5MARK012W – CW1 INDIVIDUAL ASSIGNMENTSemester One - Task Three S.docx

5MARK012W – CW1 INDIVIDUAL ASSIGNMENT
Semester One - Task Three STATEMENTS:
Each student in each seminar group will be allocated randomly
two statements.
A list of student names (for each seminar) and the numbers of
the statements they have been allocated will be available in bb.
1. SECONDARY DATA SOURCES ARE ONLY USEFUL
BEFORE PRIMARY DATA COLLECTION
2. THE VALUE OF SECONDARY DATA COLLECTION IS
QUESTIONNABLE
3. MOST RESEARCH PROJECTS DO NOT NEED
SECONDARY DATA COLLECTION
4. SECONDARY DATA COLLECTION DOES NOT REQUIRE
SETTING RESEARCH OBJECTIVES
5. SAMPLING IS ALWAYS THE KEY IN GOOD RESEARCH
6. SAMPLES CAN BE ADJUSTED AFTER FIELDWORK
BEGINS
7. SAMPLING IS MORE RELEVANT IN OBSERVATION
THAN IN FOCUS GROUPS
8. SAMPLING IS THE MOST IMPORTANT ASPECT OF
ETHICAL RESEARCH
9. QUALITATIVE RESEARCH RELIES FAR LESS ON

SAMPLING
10. QUALITATIVE RESEARCH MUST ALWAYS USE
PROJECTIVE TECHNIQUES
11. QUANTITATIVE RESEARCH RELIES ON WELL
CHOSEN RECRUITMENT PARAMETERS
12. FIELDWORK IS THE MOST IMPORTANT ASPECT OF
QUANTITATIVE RESEARCH
13. QUANTITATIVE RESEARCH CAN USE PROJECTIVE
TECHNIQUES
14. USER GENERATED CONTENT IS QUANTITATIVE
RESEARCH
15. RESEARCH OBJECTIVES STAY THE SAME
THROUGHOUT A RESEARCH PROJECT
16. THERE ARE ALWAYS AT LEAST TWO RESEARCH
OBJECTIVES
17. GOOD RESEARCH IS ALWAYS ETHICAL RESEARCH
18. MOST RESEARCH IS DONE USING SOCIAL MEDIA

19. ALL RESEARCH NEEDS SOME PRIMARY DATA
COLLECTION
20. IT IS EASIER TO ANALYSE SECONDARY DATA
(RATHER THAN ANALYSING PRIMARY DATA)
Academic Year 2019-2020: Semester 1
5MARK012W
CW1 - TASK TWO
Any FOCUS GROUP
(&/or DEPTH)
Requires:
A set of Research Objectives
Recruitment – a Sample of Participants
A Facilitator / Moderator
Analysis

WHAT ARE THE RESEARCH OBJECTIVES?
Refer to page 3
Task Two Mark Allocation
TASK TWORecruitment10
Guide25
Moderator Instructions10Analysis5
Total Task Two50
RECRUITMENT PARAMETERS
Who do you want attending the group?
What characteristics should the participants have?
Where will the group be held (and how long will it last)?
What incentive are you giving?

Are there any ethical considerations?
https://www.qualtrics.com/blog/4-key-steps-to-recruiting-your-
own-research-panel/
Outline briefly who will be attending the focus groups and
justify your selection of participants
Perhaps provide a screener / short recruitment questionnaire
that will ensure the right participants are attending each group
WRITING A TOPIC GUIDE
Develop a checklist of THEMES / topics / areas to be covered.
Steps in design are:
Examine the research question (objectives)
List THEMES / topics / areas of interest
Develop a list of relevant ideas
Decide on projective techniques
Lay out a logical guide
Design ‘SHOWCARDS’
Remember to cover: ethics; summary; thanks
Typical Mistakes
Poor match to the objectives
No clear sequence
Only closed questions
Only open-ended questions
No projective techniques or too many or poorly designed
Too long

Creating the TOPIC GUIDE
CONSIDER THREE PARTS
INTRODUCTION
DISCUSSIVE PHASE
SUMMARY
INTRODUCTION
Welcome (include hospitality arrangements)
Objectives of session
Explanation of what will be happening
General Agenda
Comment on MRS code
Ice-breaker: prompts for participants to introduce themselves
(also checks you have the right participants)

DISCUSSIVE PHASE
Topics / Themes to be discussed
Always go from the general to the specific
Prompts and stimulus material / SHOWCARDS
Often includes / based on PROJECTIVE TECHNIQUES
Remember: Probes
Qualitative Research: often uses STIMULI / PROJECTIVE
TECHNIQUES and Showcards
10
Stimuli (often in the form of SHOWCARDS) can be as simple
as a typed show card sheet, or as sophisticated as a TV advert.
Stimuli can also be Projective methods / Techniques that
involve sentence completion, word association, thematic
apperception tests, cartoon tests, brand obituary and photo-
sorts.
Choose the projective techniques and stimuli so that they are
right for the group &/or depth [and do not use too many!!! Be
selective!]

