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MS SHATTOCK’S REPORT WRITING HANDBOOKStage 2 PsychologyAssessment Type 1: Investigations FolioIndividual InvestigationPurpose This assessment allows you to:demonstrate your understanding of ethical research using the guided research program “Persuasion”apply relevant psychological principles and ethics by undertaking and evaluating this research programdemonstrate organisation and critical reflection in the application of psychological principles, taking into account ethical considerations.Description of Assessment Proposal developmentThe proposal must identify the question to be addressed and how the data can be used to address the question. Individually, consider the data generated by the research program “Assertiveness”, and construct a question that can be addressed by the data. Then, change this into a hypothesis. Data analysisOnce the teacher has approved the proposal, you will be given a copy of the data generated from the research program and the group then proceeds with the data analysis. In this stage, you will explore alternative ways of appropriately selecting and presenting the data, which may include statistical calculations or the content analysis of data.Following data analysis, each student will prepare an individual report. The report may be written or an alternative presentation can be negotiated.The completed report should include:an introduction that identifies the focus of the investigation and the data used to address a specific research questionthe display and analysis of dataan evaluation of the information gathered, the sample used and the investigation designdiscussion of research ethics relevant to the research programa conclusion, including comments on the usefulness of the investigation and possible future improvements.Assessment ConditionsProposal development (a maximum of 250 words)Individual investigation report (a maximum of 1500 words) - excluding the proposal and quantitative and qualitative dataIf presented in an alternative manner, there is a maximum of 10 minutes for an oral presentation or the equivalent in multimedia form.Proposal development and data analysis are completed during class time. The report is completed in the student’s own timeLearning RequirementsAssessment Design CriteriaCapabilitiesExplain the factors that cause psychological differences and similarities between people and give examples of how these factors affect the behaviour of themselves, others, and groups of people.Analyse the behaviour of themselves, others, and groups of people in different contexts in a way that recognises the values of independence and interdependenceDemonstrate an understanding of ethical research by undertaking, and evaluating guided investigationsMake informed decisions about issues, events, and situations in society by applying relevant psychological principles and ethics and by presenting particular points of view, giving examples of the thinking and reasoning behind them.Demonstrate organisation and critical reflection in the application of psychological principles, taking into account ethical considerationsSearch for, evaluate, and organise psychological information and use appropriate terms effectively to communicate key ideas, understanding, processes, and values in a range of contextsUndertake a variety of roles while working as a member of a team to achieve individual and shared goals.InvestigationThe specific features are as follows:I1Development of psychology investigation proposals.I2Critical selection and acknowledgment of information about psychology and issues in psychology from different sources.I3Understanding and use of ethical research practices.I4The obtaining, recording, and display of findings of investigations using appropriate conventions and formats.Analysis and Evaluation The specific features are as follows:AE1Analysis of the behaviour of individuals and groups of people in different contexts.AE2Evaluation of procedures, with suggestions for improvement.AE3Analysis and evaluation of psychological evidence to formulate relevant conclusions.ApplicationThe specific features are as follows:A1Application of psychological concepts and evidence from investigations to new and familiar contexts.A2Application of appropriate psychological terms.A3Demonstration of skills in individual work and teamwork.Knowledge and Understanding The specific features are as follows: KU1Demonstration of knowledge and understanding of psychological concepts and ethical considerations.KU 2Use of knowledge of psychology to understand and explain behaviours.KU3Communication of knowledge and understanding of psychology in different contexts, using different municationCitizenshipPersonal DevelopmentWorkLearning-InvestigationAnalysis and EvaluationApplicationKnowledge and UnderstandingADevelops logical, coherent, and detailed psychology investigation proposals.Critically and logically selects and consistently and appropriately acknowledges information about psychology and issues in psychology from a range of sources.Clearly understands and consistently uses well-organised, ethical research