In this assessment task students are required to conduct a review of the current literature using a systematic approach. There will be several key sections to this assessment task, including creation of a flow chart that represents how the literature search was conducted including the inclusion / exclusion criteria, the final selected papers (10-12) represented in a table format highlighting the following aspects; author/year/country, methodology, participants, key findings, and a detailed description of the key findings of the selected papers.
Purpose: To develop and demonstrate skills related to reviewing literature using a systematic approach.
Description: Students will be required to choose a research topic of interest and conduct a review of the literature. Students are required to complete a written piece of work with the following headings:
Word limit: 2000 words. Note: Tables, figures and references will not count towards this word count limit.
The minimum possible score for this rubric is 0 points and the maximum score is 50 points with a 50% weighting applied to the task. Intermediate scores will be converted respectively and rounded to the nearest available grade. This guide will be available via the Moodle Grade tab.
|Task||0 points||1 point||2 points||3 points||4 points||5 points|
|Presentation displayed no clear structure and sequence. Did not follow the assessment guidelines.||Moderate structure and/or sequence of presentation. Poorly followed the assessment guidelines.||Presentation required a clearer structure/ sequence, and/or better linking dialogue between information.||Presentation displayed a clear structure and sequence – introduction, body, and conclusion, references Linking dialogue provided.||Presentation displayed a good structure and sequence –introduction, body, and conclusion, references Linking dialogue provided.||Presentation displayed excellent structure and sequence –introduction, body, and conclusion, references Linking dialogue provided.|
|Format of presentation was poor with no fluency between, themes or information, no topic sentences, and transitions between paragraphs.||Flow of information was poor with indistinct ideas per paragraph, missing topic sentence and limited connections between paragraphs used.||Many ideas per paragraph,
missing topic sentences,
abrupt transition, and/or
missing or rough
|Format of presentation flowed at times, one idea or point per paragraph, some transitions, mostly clear topic sentences, some connections made between paragraphs.||Format of presentation flowed most of the time, appropriate themes and mostly relevant information was included.||Format of presentation always flowed, with sound themes and relevant information. Clear topic sentences and smooth connections between paragraphs.|
Introduction or Background
|Failure to demonstrate an understanding of the background of the topic and fails to introduce the topic/argument.||Present but lacks detail or is too short to introduce the topic.||Minimal explanation of background or introduction to the topic.||Minimal background or introduction to the topic, some or no sources of background literature cited throughout.||Good introduction or background. Provides sufficient information and background sources of literature cited throughout.||Excellent background or introduction to the review and relevant sources cited throughout.|
Aim or Purpose
|Not present.||Present but lacks sufficient detail so aim or purpose is not clarified.||Purpose and aim are articulated but lacks sufficient detail.||Present with some demonstration of thought when using a PICO approach.||Present with good demonstration of thought when using a PICO approach.||Present with excellent demonstration of thought when using a PICO approach.|
|No discussion of databases searched, method used in search or process followed.||Present but no detailed discussion on the method used or the process followed.||Present but no detailed discussion on the databases used or the key search terms used etc.||
Present but only slightly explained.
|Good summary of the methods with most databases specified as well as, key search terms etc.||Excellent summary of the method with all databases detailed, key search terms included etc., and process followed.|
Results: Summary Table and use of CASP tool
|No understanding of the task demonstrated. No links or connections made between ideas. Information was irrelevant and poorly expressed. No evidence of the use of the CASP tool.||Poor understanding of the task demonstrated. Links and connections between ideas unclear. A lot of information was irrelevant or poorly expressed. CASP tool mentioned.||Minimal understanding of the task demonstrated. Numerous links and connections between ideas unclear. Some information was irrelevant or not well expressed. CASP tool mentioned and demonstrated.||Moderate understanding of the topic demonstrated. Some links and connections between ideas unclear. Most information was relevant. CASP tool used to critique papers and scores present in table.||Substantial understanding of the task demonstrated. Links and connections between ideas generally clear. Information was relevant. CASP tool critique is demonstrated well throughout table.||Excellent understanding of the task demonstrated. Links and connections between ideas made clear. Information was relevant and well expressed. CASP tool critique is demonstrated well and explained.|
Results: Literature search flow chart
|Flow chart was absent, did not follow the assessment guidelines for this task.||The flow chart was poorly constructed, with little evidence of a logical sequence.||The Flow chart showed some detail and logical sequence.||The Flow chart showed moderate detail and logical sequence.||The Flow chart showed good sound detail and logical sequence.||The Flow chart showed excellent detail and logical sequence.|
Discussion and Critique
|Discussion and/or conclusion section was absent, did not follow the assessment guidelines for this task No critique of the literature.||The discussion and/or conclusion section was poorly constructed, with little evidence of a logical sequence. Literature is poorly critiqued.||The discussion and/or conclusion section showed some detail and logical sequence. Some attempt at critique of the literature was made.||The discussion and/or conclusion section showed moderate detail and logical sequence. The literature has been critiqued with some attempt at linking the papers together.||The discussion and/or conclusion section showed good sound detail and logical sequence. May or may not have included limitations and/or recommendations. The literature has been critiqued well with some attempt at linking research papers together.||The discussion and conclusion sections showed excellent detail and logical sequence. Including limitations and/or recommendations. An excellent literature critique with a link between papers demonstrated. Makes connections explicit, discusses implications, relevance, or significance.|
|Inconsistent levels of articulation or expression, numerous spelling and grammatical errors and lack of sentence/paragraph structure makes paper difficult to read/understand.||Poor level of articulation and expression, with sentence or paragraph structure unclear, and/or extensive spelling or grammatical errors.||Minimal level of articulation and expression, with some sentence or paragraph structure unclear, and/or a considerable number of spelling or grammatical errors.||Moderate level of articulation and expression, with some sentence or paragraph structure unclear, and/or a number of spelling or grammatical errors.||Substantial level of articulation and expression, with clear and concise sentence and paragraph structure, and minimal spelling or grammatical errors.||Excellent level of articulation and expression, with clear and concise sentence and paragraph structure, and no spelling or grammatical errors. Used complex and varied sentence structure; appropriate tone and style|
APA Style and credibility
|No references cited.||Incorrect APA referencing style for in-text citations quotes and/or references.||Numerous errors noted in APA referencing of in-text citations, quotes or references. Some references are NOT reputable, current, extensive or relevant.||A couple of errors noted in APA referencing of in-text citations, quotes or references. A number of references are reputable, current, extensive and relevant.||In-text citations and quotes and referencing are in APA style of a sound quality. Most references are reputable, current, extensive and relevant.||All in-text citations, quotes and references are in APA style of a very high quality. All references are reputable, current, extensive and relevant.|
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