Note:
Terminology differs
Association Techniques - word association and picture
association
Completion tasks - a sentence or a cartoon
Analogy – obituary, role-playing, personification etc
Respondent Effort Techniques -story telling, postcard writing
etc
Projective questioning
Word association tests
Brand personalities
Brand mapping
Photo sorts
Sentence completion
Role playing
Cartoon completion
[Wilson p.115-118]

SUMMARISING PHASE
Prompts for summarising what has been discussed
Thanks to participants
Creating the TOPIC GUIDE
CONSIDER THREE PARTS
& now for 2.MODERATION
INTRODUCTION
DISCUSSIVE PHASE
SUMMARY

For CW1 TASK TWO, you also need to consider
MODERATION
Separate out the issues into:
BEFORE;
DURING;
& AFTER.
http://www.focusgrouptips.com/focus-group-discussion.html
MODERATION - BEFORE:
12pm start [Arrive 10 minutes earlier to prepare]:
- Venue:
Room Requirements- Good lighting/ chairs and tables provided/
signage/ suitable room temperature
Resources- Flipcharts/ Tape recorder or camera/ pens and paper
- Hospitality preparation:
Water bottles/ snacks
- Attributes of a good moderator:
Dressed professionally/ suitable appearance
Strong skill set needed - leadership, communication and
interpersonal skills
Be prepared –Read topic guide
Understand the aims and the topics to be discussed
Don’t be biased
Source: UG Student – Semester 1 (2016/2017)

MODERATION - DURING:
WELCOME participants
Storage area – for coats/ bags
Name tags for participants
INTRODUCTION:
Follow topic guide (e.g. introduce yourself/ ice-breaker etc.)
Be welcoming/ personable/ friendly
PROCEDURAL ISSUES:
Ethics and confidentiality – Tape recording – How it will be
used
Topic guide:
Use topic guide
Probe- to get more from a respondents answer
Projective Techniques- understand how to use them
Stay on track
MANAGING THE GROUP:
All group members must contribute
Ensure no one dominates
Use repetition or a pattern of asking people- so everyone
contributes
Encourage quieter members to speak, but don’t pressure them
Time management – stay on schedule
Avoid conflicts
If conflicts occur, deal with the issue and resolve them quickly
To conclude certain topics or to probe ask the group ‘do we all
agree on this’.
Source:
UG Student
– Semester 1 (2016/2017)

MODERATION – AT END / AFTER:
SUMMARY
- Ask participants if they have questions/ queries
-Thank the participants and hand out the incentive
- compile notes about different topics that have been
discussed
MODERATOR REVIEW:
Review notes from the focus group
Listen/ watch the audio or video recording
Prepare a transcript
Source: UG Student – Semester 1 (2016/2017)
CW1 – TASK TWO
DATA ANALYSIS
Recommend the best option for analyzing the groups
Ensure you justify your choice based on an understanding of all
the options available for analyzing the groups
Task Two Mark Allocation
Guide25
Total Task Two50

5MARK012W MARKETING RESEARCH
SEMESTER 1 - 2019/2020
IN-COURSE INDIVIDUAL ASSESSMENT
THERE IS ONLY ONE BRIEF
but for Task Three
Each student will be randomly allocated two statements during
the seminar
There are THREE tasks
Task One
400 words [worth 20%]
Evaluation of three tables in a specific data set

Task Two
Prepare a Topic Guide including at least one projective
technique and some moderator guidance and outline the
recruitment parameters and data analysis considerations.
Task Three
Critically evaluate two statements
FORMAT
To add professionalism the submission can be made into a
report with three sections (one for each task) and include a table
of contents / table of figures & even a glossary of terms

