Level of Student Autonomy
Facet of Inquiry Level I Level II Level III Level IV Level V
Students research at the level of a closed inquiry* and require a high degree of structure / guidance. Students research at the level of a closed inquiry* and require some structure / guidance. Students research independently at the level of a closed inquiry.* Students research at the level of an open inquiry* within structured guidelines. Students research at the level of an open inquiry* within self-determined guidelines in accordance with the discipline.
A. Students embark on inquiry and so determine a need for knowledge / understanding. Respond to questions /tasks arising explicitly from a closed inquiry.
go to A Something 		Respond to questions / tasks required by and implicit in a closed inquiry.
go to a2 		Respond to questions / tasks generated from a closed inquiry.
go to A Something 		Generate questions / aims / hypotheses framed within structured guidelines.
go to A Something 		Generate questions / aims / hypotheses based on experience, expertise and literature.
go to A Something
B. Students find/generate needed information/data using appropriate methodology. Collect and record required information / data using a prescribed methodology from a prescribed source in which the information / data is clearly evident.
go to b1 		Collect and record required information / data using a prescribed methodology from prescribed source / s in which the information is not clearly evident.
go to b2 		Collect and record required information / data from self-selected sources using one of several prescribed methodologies.
go to b3 		Collect and record self-determined information / data from self-selected sources, choosing an appropriate methodology based on structured guidelines.
go to b4 		Collect and record self-determined information / data from self-selected sources, choosing or devising an appropriate methodology with self-structured guidelines.
go to b5
C. Students critically evaluate information/data and the process to find/generate this information/data. Evaluate information / data and the inquiry process using simple prescribed criteria.
go to c1 		Evaluate information / data and the inquiry process using prescribed criteria.
go to c2 		Evaluate information / data and the inquiry process using criteria related to the aims of the inquiry.
go to c3 		Evaluate information / data and the inquiry process comprehensively using self-determined criteria developed within structured guidelines.
go to c4 		Evaluate information / data and the inquiry process rigorously using self-generated criteria based on experience, expertise and the literature.
go to c5
D. Students organise information collected/generated and manage the research process. Organise information / data using a simple prescribed structure and process.
go to d1 		Organise information / data using a recommended structure and process.
go to d2 		Organise information / data using recommended structures and self-determined processes.
go to d3 		Organise information / data using structures and processes suggested by provided guidelines.
go to d4 		Organise information / data using self-determined structures and processes.
go to d5
E. Students synthesise and analyse and apply new knowledge. Synthesise and analyse information / data to reproduce existing knowledge in prescribed formats. Ask questions of clarification / curiosity.
go to e1 		Synthesise and analyse information/ data to reorganise existing knowledge in standard formats. Ask relevant, researchable questions.
go to e2 		Synthesise and analyse information / data to construct emergent knowledge. Ask rigorous, researchable questions based on new understandings.
go to e3 		Synthesise, analyse and apply information / data to fill recognised knowledge gaps.
go to e4 		Synthesise, analyse and apply information / data to fill self-identified gaps or /extend knowledge.
go to e5
F. Students communicate knowledge and the processes used to generate it, with an awareness of ethical, social and cultural issues. Use mainly lay language and prescribed genre to demonstrate required knowledge and understanding for lecturer / teacher as the audience.
go to f5 		Use some discipline-specific language and prescribed genre to demonstrate self-selected knowledge and understanding from a stated perspective and for a specified audience.
go to f2 		Use mostly discipline-specific language and appropriate genre to demonstrate knowledge and understanding within a field from a scholarly perspective and for a specified audience.
go to f3 		Use the language of the discipline and appropriate genre to address knowledge and understanding gaps from several perspectives for a self-selected audience.
go to f4 		Use the language of the discipline, choosing appropriate genre to extend knowledge and understanding, from diverse perspectives for a range of audiences.
go to f5