HMEF5103 QUALITATIVE RESEARCH METHODOLOGY

MARKING SCHEME FOR ASSIGNMENT 1 (50%)

MAY 2014
DIMENSION UNSATISFACTORY
1
POOR EFFORT
2
SATISFACTORY
3
GOOD
4
EXCELLENT
5
WEIGH
T &
MARK
S
Inte!"e#"n
$
%n&
t%n'(")"n
$ '*"++'
- Weak or no description of
interview procedures
- Transcripts do not
demonstrate appropriate
interviewing or transcribing
skills.
- The transcripts are not
submitted.
- Weak description of
interview procedures
- Interview is not always
related to the research
objective.
- Poor ability to use
appropriate open-ended
questions or probing
questions.
- Transcripts do not always
show interjections pauses
and turn-taking.
- It is unclear if only one
interviewer!ee is present in
an interview.
- "asic description of
interview procedures
- Interview is related to the
research objective.
- "asic ability to use
appropriate open-ended
questions but could have
probed more to glean
pertinent information.
- Transcripts generally show
interjections pauses and
turn-taking.
- #nly one interviewer!ee is
present in an interview.
- $ood description of
interview procedures
- Interview is generally
focussed with discussion
related to the research
objective.
- Interviewer uses
appropriate open-ended
questions probing where
necessary.
- Transcripts indicate
interjections pauses and
turn-taking.
- #nly one interviewer!ee is
present in an interview.
- %&cellent description of
interview procedures
- Interview is clearly
focussed with discussion
directly related to the
research objective.
- %&cellent interview with
appropriate open-ended
and probing questions.
- Interviews are well
transcribed with
interjections pauses and
turn-taking clearly indicated.
- #nly one interviewer!ee is
present in an interview.
3
,15-.
A)"+"t/ t0
'01(e %n&
1t"+"'e
e+e!%nt
&0(12ent'
- 'ocuments are presented
but not used to draw
connections between
themes! categories! data
and ideas found in
documents.
- 'ocuments are not related
to what motivates people to
choose teaching as a
career.
- 'ocuments are not
presented.
'ocuments presented(
- show a basic connection
to what motivates people to
choose teaching as a
career.
- are not always related to
main themes in data
- do not always support
outcomes of the interviews
- are not effectively used to
draw connections between
themes! categories! data
and ideas found in
documents.
'ocuments presented(
- show a basic connection
to what motivates people to
choose teaching as a
career.
- are broadly related to main
themes in data
- somewhat support
outcomes of the interviews
- are used to draw
connections between
themes! categories! data
and ideas found in
documents though not
always effectively.
'ocuments presented(
- are somewhat related to
what motivates people to
choose teaching as a
career.
- are generally related to
main themes in data
- somewhat support
outcomes of the interviews
- are used to draw
connections between
themes! categories! data
and ideas found in
documents.
'ocuments presented(
- are related to what
motivates people to choose
teaching as a career.
- are related to main themes
in data
- support outcomes of the
interviews
- are used effectively to
draw connections between
themes! categories! data
and ideas found in
documents.
3
,15-.
A)"+"t/ t0
"&ent"3/
e2e$"n$
t4e2e' %n&
Poor or no identification of
themes and inability to code
data.
Identification of themes and
coding of data are weak.
)ble to search through the
data for minimal regularities
Identification of themes and
coding of data are basic.
)ble to search through the
data for a limited number of
Identification of themes and
coding of data are good.
)ble to search through the
data for quite a number of
Identification of themes and
coding of data are e&cellent.
)ble to search through the
data for all or most of the
4
,25-.
1
(0&e &%t% and patterns. Words and
phrases used for coding do
not represent the patterns
established.
regularities and patterns.
Words and phrases used for
coding do not accurately
represent the patterns
established.
regularities and patterns.
Words and phrases used for
coding quite accurately
represent the patterns
established.
regularities and patterns.
Words and phrases used for
coding very accurately
represent the patterns
established.
N0te6 P+%$"%"'e& 0 (07"e& %''"$n2ent 7%7e' %e t0 )e $"!en % 8e0 ,5. 2%*9
2
QUALITATIVE RESEARCH METHODOLOGY
MARKING SCHEME FOR ASSIGNMENT 2 (50%)
MAY 2014
DIMENSION UNSATISFACTORY
1
POOR EFFORT
2
SATISFACTORY
3
GOOD
4
EXCELLENT
5
WEIGH
T &
MARK
S
T4e2%t"(
3%2e#0*
Poor or no description of
thematic framework.
Weak description of
thematic framework. )t
least one of the following is
described(
- how data from interviews
and documents are
categorised under themes
and categories
- how data from both
sources are charted and
merged.
"asic description of
thematic framework
showing(
- how data from interviews
and documents are
categorised under themes
and categories
- how data from both
sources are charted and
merged.

$ood description of
thematic framework
showing(
- how data from interviews
and documents are
categorised under themes
and categories
- how data from both
sources are charted and
merged.

)n e&cellent description of
thematic framework
showing(
- how data from interviews
and documents are
categorised under themes
and categories
- how data from both
sources are charted and
merged.

3
,15-.
Inte:%te
e+"%)"+"t/
Poor or no description of
inter-rater reliability.
Weak description of inter-
rater reliability
demonstrating some but not
all of the following(
- verification procedure for
categorisation scheme
- use of data samples from
both sources *interviews
and documents+
- how themes are matched
to data samples
- calculation of reliability
statistics.
"asic description of inter-
rater reliability
demonstrating(
- verification procedure for
categorisation scheme
- use of data samples from
both sources *interviews
and documents+
- how themes are matched
to data samples
- calculation of reliability
statistics.
$ood description of inter-
rater reliability
demonstrating(
- verification procedure for
categorisation scheme
- use of data samples from
both sources *interviews
and documents+
- how themes are matched
to data samples
- calculation of reliability
statistics.
)n e&cellent description of
inter-rater reliability
demonstrating(
- verification procedure for
categorisation scheme
- use of data samples from
both sources *interviews
and documents+
- how themes are matched
to data samples
- calculation of reliability
statistics.
3
,15-.
F"n&"n$' 0
01t(02e'
03 &%t%
%n%+/'"'
Poor or no discussion on
purpose of the study and!or
data analysis procedures.
'oes not demonstrate
ability to use ,ramework
)nalysis and does not
appear to answer the
objective of the study.
Weak presentation showing
one or two but not all of the
following(
-discussion on purpose of
the study
- description of procedures
for data analysis and how
thematic framework was
derived! Write-up
demonstrates strong ability
- "asic discussion on
purpose of the study
- "asic description of
procedures for data analysis
and how thematic
framework was derived!
Write-up demonstrates
strong ability to use
,ramework )nalysis.
- -esearch objective is
- $ood discussion on
purpose of the study
- $ood description of
procedures for data analysis
and how thematic
framework was derived!
Write-up demonstrates
strong ability to use
,ramework )nalysis.
- -esearch objective is well-
- %&cellent discussion on
significance of the topic
- %&cellent description of
procedures for data analysis
and how thematic
framework was derived!
Write-up demonstrates
strong ability to use
,ramework )nalysis.
- -esearch objective is
4
,25-.
3
to use ,ramework )nalysis.
- using outcomes of
analysis to answer the
objective of the study.
somewhat answered using
outcomes of analysis.
answered using outcomes
of analysis.
e&tremely well-answered
using outcomes of analysis.
N0te6 P+%$"%"'e& 0 (07"e& %''"$n2ent 7%7e' %e t0 )e $"!en % 8e0 ,5. 2%*9
4