TASK ONE is asking
for an evaluation of a data set
i.e. each of the 3 tables.
Each table should be fully considered:
data reworked so that it is easy to access the information (many
students do this by creating visuals except some omitted using a
label / title and indicating the base – attention to detail is
important)
the data in each table has to be worked and key findings
summarised
How many items / categories of items / different reasons – in
total and on average?
What was mentioned most / least in each table?
Is there any way of grouping the ‘mentions’ in each table
Show facts – this is quantitative data so using numbers is
expected
Some summary needs to be provided wherein you compare and
contrast the three tables in terms of reliability and validity –

look at the bases
TASK ONE
DO NOT:
Simply write what can be read – show evaluation
Add information that does not exist within the tables i.e. make
assumptions without any information / data to support the
statements made
Recommendations were not asked for and should not be given
TASK TWO requires you to prepare a Topic Guide including at
least one projective technique and some moderator guidance
within 1000 words
WHAT IS REQUIRED IN THE SUBMISSION?
The key to a good guide is one that is immediately usable which

many are not
TOPIC GUIDE must use THEMES / TOPICS (and not become a
list of questions)
Stronger submissions clearly show themes for discussion
accompanied by explicit prompts and probes
As you have been asked for moderator instructions and a guide
then perhaps distinguish carefully between the two (use colour /
change typeface)
You must also cover RECRUITMENT PARAMETERS & DATA
ANALYSIS Considerations
EDIT as many submissions have: awkward style; spelling
errors; disjointed – uneven flow; continuity issues – sentences
did not follow one another optimally
Task Two
The brief clearly indicates what the aim of the focus groups is,

namely:
BRIEF
The University wants to explore in detail the expectations UG
students have and their specific requirements and preferences
for branded promotional items to be made available by the
University.
Hence a set of themes for discussion related to the aim can be
extracted (notably in terms of: likes / dislikes / preferences /
ideal…)
Weaker submissions are more a listing of questions that do not
follow one another optimally.
Task Two must also cover:
There is a requirement to include at least one projective
technique (avoid including too many techniques as this becomes
confusing)
Use a label for the technique and some instructions (perhaps in
an appendix) for how to administer the technique – refer to the
example in bb.
MODERATOR INSTRUCTIONS
It is expected that students can outline briefly what is required
of a moderator before, during and after a group.
Ensure all the issues are fully covered.
RECRUITMENT PARAMETERS
Outline briefly who will be attending the focus groups and
Provide a screener / short recruitment questionnaire that will
ensure the right participants are attending each group
DATA ANALYSIS
Recommend the best option for analyzing the groups
Ensure you justify your choice based on an understanding of all

the options available for analyzing the groups
Task Three:
Each student will be randomly allocated TWO statements.
Each statement must be critically evaluated.
HENCE FOR EACH OF THE TWO STATEMENTS, IT IS
EXPECTED THAT THERE WILL BE:
an understanding of the statement and the theoretical aspects
embedded in the statement
a critical evaluation (indicating the extent to which the
statement is true and/or false)
the use of sources (which should be acknowledged using
Harvard referencing)
Take Note of Mark Allocations
CRITERIAMARKSCOMMENTSMax.Allocated
TASK
ONEReworking / SUMMARISING data
6Key findings from each of three tables
6Overall summary (linked to acknowledging aim)
8Total Task One20

Guide25
Total Task Two50
TASK THREEStatement One - Theory6Statement One -
Evaluation6Statement One - Sources3Statement Two -
Theory6Statement Two - Evaluation6Statement Two -
Sources3Total Task Three30
OVERALL TOTAL
(across three Tasks)
100
MONDAY
NOVEMBER 11TH 2019
Before 13.00 /1pm
We will look at the Brief
in more detail in today’s ………
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CW1 – TASK ONE
TASK ONE is asking for an evaluation of a data set
i.e. each of the 3 tables.
To fully consider EACH TABLE:
REWORK THE DATA so that it is easy to access the
information (possible to do this by creating visuals - be sure to
use a label / title and indicate the base – attention to detail is
important)
CW1 – TASK ONE
LOOK AT EACH TABLE:

Start by looking at the HEADING and SOURCE (Base) and
think about RELEVANCE to UoW
What is the table about?
What is the sample? Sample size?
CW1 – TASK ONE
STILL LOOKING AT EACH TABLE:
Summarise the KEY FINDINGS
How many ‘items’ / categories of ‘items’ / different reasons – in
total and on average?
What was mentioned most / least in each table?
Is there any way of grouping the ‘mentions’ in each table
CW1 – TASK ONE
COMMENT ON EACH TABLE
- Use facts – this is quantitative data so using numbers is
expected
PRODUCE A SUMMARY
- compare and contrast the three tables in terms of reliability
and validity