practices.Obtains, records, and displays findings of investigations, using appropriate conventions and formats accurately and highly effectively.Uses perceptive and thorough analytical skills to examine the behaviour of individuals and groups of people in different contexts.Logically evaluates procedures and suggests a range of appropriate improvements.Systematically analyses and evaluates psychological evidence to formulate logical and highly relevant conclusions.Applies psychological concepts and evidence from investigations to suggest solutions to complex problems in new and familiar contexts.Uses appropriate psychological terms highly effectively.Demonstrates initiative in applying constructive and focused approaches to individual and collaborative work.Consistently demonstrates a deep and broad knowledge and understanding of a range of psychological concepts and ethical considerations.Uses knowledge of psychology perceptively and logically to understand and explain behaviours.Uses a variety of formats to communicate knowledge and understanding of psychology in different contexts coherently and highly effectively.BDevelops well-considered and clear psychology investigation proposals.Logically selects and appropriately acknowledges information about psychology and issues in psychology from different sources.Understands and consistently uses ethical research practices.Obtains, records, and displays findings of investigations, using appropriate conventions and formats mostly accurately and effectively.Uses clear and well-organised analytical skills to examine the behaviour of individuals and groups of people in different contexts.Evaluates procedures and suggests some appropriate improvements. Uses mostly logical analysis and evaluation of psychological evidence to formulate consistent and relevant conclusions.Applies psychological concepts and evidence from investigations to suggest solutions to problems in new and familiar contexts.Uses appropriate psychological terms effectively.Applies mostly constructive and focused approaches to individual and collaborative work.Demonstrates some depth and breadth of knowledge and understanding of a range of psychological concepts and ethical considerations.Uses knowledge of psychology logically to understand and explain behaviours.Uses a variety of formats to communicate knowledge and understanding of psychology in different contexts coherently and effectively.CDevelops considered and generally clear psychology investigation proposals.Selects with some focus, and mostly appropriately acknowledges, information about psychology and issues in psychology from different sources.Generally understands and uses ethical research practices.Obtains, records, and displays findings of investigations, using generally appropriate conventions and formats with some errors but generally accurately and effectively.Uses generally organised analytical skills to examine the behaviour of individuals and groups of people in different contexts.Evaluates some procedures in psychology and suggests some improvements that are generally appropriate. Analyses and evaluates psychological evidence to formulate simple and generally relevant conclusions.Applies psychological concepts and evidence from investigations to suggest some solutions to basic problems in new or familiar contexts.Uses generally appropriate psychological terms, with some general effectiveness. Applies generally constructive approaches to individual and collaborative work.Demonstrates knowledge and understanding of a general range of psychological concepts and ethical considerations.Uses knowledge of psychology with some logic to understand and explain behaviours.Uses a variety of formats to communicate knowledge and understanding of psychology in different contexts, with some general effectiveness.DPrepares the outline of a psychology investigation proposal.Selects and may partly acknowledge one or more sources of information about psychology or an issue in psychology.Identifies and attempts to use some ethical research practices.Obtains, records, and displays findings of investigations, using conventions and formats inconsistently, with occasional accuracy and effectiveness.Describes basic behaviour of individuals and groups of people in different contexts.For some procedures, identifies improvements that may be made.Attempts to extract meaning from psychological evidence and to formulate a simple conclusion that may be relevant.Applies some evidence to describe some basic problems and identify one or more simple solutions, in familiar contexts.Attempts to use some psychological terms that may be appropriate. Attempts individual work inconsistently, and contributes superficially to aspects of collaborative work.Demonstrates some basic knowledge and partial understanding of psychological concepts and ethical considerations.Identifies and explains some psychological information that is relevant to understanding and explaining municates basic information about psychology to others, using one or more formats.EIdentifies a simple psychology investigation proposal.Identifies a source of