Study and Presentation Skills

Paper A - Research Proposal

Spring 2024
Assignment Marking Scheme
Sample Assessment
Markers are advised that, unless a task specifies that an answer be provided in a
particular form, then an answer that is correct (factually or in practical terms) must be
given the available marks. If there is doubt as to the correctness of an answer, the relevant
NCC Education materials should be the first authority.

This marking scheme has been prepared as a guide only to markers and there will
frequently be many alternative responses which will provide a valid answer.

Each candidate’s script must be fully annotated with the marker’s comments (where
applicable) and the marks allocated for each part of the tasks.

Throughout the marking, please credit any valid alternative point.

Where markers award half marks in any part of a task, they should ensure that the
total mark recorded for the task is rounded up to a whole mark.

Marker's comments:

Moderator's comments:

Mark: Moderated mark: Final mark:

Penalties applied for academic malpractice:

Task Guide Maximum
Element Marks
1 The length of a research proposal is appropriate.

 4 marks - Proposal between 900 and 1100 words.

 2 marks - The proposal is fewer than 800 words.
 0 marks - Proposal is more than 1100 words.
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2 A research proposal is appropriately structured.

 10 marks - The structure is very logical, appropriate, and

easy to follow. The sections are clear and links between
paragraphs and sections are made effectively.
 8 marks - The structure is logical and easy to follow.
Clear sections and some links between paragraphs and
sections are generally made effective.
 6 marks - The overall structure is generally clear.
Sections are largely appropriate and there is an attempt
in places to link paragraphs and sections, and this is
generally effective.
 4 marks - There is an overall flow to the proposal,
although the structure makes it difficult to follow in
places. Some sections may not be sequenced logically.
Though links between paragraphs and sections are
attempted, this is not always effective.
 2 marks - There is no overall flow to the proposal,
although some sections do have internal structure.
Sections are unclear and attempts at linking between
paragraphs and sections do not improve the flow.
 1 mark - There is no logical order to the proposal, and it
is difficult to follow. The sections are unclear and linking
throughout is inaccurate or inappropriate.
 0 marks - The information is disorganised and cannot be
followed. The proposal is not broken into sections and
there is no linking of the elements 10

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3 Explain the proposed research topic and research
objective.

 10 marks - The title, topic, and research objective are

explained clearly. Sets the parameters very effectively.
Very well-defined and appropriate research question or
hypothesis. A very good understanding of the research
process is displayed.
 8 marks - All required areas are covered. Sets the
parameters effectively. Well-defined and appropriate
research question or hypothesis. A good understanding
of the research process is displayed.
 6 marks - All required areas are covered though there
are some faults. Sets the parameters well. An
appropriate research question or hypothesis. Shows
some understanding of the research process.
 4 marks - Most required areas are covered though there
are some faults or gaps. Parameters are not entirely
clear. An appropriate research question or hypothesis
though could be clearer. Some of the steps in the
research process, or some issues, are not clear.
 2 marks - Some required areas are covered, though
there are some faults and gaps. The parameters are not
clear. A vague or inappropriate research question or
hypothesis. Some of the steps in the research are not
clear.
 1 mark - Little is said about the required areas and there
are faults. Fails to set the parameters effectively. A
vague and inappropriate research question or
hypothesis. The steps in the research are not clear.
 0 marks - No content covering the required areas.
Research question or hypothesis not defined or
appropriate. Parameters are not set. No understanding
of the research process is displayed.
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4 Presents key findings from existing research and literature
on the topic of the proposed research.