CW1 – TASK ONE
DO NOT: Simply write what can be read – show evaluation
DO NOT: Add information that does not exist within the tables
i.e. make assumptions without any information / data to support
the statements made
DO NOT: Give recommendations as these were not asked for
and should not be given
CW1 – TASK ONE
5MARK012W
CW1 - TASK THREE

Task Three:
Each student will be randomly allocated TWO statements.
Each statement must be critically evaluated.
HENCE FOR EACH OF THE TWO STATEMENTS, IT IS
EXPECTED THAT THERE WILL BE:
an understanding of the statement and the theoretical aspects
embedded in the statement
a critical evaluation (indicating the extent to which the
statement is true and/or false)
the use of sources (which should be acknowledged using
Harvard referencing)
Take Note of Mark Allocations
TASK THREE
CRITERIAMARKSCOMMENTSMax.Allocated
TASK THREEStatement One - Theory6Statement One -
Evaluation6Statement One - Sources3Statement Two -
Theory6Statement Two - Evaluation6Statement Two -
Sources3Total Task Three30
OVERALL TOTAL
100
5MARK012W:
CW1 - TASK THREE
Why is the statement true?

Why is the statement false?
Is the statement more ‘true’ or ‘false’ (& why)?
Where is the evidence (sources)?
Do you have about 300 words for each statement?
MONDAY
NOVEMBER 11TH 2019
Before 13.00 /1pm
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5MARK012W MARKETING RESEARCH Semester 1 -
2019/2020
5MARK012W MARKETING RESEARCH
SEMESTER 1: Academic Year 2019/2020
BRIEF:

In-Course INDIVIDUAL Assignment
[weighted to 50% of Module grade]
Contents
Detailed Individual Assessment Outline
Contacts:
Module Leader Anna Zacharewicz
Office: Room M130: Westminster Business School
Email: [email protected]
Class/Seminar Leader:
_____________________________________
Office: __________________________
Office Hours: --------------------------------------------
Email: _____________________________________
Westminster Business School
Completing the INDIVIDUAL ASSESSMENT
There are THREE Tasks / Sections to the Individual Assessment
(Weighted to 50% Module Marks)
Different mark allocations for each Task:
Task One = 20% (10% Module marks);
Task Two = 50% (25% Module Marks);

Task Three = 30% (15% Module Marks)
ONLINE SUBMISSION DEADLINE
Semester ONE = Monday November 11th, 2019
KEY POINTS:
· Each student must only complete their Individual Assignment
according to the Brief and the statements for Task Three they
have been individually allocated – please refer to your seminar
class tutor &/or the list on bb
· Each student must individually understand the brief – the onus
is on each student to query any issues with their class tutor.
· The word limit for the entire submission is 2000 words. It is
recommended Task One be completed in 400 words, Task Two
in 1000 words and Task Three in 600 words (300 words for each
statement).
BRIEF for INDIVIDUAL ASSIGNMENT
Note:
Tasks One & Two are the same for each student
Task Three – each student has different ‘statements’
(Allocated by seminar tutors - list in bb)
Context for Individual Assignment Brief
UNIVERSITY OF WESTMINSTER
The University of Westminster / UoW has received many

requests for expanding the range of branded promotional items
that it has available for students to buy during and after their
periods of study at the University. Initially, they are keen to
understand the views of Undergraduates.
As a starting point, the University commissioned an exploratory
project (based on secondary data collection / desk research) to
produce an overview of the type of promotional items different
universities were selling / students were buying.
Some new secondary data has just been made available and a
query has arisen which you (as a research executive working for
an Agency specialising in work with students in Central
London) have been asked to answer – Task One in the
Individual Assessment (refer to Page 4).
The University is now planning the second phase of the project
which will involve a series of Focus Groups among UoW
undergraduates.
Please note there is no requirement to actually complete the
Focus Group!!!!
The University wants to explore in detail the expectations UG
students have and their specific requirements and preferences
for branded promotional items to be made available by the
University.
There will be two Focus Groups at each of the four campuses
(Marylebone, Harrow, Cavendish Street, and Regent Street).
Each focus group will have between 6-8 participants /
Undergraduate students from a range of courses delivered at
each campus.
Thus, for Task Two (detailed in the following section - Page 4),
in your role as a research executive, you have been asked to:
· Outline the recruitment parameters for the focus groups

