmc07 |
| Hypothesis is clearly stated and testable, and appropriate to background given | Entry-level diagnostic of literarure resarch skills | Psychology | Third Year |
PSYmac_diagmc05 |