information about psychology or an issue in psychology.Pays limited attention to ethical research practices.Attempts to record and display some descriptive information about an investigation, with limited accuracy or effectiveness.Acknowledges that individuals and groups of people may behave differently in different contexts.Acknowledges the need for improvements in one or more procedures.Attempts to organise some limited evidence.Identifies a basic problem and attempts to identify a solution in a familiar context.Uses some psychological terms.Shows emerging skills in individual and collaborative work.Demonstrates some limited recognition and awareness of psychological concepts and ethical considerations.Shows an emerging understanding that some psychological information is relevant to explaining behaviours.Attempts to communicate information about PLETING THE INVESTIGATION:PRESENTING THE INVESTIGATION:359410014986000Completed collaboratively: 58750201927225003590290192722500Completed individually:52070231140CHIEF ASSESSOR’S REPORT NOTES 2016The more successful responseshad research questions/hypotheses that varied from others in the same assessment groupincluded effective graphs that required no further information for interpretationcorrectly interpreted the standard deviation when it was calculatedcontained evaluations of procedures, rather than definitions of validity (external/internal) and reliabilitylinked points in the discussion back to the research questionprovided comments on the rigour of the investigationprovided sophisticated and relevant ideas, rather than superficially trying to cover all aspects of measurement and design (e.g. experimenter effects, measurement tools, external validity, and internal validity)did not include literature reviews with referencesdiscussed ethical issues specific to the research programThe less successful responseswere overly scaffolded; e.g. sentence starters were provided, resulting in formulaic answersomitted, in the proposal, how the data were going to be used; this lack of detail resulted in reduced clarity and coherenceincluded a method section, which is not needed and unnecessarily contributes to the word-count included raw data in the reportcontained too many or irrelevant graphs, e.g. boxplots, standard deviationscontained repetition, rather that interpretation, of the data in the discussionincluded unnecessary subheadings, such as ‘Internal Validity’ and ‘Measurement Tools’discussed ethics generally across both tasks in the folio.0CHIEF ASSESSOR’S REPORT NOTES 2016The more successful responseshad research questions/hypotheses that varied from others in the same assessment groupincluded effective graphs that required no further information for interpretationcorrectly interpreted the standard deviation when it was calculatedcontained evaluations of procedures, rather than definitions of validity (external/internal) and reliabilitylinked points in the discussion back to the research questionprovided comments on the rigour of the investigationprovided sophisticated and relevant ideas, rather than superficially trying to cover all aspects of measurement and design (e.g. experimenter effects, measurement tools, external validity, and internal validity)did not include literature reviews with referencesdiscussed ethical issues specific to the research programThe less successful responseswere overly scaffolded; e.g. sentence starters were provided, resulting in formulaic answersomitted, in the proposal, how the data were going to be used; this lack of detail resulted in reduced clarity and coherenceincluded a method section, which is not needed and unnecessarily contributes to the word-count included raw data in the reportcontained too many or irrelevant graphs, e.g. boxplots, standard deviationscontained repetition, rather that interpretation, of the data in the discussionincluded unnecessary subheadings, such as ‘Internal Validity’ and ‘Measurement Tools’discussed ethics generally across both tasks in the folio.STEP 3: WRITING THE PROPOSALWhat is it? A question or hypothesis needs to be formulated explaining how the data will be used to test the hypothesis, or answer the question. Word count: 250 words but no need to meet the maximumThis is assessed before the report is written. The proposal can be modified after consideration of feedback from the teacher. 164465149860ProposalHypothesis:“Participants who are the youngest sibling in their family will report a higher assertiveness score on a cognitions questionnaire than those who are an elder sibling.”Focus: The focus of the investigation is to study assertiveness, and more specifically, whether family position has an effect on assertiveness. Two Stage Two Psychology classes from 2018 will conduct the study to collect and analyse data on the effects of family position and how it influences assertive thoughts. In order to stand up for their opinions and beliefs, particularly when communicating with older siblings, younger siblings may have learnt to think more assertively and confidently. Data Source:Quantitative data will be obtained from a standardised subjective cognitions