· Produce the discussion guide and some moderator instructions
· Provide some guidelines for analysis of the groups
Finally, there has been some discussion within the committee at
the University of Westminster who will be evaluating the
research findings. Statements have been made which are not
clear to some members of the committee.
Thus, for Task Three (detailed in the following section – page
4), each student will have two statements (allocated by seminar
tutors / available in a list on bb) that they need to explain and
critically evaluate.
INDIVIDUAL ASSESSMENT: Task One [worth 20%]
From the exploratory phase (referred to above), a data set
(Tables 1, 2 & 3) was obtained (through secondary / desk
research) that requires evaluation – refer to the APPENDIX on
Page 8.
You (in your role as a marketing research executive) are
required to produce a summary (of no more than 400 words)
which indicates what the data is saying / not saying i.e. isolate
and interpret and summarise the key findings in the data.
The allocation of marks is as follows:
· Reworking / SUMMARISING data (6%)
· Key findings from each of three tables (6%)
· Overall summary (linked to acknowledging aim) (8%)
INDIVIDUAL ASSESSMENT: Task Two [worth 50%]
There are four components to this task: Recruitment parameters

(worth 10%); Discussion / Topic Guide (worth 25%); Facilitator
/ Moderator Guidance (worth 10%); Analysis Guidelines (worth
5%)
Note: The maximum number of words for this Task is 1000
words
Recruitment parameters (worth 10%)
· Outline briefly who will be attending the focus groups and
· Provide a screener / short recruitment questionnaire that will
ensure the right participants are attending each group
Discussion / Topic Guide (worth 25%)
· Include the discussion themes / topics (supported by Prompts
and Probes) to be covered in a one-hour UG Focus Group
· You must use at LEAST ONE PROJECTIVE TECHNIQUE in
the Discussion / Topic Guide.
Facilitator / Moderator Guidance (worth 10%)
· Explain the key issues that the moderator / facilitator should
pay attention to (before, during and after the group).
Analysis Guidelines (worth 5%)
· Recommend the best option for analyzing the groups
· Ensure you justify your choice based on an understanding of
all the options available for analyzing the groups
INDIVIDUAL ASSESSMENT: Task Three [worth 30%]
Many points were raised during the discussions on the research
process carried out by the University of Westminster.
You have been asked to provide a critical evaluation of two
statements (allocated by seminar tutors / available listed in bb).

Note:
· The evaluation of each statement is worth 15%
· 6% is allocated to evidencing an understanding of the
statement and the theoretical aspects embedded in the statement
· 6% is allocated to a critical evaluation (indicating the extent
to which the statement is true and/or false)
· 3% is allocated for the use of sources (which should be
acknowledged using Harvard referencing)
It is suggested that about 300 words are used to evaluate each of
the two statements [i.e. 600 words in total for Task Three].
GUIDANCE NOTES FOR COMPLETING THE INDIVIDUAL
ASSESSMENT
· Each Task has very specific requirements. Hence ensure you
understand what is required and focus on what you have been
asked to do.
· Each Task has a different maximum number of words (Task
One = 400 words; Task Two = 1000 words; Task Three = 600
words). Please include a word count at the end of each Task
· You can use diagrams, tables, visual representations (which
are not part of the word count but must be labelled sourced and
used) for each Task.
· It is useful to start each task on a new page / sheet of A4
· Create a professional document for this submission using a
reporting format
Further guidance will be given during the Module
· in lectures and during seminars.
Students are also strongly urged to use the CW1 Guidance
available in bb.

ONLINE SUBMISSION REQUIREMENTS:
Coursework Project Deadline
The Individual Assignment report (covering THREE tasks)
should be submitted online on Blackboard by 1.00pm:
Semester One = Monday November 11th, 2019
THIS DEADLINE IS FINAL.
All assignments submitted, and date marked later than this
deadline will normally be penalized in terms of marks according
to University regulations on late submission. Any appeal against
this must go through the University's Mitigating Circumstances
procedure.
Please note that Course Leaders, Module Leaders and Seminar
Tutors do not have any discretion to offer extensions to
deadlines.
Submission of Coursework
All coursework on this module should be submitted via
Blackboard. On Blackboard it will automatically be scanned
through a text matching system (designed to check for possible
plagiarism).
For the Blackboard submission:
· DO NOT attach a CA1 form or any other form of cover sheet;
· YOU MUST NOT include your student ID as the document
header and also on the first page of your assignment as the

