Generate Questions / Aims / Hypotheses Framed within Structured Guidelines.
Student generation of questions, aims or hypothesis framed within guidelines provided to them by lecturers is the hallmark of working at Level IV of 'embark on inquiry'. Each student, or where appropriate, team of students, begins the research process by asking questions, setting aims or determining hypotheses. The clarity, direction, and answerability of the questions or aims will be within parameters set, such as timeframe and equipment constraints. The Human Biology example below provides specific marking criteria for Level IV.
The degree of rigour required and the ambitious nature of a research question or project aim will be appropriate to the discipline and university year. This means that a Masters by coursework student will develop a question or aim requiring significantly more sophistication of process to address it when compared to a First Year student working at the same facet and level, both can work autonomously at a standard appropriate to their context. Higher degrees of autonomy do not imply sloppiness, rather engagement with the literature to identify research gaps should increase in proportion to the university year of study. The RSD framework allows conceptualisation of providing learning and assessment tasks requiring varying degrees of autonomy; standards of rigor required are specific to the discipline, the university year and the academics involved.
|EXAMPLE CRITERIA||NATURE OF THE TASK||DISCIPLINE||YEAR LEVEL||FULL MARKING CRITERIA|
|Aims focussed and innovative||Research paper||Business Ethics||Masters by Coursework||BEmon_resrepmc08|
|Aims/hypothesis clear, focussed and innovative||Open Inquiry in Population Analysis and report||Human Biology||First Year Second Semester|