Вы находитесь на странице: 1из 3

SACE Research Project (RPB) - Assessment Type 3: EVALUATION (30%)

Evaluation - Tips for success


150 word summary
1500 word Evaluation
Performance Standards:
E1 Evaluation of the research processes used, specific to the research question.
E2 Evaluation of decisions made in response to challenges and/or opportunities.
E3 Evaluation of the quality of the research outcome.
S3 Expression of ideas

E1 Evaluation of the research processes used, specific to the research


question.
To successfully evaluate your research, you need to make JUDGEMENTS about the
effectiveness of the research processes you used (activities you undertook to find
information/data to answer your question). Students in the top grade bands will show
insight and deep and critical thinking when making judgements.
Keep in mind the following terms:

Useful
Important
Not useful
Critical
Highly valuable

Be prepared to make a judgement call on a process, and also EXPLAIN your


decision to the marker (eg. Surveying was critical to my research because).
Consider the following:
Be able to explain exactly which part of your research a process was useful
for (eg. Surveying gave me data that was important in substantiating one of
my key finding. Then explain).
Think about how a process helped increase your knowledge and/or the quality
of the outcome.
Remember that a research process is not a source (eg. Process = reading
online articles / Source = a particular article)
Do refer to really useful sources you found when undertaking your research
processes (remember to reference). Give a general overview of a process,

then talk specifically about a source (giving examples of reliability, credibility


and bias).

Consider validity of processes in relation to your research question; dont just


make general comments about them (eg. To what level were the processes
you chose valid/ appropriate to your research question? How do you know
this?).
Consider the reliability of a process (and sometimes a source) for providing
accurate, trustworthy information specific to your research question (Think
about how you got the information, the purpose behind it eg. persuasive,
biased, objective, accurate, level of expertise).
Consider the way ethical processes were followed or not (if relevant).
Make concluding judgements (Which process was most useful? Why?)
Make balanced judgements think about positives as well as limitations (eg.
regarding depth of information, validity, reliability, etc).

LANGUAGE: reliability, validity, usefulness, because, effective, for example, the


effect of this was, therefore, this was because, this wasnt reinforced,

E2 Evaluation of decisions made in response to challenges and/or


opportunities specific to the research question.
Consider the following:
SITUATION
ACTION
JUDGEMENT (of decision: why was it good, or not convince the marker)
OUTCOME (effect on your research)
Think: What? Why? What effect? (because, therefore, for example)
Dont spend too much time describing a problem (eg. Just 1-2 sentences
identifying the problem); focus on what you decided to do about it (and what
the outcome was to your research as a result).
Think critically about whether a decision had a positive or negative effect on
your research.
Focus on the most important decisions you made (not all of them, or
necessarily the biggest ones!).
Focus on decisions specific to the research process (not your time
management issues, unless time limitations really impacted on a research
process eg. scientific experiments)
Avoid recount!
Use specific evidence to support your comments.
LANGUAGE: because, effective, for example, the effect of this was therefore.
looking back, on reflection, consequently,

E3 Evaluation of the quality of the research outcome.

Be aware that the research outcome is the resolution to your research


question.
Focus on substance and style
Dont exaggerate; be realistic in your evaluation of the quality.
How well was your question answered (strengths, weaknesses, limitations)?
What evidence do you have? What conclusions did you reach? Were you able
to produce new evidence? Were your findings inconclusive?
Consider how the quality could be improved (avoid time management issues;
focus on processes)
Consider value of the outcome to yourself and others (eg. your target
audience).

LANGUAGE: because, as a result, as a consequence, I was surprised, the effect of


this was, in future this will.., limitations, strengths

S3 Expression of ideas.

Subheadings arent required, but may help you gather your thoughts and put
them in logical order. Work out what best suits you.
You dont have to order your work in sections (eg. E1, E2, etc), but do ensure
that you give thorough coverage to all three areas you are being assessed on.
Think about the language you use. Dont just use a single qualifier (eg. good,
good, good, not good.).
Proofread carefully.

General tips:

Before starting your Evaluation, be clear on what you will be assessed on.
Look at the performance standards (and listen, when your teacher explains
them!).
Avoid recount ( and then, and then, and then = yawn!)
Focus on depth of information (really unpack and tease out your ideas).
Explain your comments (eg. It was reliable because)
Make balanced judgements (look at positives as well as limitations). (eg.
When conducting your survey, were there limitations around reliability (such
as the possibility of bias?).
Back up your statements with evidence (because).
Planning is not considered a research process in this context (SACE Board)
Dont over-focus on a just one area (eg. evaluating decisions); remember
what you are being assessed on.
Be aware that in-text references (in brackets) and the actual Reference List
does not count for your word count.
Dont exceed the word count (If you go over the wordcount, the marker wont
get excited and give you bonus points for your efforts; rather, they will simply
not read/mark the extra bit!)