Questionnaire
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This document discusses different types of questionnaires and factors to consider when designing a questionnaire. It outlines structured versus unstructured questionnaires and face-to-face versus mail administration. Important design considerations include making questions relevant, moderate in length, unambiguous, simple, objective, and in a definite sequence. The questionnaire should also have clear instructions and be both reliable and valid. A pilot study should be conducted to check for bias or technical defects before full implementation.
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Criteria
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Is there a statement of the problem or a qualitative
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Does the problem of topic indicate a particular focus of study?
Is the problem “researchable,” that is, can it be investigated
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Is the review comprehensive?
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2
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Do the implications discussed form an empirical or theoretical
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Are references cited completely and accurately?
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Are specific questions to be answered listed or specific
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Does each hypothesis state an expected relationship or
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If necessary, are variables directly or operationally defined?
Is each hypothesis testable?
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Are the size and major characteristics of the population
studied described?
Are the accessible and target populations described?
If a sample was selected, is the method of selecting the
sample clearly described?
Does the method of sample selection suggest any limitations
or biases in the sample?
For example, is stratified sampling
used to obtain sample subgroups?
Are the size and major characteristics of the sample described?
Does the sample size meet the suggested guideline for minimum
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Do instruments and their administration meet guidelines for
protecting human subjects?
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4) Guidance is provided on writing problem statements, research questions, assessing relevance/contribution, conducting literature reviews, and describing theories, models, variables and hypotheses.
Getting to grips with TESTA methods
The document provides guidance on conducting a TESTA audit to evaluate university assessment practices. It outlines several research tools for the audit, including reviewing assessment data, administering a student Assessment Experience Questionnaire (AEQ), and conducting student focus groups. Triangulating data from these multiple sources can provide a holistic view of a program's assessment and help identify themes, questions, and areas for further exploration. Running focus groups effectively requires careful planning, facilitation, and attention to ethics. Overall, the TESTA methods aim to help evaluators better understand student assessment experiences and make evidence-based improvements.
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Rubrics
This document discusses different types of rubrics used to evaluate student work. It describes holistic rubrics, which evaluate multiple criteria together on a single scale, developmental rubrics, which assess the progress of a skill or process, and analytic rubrics, which evaluate each criterion separately. The document provides examples of generic rubrics that can be used for various tasks, and task-specific rubrics tailored to a particular assignment. It then shares samples of rubrics that evaluate knowledge, skills, understanding, and the transfer of understanding using rating scales.
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Questionnaire
- 3. GOODE & HATT
- 5. (On the basis of items used in questionnaire) (Fixed or closed-items questionnaire) (Structuredquestionnair e) (open-ended items questionnaire) (Unstructured questionnaire)
- 6. (Fixed or closed-items questionnaire) (Structured questionnaire)
- 7. (open-ended items questionnaire) (Unstructured questionnaire)
- 8. (On the basis of models of administration) - (Face-to-face administrated questionnaire ) (Mail questionnaire)
- 9. - (FACE TO FACE ADMINISTRATED QUESTIONNAIRE )
- 13. (Relevant to the problem) (Moderate length) (Unambiguity of words) (Unambiguity of sentences) (Simplicity of sentences) (Use of non-sentimental words)
- 14. (Objectivity of questions) (Definite sequence of questions) (Mixed questionnaire) (High reliability) (High validity) (Clear and complete instruction)
- 16. (Topic)(Items) | | (Pilot study) ( -,| )
- 17. (Bias) (Technical defects)