University adheres to a policy of anonymous marking!
To submit your assignment:
· Log on to Blackboard at http://learning.westminster.ac.uk;
· Go to the relevant module Blackboard site;
· Click on the ‘Submit Coursework’ link in the navigation menu
on the left-hand side, as advised by the module teaching group;
· Click on the link for the relevant assignment;
· Follow the instructions.
You will be given details by the Module teaching group about
how and when you will receive your marks and feedback on
your work.
REMEMBER:
It is a requirement that you submit your work in this way. All
coursework must be submitted by 1.00pm on the due date.
If you submit your coursework late but within 24 hours or one
working day of the specified deadline, 10% of the overall marks
available for that element of assessment will be deducted, as a
penalty for late submission, except for work which is marked in
the range 40 – 49%, in which case the mark will be capped at
the pass mark (40%).
If you submit your coursework more than 24 hours or more than
one working day after the specified deadline you will be given a
mark of zero for the work in question.
The University’s mitigating circumstances procedures relating
to the non-submission or late submission of coursework apply to
all coursework.
General Guidance:
Each student will use the same brief for Tasks One and Two.

Please refer to your Seminar Class Tutor to find out which two
statements you have been allocated for Task Three
· A list of statements allocated to each student is available in bb
Advice:
· Ensure you have all the contact details for your seminar class
leader / tutor as they are the first contact point for any queries.
· You must abide by the MRS Code of Practice / adhere to
ethics in research practice throughout this Module.
· You will be designing and executing a Focus Group
Discussion during the seminar classes in Week 5 (although you
are not required to carry out a focus group for completion of the
Individual Assessment).
Appendix:
Data Sets for PROMOTIONAL ITEMS
PLEASE NOTE:
THIS IS FICTIONAL DATA DEVELOPED FOR USE IN THIS
INDIVIDUAL ASSESSMENT AND AS SUCH THE SOURCES
GIVEN ARE ALSO FICTIONAL
Table 1:
Most popular promotional items among college students
studying in US
Customized Products
NUMBER OF STUDENTS BUYING
Promotional drinkware (including water bottles, ceramic mugs,
glasses
56
Custom tote bags

53
Logo writing instruments
45
Promotional USB drives
42
Custom desk accessories (including pens, calendars, notepads)
41
Health promotional items (such as sanitisers)
30
Custom calendars
27
Promotional power banks
21
Round ball stress relievers
18
Rubberized sunglasses
9
[Base: 620 US respondents / December 2018]
Table 2:
Top Ten New Promotional Items in 2018 as voted for by
students
CATEGORY
% STUDENTS
Imprinted stainless steel straws
78
Webcam Privacy Covers
65
Illuminating Pens
61
Wireless Chargers
54
Lanyard Charging Cords
51
Mini Backpacks

48
Phone Wallets with extras e.g. finger straps
35
Bluetooth Ear Buds
27
Charging Cables with ‘C’ Connectors
16
Lip Balm Balls
11
[Base: 480 UK students in further education / January 2019]
Table 3: Reasons for buying promotional items branded with the
University Logo
Statement
% giving as reason
They make great gifts
48
Good reminder of my time at Uni
21
The item is something I use
16
Neat design and styling
20
Bought for family overseas as light and inexpensive
12
Impulse purchase
14
Liked the item
32
Did not buy – it was free
62
[Base: 217 University Undergraduates in the UK studying Law
– November 2018]

BRIEF PROMOTIONAL ITEMS
Individual Assessment
MARK SHEET
STUDENT NAME:
STUDENT NUMBER:
CRITERIA
MARKS
COMMENTS
Max.
Allocated
TASK
ONE
Reworking / Summarising data
6
Key findings from each of three tables
6
Overall summary (linked to acknowledging aim)
8

Total Task One
20
TASK TWO
Recruitment
10
Guide
25
Moderator Instructions
10
Analysis
5
Total Task Two
50

TASK THREE
Statement One - Theory
6
Statement One - Evaluation
6
Statement One - Sources
3
Statement Two - Theory
6
Statement Two - Evaluation
6
Statement Two - Sources
3
Total Task Three
30

OVERALL TOTAL
100
OVERALL
(WEIGHTED TO 50%)
Individual Assessment Brief Page 11

5MARK012W – CW1 INDIVIDUAL ASSIGNMENTSemester One - Task Three S.docx

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