questionnaire, completed by participants who report being the oldest and youngest siblings in their family. Participants will answer a series of multiple choice scenarios on a 5-point frequency scale, each answer demonstrating a different level of assertive thinking. The higher their score, the more assertive the participant is in their thinking. Data Analysis:The mean assertiveness score from each group will be calculated to determine their measure of central tendency. These means will be presented in a bar graph to compare assertive thinking between the two groups. The standard deviation from each group will be calculated as a measure of variability, and presented in a table for comparison. If the hypothesis is supported, then the mean assertive score will be higher for younger siblings than for older siblings. Word count: 237Word count: 217 words00ProposalHypothesis:“Participants who are the youngest sibling in their family will report a higher assertiveness score on a cognitions questionnaire than those who are an elder sibling.”Focus: The focus of the investigation is to study assertiveness, and more specifically, whether family position has an effect on assertiveness. Two Stage Two Psychology classes from 2018 will conduct the study to collect and analyse data on the effects of family position and how it influences assertive thoughts. In order to stand up for their opinions and beliefs, particularly when communicating with older siblings, younger siblings may have learnt to think more assertively and confidently. Data Source:Quantitative data will be obtained from a standardised subjective cognitions questionnaire, completed by participants who report being the oldest and youngest siblings in their family. Participants will answer a series of multiple choice scenarios on a 5-point frequency scale, each answer demonstrating a different level of assertive thinking. The higher their score, the more assertive the participant is in their thinking. Data Analysis:The mean assertiveness score from each group will be calculated to determine their measure of central tendency. These means will be presented in a bar graph to compare assertive thinking between the two groups. The standard deviation from each group will be calculated as a measure of variability, and presented in a table for comparison. If the hypothesis is supported, then the mean assertive score will be higher for younger siblings than for older siblings. Word count: 237Word count: 217 words4511675266065Hypothesis is clearly separated from the rest of the page with an indent. It is italicised and in quotation marks. 00Hypothesis is clearly separated from the rest of the page with an indent. It is italicised and in quotation marks. 45085006097270Word count – maximum 250 words. No leeway. 00Word count – maximum 250 words. No leeway. 45085003582670Explain how you intend to use the data to address the hypothesis (ie. how will the data be analysed?)Explain the steps you will take to convert the raw data into a meaningful paring mean/median scores...statistical analysis of data should be restricted to these types of comparisonsSummarised data will be converted into a .....graphIdentifying themes using content analysisCan end with a statement – “if the hypothesis is supported then the data should show .......” and tell me what you are expecting your graph to show.00Explain how you intend to use the data to address the hypothesis (ie. how will the data be analysed?)Explain the steps you will take to convert the raw data into a meaningful paring mean/median scores...statistical analysis of data should be restricted to these types of comparisonsSummarised data will be converted into a .....graphIdentifying themes using content analysisCan end with a statement – “if the hypothesis is supported then the data should show .......” and tell me what you are expecting your graph to show.45116751751965Describe the source from which data was obtained. Objective quantitative (behavioural counts, physiological responses, standardised test scores);Subjective quantitative (subjective questionnaires, rating scales, self report inventory);Qualitative (content analysis of qualitative verbal responses) Should be in future tense (eg. Participants will…). 00Describe the source from which data was obtained. Objective quantitative (behavioural counts, physiological responses, standardised test scores);Subjective quantitative (subjective questionnaires, rating scales, self report inventory);Qualitative (content analysis of qualitative verbal responses) Should be in future tense (eg. Participants will…). 4511675844550Explain the focus of the investigation and why the study was conducted. Briefly explain the participants and some basic theory behind your hypothesis. 00Explain the focus of the investigation and why the study was conducted. Briefly explain the participants and some basic theory behind your hypothesis. 