2010 Sasta Research Program


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Kirsty Gerbert's Presentation SASTA 2010

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2010 Sasta Research Program

  1. 1. <ul><li>Assessing the Research program </li></ul><ul><li>In the New SACE </li></ul><ul><li>Stage 1 - 2010 </li></ul>
  2. 2. <ul><li>Maintain the concept of a Psych prac report </li></ul><ul><li>Include the Assessment Design Criteria </li></ul><ul><li>Incorporate the Intended Student Learning </li></ul><ul><li>Ensure the “A” performance standards could be me </li></ul>
  3. 3. <ul><li>Existing criteria from “old” SACE </li></ul><ul><li>Pre-existing concept of what an investigation report should look like (feedback sheet) </li></ul><ul><li>Assessment task information from curriculum outline </li></ul><ul><li>Skills and Intended Student Learning from the curriculum outline </li></ul><ul><li>Assessment Design Criteria </li></ul><ul><li>Specific Features </li></ul><ul><li>Performance Standards </li></ul>
  4. 4. <ul><li>To produce a document that merges this information together </li></ul><ul><li>Teacher version (pg 7) </li></ul><ul><li>Student version (pg 8) </li></ul>
  5. 5. <ul><li>These are not inclusive or exclusive </li></ul><ul><li>These are not a checklist </li></ul><ul><li>Attempted to include as many as I though relevant to Stage 1 </li></ul>
  6. 6. <ul><li>The group investigation is intended to give students insight into the design and ethical considerations involved in psychological research. Students should be given an opportunity to formulate a question, work collaboratively, demonstrate an understanding of ethical practices, present data in tables and graphs, analyse data and draw conclusions, and evaluate the investigation. </li></ul><ul><li>  </li></ul><ul><li>The group investigation comprises the following three stages: </li></ul><ul><li>proposal development </li></ul><ul><li>data analysis </li></ul><ul><li>report writing. </li></ul><ul><li>Collaboration is involved in the first two stages only. </li></ul><ul><li>In the proposal development stage, each group considers the data generated by any one of a variety of research programs available to teachers on the SACE Board website (www.saceboard.sa.edu.au). For ethical reasons, these research programs are the only ones that should be undertaken by the class. </li></ul>
  7. 9. <ul><li>Once the teacher has approved a group’s proposal, the group proceeds with data analysis. Students must explore alternative ways of appropriately selecting and presenting relevant data, quantitative or qualitative. This may include statistical calculations or content analysis of data. </li></ul><ul><li>  </li></ul>
  8. 10. <ul><li>Following data analysis, each student presents a report. Teachers might allow students to negotiate an alternative format for the presentation of the report (for example, a debate, an oral report, a video, or an electronic presentation such as PowerPoint). </li></ul>
  9. 11. <ul><li>A completed investigation report in Psychology should include: </li></ul><ul><li>an introduction that identifies the focus of the investigation and the data used to address a specific research question </li></ul><ul><li>display and analysis of data </li></ul><ul><li>an evaluation of information gathered, sample, and investigation design </li></ul><ul><li>discussion of research ethics </li></ul><ul><li>a conclusion including usefulness of results of the study and possible future improvements. </li></ul>
  10. 17. What’s required ADC Comment <ul><li>GROUP PROPOSAL </li></ul><ul><li>Purpose of the investigation / Aim </li></ul><ul><li>Formulate Hypothesis or investigable question </li></ul><ul><li>Identify IV and DV as appropriate </li></ul><ul><li>Identify investigation as experimental, quantitative observational, or qualitative </li></ul><ul><li>Explain how data can be used to address the research question </li></ul>I1 <ul><li>INTRODUCTION </li></ul><ul><li>Describe the focus of the investigation </li></ul><ul><li>Describe the data used to address the specific research question </li></ul><ul><li>Should include any modifications to the research proposal and restate the investigable question or hypothesis </li></ul>I2 <ul><li>RESULTS </li></ul><ul><li>Summary Tables </li></ul><ul><li>Statistics – mean, percentages etc </li></ul><ul><li>Graph/s showing the dependent variable against the independent variable </li></ul><ul><li>Title, Labelled axis, appropriate scales and units </li></ul><ul><li>Content Analysis to organise data into themes </li></ul><ul><li>Summary of main findings </li></ul><ul><li>No raw data in the main report </li></ul>I3, I1 <ul><li>DISCUSSION </li></ul><ul><li>Was hypothesis met? </li></ul><ul><li>Describe patterns observed in the results of the data. </li></ul><ul><li>Analyse the data in terms of the mean </li></ul><ul><li>Was the sample appropriate? What impact does this have on the reliability of the results? </li></ul><ul><li>Analyse and evaluate strengths and weaknesses of the investigation </li></ul><ul><li>Suggest possible improvements </li></ul><ul><li>Identify ethical issues that were handled well </li></ul><ul><li>Identify ethical issues that may have been breached </li></ul><ul><li>Prepare a conclusion, including a discussion of the usefulness of the results of the study </li></ul>AE3 AE2 KU1 A1 <ul><li>THROUGHOUT THE REPORT </li></ul><ul><li>Acknowledge and list the sources of the information used in a standard format. </li></ul><ul><li>Use specific terminology appropriate to the purpose of the communication </li></ul><ul><li>Present communications (oral, written, multimedia) clearly and logically using psychological concepts appropriate to the audience (including clear expression of ideas, fluent sentences and structured paragraphs, spelling and grammar) </li></ul>I2 A2 KU3
  11. 18. <ul><li>This is one interpretation of the ADC that line up with what is required by the Group Investigation. </li></ul><ul><li>Discussion with Chief Assessor and Curriculum Services Officer provided greater insight and alternate views on the same issues. </li></ul><ul><li>Hopefully when we work with the PS and ADC for 12 months we will come to some consensus before launching into Stage 2 in 2011 </li></ul>
  12. 19. <ul><li>Collaboration </li></ul><ul><li>A3: demonstrate initiative in applying constructive and focuses approaches to their collaboration </li></ul><ul><li>KU3: apply a variety of forms (oral – group work and written – report) to communicate their knowledge and understanding coherently and highly effectively </li></ul><ul><li>I3: Uses well-organised safe and ethical investigation procedures </li></ul>
  13. 20. <ul><li>Proposal </li></ul><ul><li>I1: Design (implies selecting the hypothesis they will do rather than designing from scratch) a logical, coherent and detailed plan for a psychology investigation </li></ul><ul><li>Introduction </li></ul><ul><li>I2: Critically and logically selects information about psychology (implies that they can critically select some information to include in their focus, basic background and definition information to set the scene, and that they can critically and logically select which data they need to address their research question / hypothesis) </li></ul>
  14. 21. <ul><li>Results </li></ul><ul><li>I1: Implements (implied in their graphing – if they have implemented well, they will be able to demonstrate this in their results) the logical, coherent and detailed plan. </li></ul><ul><li>I4: Obtains, records and displays findings of investigations using appropriate conventions and formats accurately and highly effectively . Apply these terms to the graphs – are they accurate and highly effective or just mostly accurate and effective? </li></ul>
  15. 22. <ul><li>Discussion . </li></ul><ul><li>KU1: applies throughout the entire report. The range of psychology concepts incorporates all terms – sample, results, knowledge of the topic, reliability, and in particular ethical issues. </li></ul><ul><li>AE3:Systematically analyses and evaluates psychological evidence to formulate logical and highly relevant conclusions . Would be looking for this in the interpretation of their results and in the final conclusion </li></ul><ul><li>AE2:Logically evaluates procedures and suggests a range of improvements. Straight forward, however I would interpret the word “procedure” very loosely. This would include sampling procedures, method procedures, data analysis procedures. </li></ul>
  16. 23. <ul><li>A1: Created the greatest controversy so far. We have been instructed to include it in the research investigation, although I would be more inclined to see it in the Issues Investigation. </li></ul><ul><ul><ul><li>Suggest solutions to complex problems in new and familiar contexts </li></ul></ul></ul><ul><li>Saceboard clarified that they would see students outlining the pros and cons of solutions that they suggest. Given that this is essentially a “prac writeup” are we actually posing a problem for them to solve through their research? I am interested in feedback on this point. </li></ul>
  17. 24. <ul><li>Throughout the report they need to </li></ul><ul><li>A2: Use appropriate psychology terms highly effectively – straight forward </li></ul><ul><li>I2: Acknowledge information about psychology from a range of sources . We have not encouraged deep research when writing these reports; the word count doesn’t allow it, so we need to be careful when encouraging A students to source from several places not to go overboard. </li></ul><ul><li>KU3: Same as in the Collaboration part. This shows consistency of communication skills across a variety of forms , highly effectively and coherently. </li></ul>