Associated Assessment Criteria for Exit Level Outcome 1:
Prescribed research reports are analysed and interpreted.
Feedback on research methodology, data collection techniques, data analysis procedures and principles is given in a systematic and comprehensive way.
Current professional and clinical discourses in the specific area of research are discussed.
Various sources of knowledge in a specific field are accessed.
Contributions are made through participation in discipline-related discussions on relevant issues in the field of health promotion.
Health trends that impact on health promotion are identified and participation in transdisciplinary team discussions on various aspects of health promotion is undertaken.
Multiple sources of knowledge production in a variety of contexts particular to the field of transdisciplinary health promotion are critically interrogated and evaluated.
Associated Assessment Criteria for Exit Level Outcome 2:
Different underlying theories, ideas and concepts that are relevant to the current health sciences landscape are compared and the merits of each are argued.
An understanding of the theories related to health and research methodologies in this field is reflected and the application of such knowledge in a particular health context is explained.
The theory that is relevant to the health sciences and the practice of health promotion both locally and globally is applied.
Methods to enable communities to increase control over and improvement of their own health and well-being are described.
Knowledge gained is used to create supportive environments, strengthen community action, develop personal skills, re-orientate health services around the sharing of responsibilities through teamwork, and to build a healthy public policy.
Associated Assessment Criteria for Exit Level Outcome 3:
Clear understanding of the context (including policy, legislation and global issues), appropriate concepts, methods, ethics, theories and analytical processes is reflected and discussed.
Appropriate application of the relevant concepts, methods, ethics, theories and analytical processes is reflected and presented.
Written work on the field of transdisciplinary health promotion displays critical analysis and a degree of intellectual independence.
Issues that reflect purposeful and critical application of advanced theory, current knowledge and expertise are analysed.
Conclusions and recommendations are justified by the use of appropriate evidence and arguments.
Associated Assessment Criteria for Exit Level Outcome 4:
Clear, succinct and focused problem statements and research questions are formulated.
A research study, showing a comprehensive understanding of the suitable selection of an appropriate research methodology is designed.
The relevance and feasibility of the research design is proven.
A work plan for designed research is drawn up and the research is successfully disseminated according to the work plan.
A critical and focused literature review is conducted integrating existing background knowledge.
A logically argued and integrated scientific report in which applicable theory and literature are integrated with the research findings is written.
This Degree is presented via contact learning with a blended learning environment approach, including two theoretical modules as well as a research dissertation via contact and on-line delivery. Both teaching-learning and research activities include a variety of modes of delivery. The following forms of continuous formative and summative assessment are used to ensure integrated assessment of all Exit Level Outcomes:
Reports and written assignments including a full dissertation.
Transdisciplinary group debates.
Learning and assessment is integrated throughout this qualification as is expected when active learning is at the foundation of the development of teaching and learning opportunities. Continuous formative assessment is required to ensure that s get feedback on their progress towards the achievement of specific learning outcomes. Summative assessment is concerned with the judgement of the learning in relation to the Exit-Level Outcomes of the qualification. These assessments focus on the learners’ ability to integrate the larger body of knowledge, necessary competencies and attitudes that are represented by the Exit-Level Outcomes, either as a whole or as components of the qualification.
At least three formative assessments will be included per module and at least one opportunity for integrated assessment, where the main objective and key purpose of the qualification is assessed, will be included in the assessment activities for this qualifications. A memorandum with correct and/or examples of model answers is compiled for every formal formative and every summative assessment activity undertaken by students. Co-assessors and/or markers utilise the memorandums for formal formative and summative assessment activities effectively, as monitored by means of moderation activities.