96583510160STEP 4: PREPARE THE RESULTSFor quantitative data:Tables, bar graphs, line graphs, column graphs, histograms, box plots etc are presented and labelled appropriately. Use graphs and statistics appropriate to the hypothesis in the proposal. Raw data is not required. For qualitative data:Provide a summary of themes, their frequencies, relevant quotes and exerpts. This is represented in a frequency table. HOW TO PRESENT YOUR DATAFor quantitative data:Statistics are best presented in a table. Relationships are best presented in graphs. Never put the standard deviation in a graph. Always put it in a table. TitleMean First criteriaMean Second criteriaControl Group2015Experimental Group2515.6Difference in Mean scores5.6Figure A. Relationship between … and …. Bar graphs / Column Graphs are appropriate for comparing different experimental groups and are also useful if the independent variable is not numerical. Line graphs show the relationship between the independent and dependent variables when both are numerical and when the dependent variable is a function of the independent variable and scatter plots show how two separately measured variables relate to one another. 552450Check List for GraphingSelect the appropriate graph type (clarify if a bar, column, histogram or line graph is more appropriate and why)Ensure your graph is large and clear. Use a descriptive title for each graphLabel the axes correctly and specify the units of measurement (ensuring that the units are maintained using the original measure. For example if heart rate is recorded in BPM using whole numbers, then whole numbers should be graphed and not decimal places)Place the independent variable on the x-axis and the dependent variable on the y-axisUse the correct scale (the appropriate min and max values on the axes according to the data collected)Plot data correctly and clearlyAll graphs need to have a description (not interpretation) stating what the graph is showingEg This graph shows an increase in hours of sleep for the “white noise” compared to the “non-white noise” group “graph 1. Shows the mean score for hours of sleep is greater for the white noise group than the non-white noise group.When discussing data in the Discussion section of the Report, graphs should be discussed in turn, interpretations of the data made, and conclusions drawn with reference to the original hypothesis or research question.00Check List for GraphingSelect the appropriate graph type (clarify if a bar, column, histogram or line graph is more appropriate and why)Ensure your graph is large and clear. Use a descriptive title for each graphLabel the axes correctly and specify the units of measurement (ensuring that the units are maintained using the original measure. For example if heart rate is recorded in BPM using whole numbers, then whole numbers should be graphed and not decimal places)Place the independent variable on the x-axis and the dependent variable on the y-axisUse the correct scale (the appropriate min and max values on the axes according to the data collected)Plot data correctly and clearlyAll graphs need to have a description (not interpretation) stating what the graph is showingEg This graph shows an increase in hours of sleep for the “white noise” compared to the “non-white noise” group “graph 1. Shows the mean score for hours of sleep is greater for the white noise group than the non-white noise group.When discussing data in the Discussion section of the Report, graphs should be discussed in turn, interpretations of the data made, and conclusions drawn with reference to the original hypothesis or research question.161925127000050280146685Figure B. Relationship between mean hours of sleep and age. 00Figure B. Relationship between mean hours of sleep and age. For quantitative data:Steps to code data via content analysisBecome familiar with content of data – read and re-read transcriptsIdentify core themes – words, phrases, terms, concepts, identify groups of concepts that are similarCode themes – develop an identifying name that represents the groupTrack themes – look for commonalities, differences and contradictions in the way people say things. Identify common themes of greater generalitySummarise the analysis using a frequency table with illustrative quotes EgTitleThemeIllustrative CommentFrequencyAvoidance behavior“close my eyes”5Distraction“laugh”3Comparisons with others“look around and see that others aren’t scared1Figure C. Frequency table showing themes coded from focus group discussions about …Helpful hints:RAW Data is NOT required!A table should NOT show the same information as a graph don’t repeat presentation of results.Label all graphs, tables and figures, refer to them by name in your textDo not refer to theory in this sectionDo not imply causality unless it is experimentalAvoid words like significant, valid or proveKeep decimal places to a max of 2ALWAYS describe the relationship you have shown in a table or graph. DO NOT suggest possible explanations here. These belong in the Discussion. COLLABORATIVE COMPONENT ENDS HERE IN COLLABORATIVE INVESTIGATION. STEP 5: WRITE THE INTRODUCTION Describes the focus of the investigation.contains information that explains why the study was conducted and how the data was used to test the hypothesis, or answer the question. Should also contain any modification to the original proposal (if any occurred). Should be in past tense. What to include:Definition of any key terms and background information (provided on the information sheet), put in your own words. The title of the investigation (eg. The SACE Approved Assertiveness Research Program), who it was conducted by and why it was conducted. Hypothesis. This should be separated from the rest of the text like in the proposal (indented, title in bold, hypothesis in italics and quotation marks). Explanation of which research design was used and its features. Be specific to this study. Eg. If you use a quantitative observational, how were the criteria pre-existing? Explain whose results were used in the investigation (participant information such as age, school, location, gender). How was the data obtained? Briefly explain what method of assessment was used and what it measured. Also briefly state what the score means, eg. The higher the participant’s overall score, the more assertive they were in their thinking. What was done to the raw data? Eg. Mean and standard deviation calculated. What do the scores represent?How were the data presented to answer the question? For Quantitative Datamake comparisons between groups, mean, median, mode, stats, %’sor look for relationships (correlations) or trends in the dataFor Qualitative Dataidentify the main themes from the focus group with explanations and illustrative commentsTips:Don’t describe the method provided in the program. There is no need to quote research (it does not attract marks), although a brief reference can assist when describing the focus of the investigation. STEP 6: WRITE THE DISCUSSIONContains interpretations and evaluations of the information given in the results section. Interpreting a result means explaining what the results means (eg. “the mean score of the treatment group was higher than the mean score of the control group, which suggests that the treatment does have an effect”). Evaluating the result means making a judgement about the result (eg. “the difference is too small to be considered significant”). A good discussion should also contain concluding remarks. What to include:Hypothesis should be put at the top of the page beneath the subtitle, Discussion. It should be idented and italicised. Was the hypothesis supported or not? Never say proved or not proved. Provide brief explanation and analysis of results to support your statement, but don’t put figures in. Refer to the data and relate to how well the data addresses the hypothesis. This can be broken down into multiple paragraphs (eg. One for standard deviation etc). Evaluate the sample Discuss the size (too small to make inferences about population, gender-age abnormalities etc). Discuss representativeness of sample (see video)Suggest improvements to the sample. Evaluate reliability and validityDiscuss validity of results (gender bias, age, range, random selection etc). Discuss reliability of results (effects of sampling, how outcomes of the measures would vary (or not) for the same sample if the circumstances were changed etc). Evaluate strengths and weaknesses of design and proceduresIdentify strengths and weaknesses in investigation design. Control over variables, appropriateness of design, data, attendance, availability of participants, missing data etc. Suggest possible improvements. Evaluate ethical issuesResearch ethics – make specific to the study. Good reports will go beyond the basics and discover other ethical consideration that should have been dealt, with or were a potential hazard (VIP for good marks)What ethical issues are particularly relevant in this field of research?How did they influence the way this study was conducted?What special considerations do the researchers need to keep in mind?Positive and negative aspects of ethical issues should be discussedSuggest improvements. STEP 7: WRITE THE CONCLUSIONDraw an overall conclusion with reference to the original hypothesis or research question. This should be a single paragraph at the end of the discussion. It does not need its own heading. End with a clear, succinct statement of the contribution this investigation has made to the research field on which it is based.Things you could include:What do these results mean for the rest of society? Can you generalize to the entire population of research interest?Write a conclusion on results in relation to research question/hypothesisConcluding remarks on usefulness of investigationFinal suggestions for possible, future improvements FORMATTING84709079375Stage 2 PsychologyCollaborative InvestigationTitle (Eg. Assertiveness)Full NameSACE Number:Word count:Stage 2 PsychologyCollaborative InvestigationTitle (Eg. Assertiveness)Full NameSACE Number:Word count:Title page:Subheadings:ProposalIntroductionResultsDiscussionGeneral:Plain fonts onlyMinimum font size 11Page numbers on each pageCommunication:Correct use of psychological terminologyClear expression of ideasParagraphs and full sentencesSpelling and grammarFluent sentences and structured paragraphsFormal and passive language (eg. no ‘I’) ................
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