 14 marks - Identifies key information from appropriate

sources. Shows evidence of critical analytical thinking
to evaluate the evidence and draw conclusions.
Highlights how proposed research can fill a gap or
extend existing research.
 12 marks - Identifies key information from appropriate
sources, though with omissions. Some evidence of
critical and analytical thinking to evaluate the evidence
and conclude. Suggests how the proposed research
might add to existing research.
 9 marks - Identifies some information from appropriate
sources, though may miss key studies or use less
appropriate sources. Some evaluation of the evidence
and conclusions. Suggests how the proposed research
might fit with existing research.
 7 marks - Identifies some information from appropriate
sources, though may have missed some key studies and
used sources lacking authority. Some evaluation of the
evidence and valid conclusions. Unclear about how the
proposed research might fit with existing research.
 5 marks - Some relevant information from several
sources, not all authoritative. Some evidence of
evaluation to conclude. Limited suggestions of how the
proposed research might fit within the existing
literature.
 2 mark - Limited relevant information from appropriate
sources. Little evaluation of the evidence. Unclear how
the proposed research might fit within the existing
literature.
 0 marks - Fails to identify any relevant information from
appropriate sources. No evaluation of evidence nor
conclusions were drawn. No indication of how the
proposed research might fit within the existing
literature.
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5 Justifies the methodology, research design, and
timescales.

 14 marks - Full justification of choices and explanation

of methodology and research design. Thorough
consideration of how data will be collected and
theoretical issues influencing the decision. Fully
explains and then selects appropriate data collection
methods.
 12 marks - Sound justification of choices. Clear
explanation of methodology and research design.
Considers how data will be collected and theoretical
issues influencing the decision. Explains and select
appropriate data collection methods.
 9 marks - Clear choices and explanation of methodology
and research design. Considers how data will be
collected and some theoretical issues influencing the
decision. Explains and select appropriate data collection
methods.
 7 marks - Clear choices and explanation of methodology
and research design, though with some omissions.
Considers how data will be collected, though limited
discussion of theoretical issues influencing the
decision. Selects appropriate data collection methods
with little explanation.
 4 marks - Some appropriate choices of methodology and
research design. Some omissions and limited
explanations. Considers how data will be collected
through limited discussion of theoretical issues
influencing the decision. Select appropriate data
collection methods.
 2 marks - Limited explanation of choices of
methodology and limitations in research design. Little
consideration of how data will be collected or theoretical
issues influencing the decision. Select some appropriate
data collection methods.
 0 marks - No explanation of choices of methodology and
no (or inappropriate) research design. No consideration
of how data will be collected or issues influencing the
decision. Do not select appropriate data collection
methods.
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6 Appropriate treatment of ethical considerations and other
challenges.

 10 marks - Fully addresses ethical considerations such

as informed consent, anonymity, confidentiality, and
codes and guidelines. Discusses the challenges and
obstacles relating to the proposed research such as
implementation.
 8 marks - Addresses the range of ethical considerations
Discusses key challenges and obstacles relating to the
proposed research including implementation.
 5 marks - Some discussion of the range of ethical
considerations, though with omissions. Some
discussion of challenges and obstacles relating to the
proposed research.
 2 marks - Limited discussion of either the range of
ethical considerations or other challenges and obstacles
relating to the proposed research.
 0 marks - No discussion of ethical considerations and
other challenges and obstacles relating to the proposed
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research.
7 Demonstrates correct referencing and provides a full
bibliography using Harvard referencing. Written in
appropriate style.

 8 marks - Fully complete and accurate in-text citation

and bibliography using Harvard protocols. Appropriate
written style; clear and follows academic conventions.
 6 marks - Largely complete and accurate in-text citation
and bibliography using Harvard protocols. Appropriate
written style, largely clear and follows academic
conventions.
 4 marks - Mostly complete and accurate in-text citation
and bibliography using Harvard protocols though with
some gaps or errors. Acceptable written style, though
with some errors.
 2 marks - Incomplete and/or inaccurate in-text citation
and bibliography, though with some gaps, errors or not
using Harvard protocols. Written style affects clarity.
 0 marks - No attempt at referencing; no bibliography or
reference list. Inappropriate written style. 8

Candidate total marks /70

Learning Outcomes Matrix

Task Learning Outcome(s) / Marker can differentiate

Assessment Criteria between varying levels of
assessed achievement
1 1,4 Yes
2 4, Yes
3 2,3, 5 Yes
4 2,3,5 Yes
5 1, 5 Yes
6 4, 5 Yes

Grade Descriptors

Learning Outcome Pass Merit Distinction

1. Understand the Demonstrate Demonstrate a Demonstrate a
nature and adequate robust highly
requirements of understanding of understanding of comprehensive
study at this level, skills and skills and understanding of
and the skills requirements of HE requirements of HE skills and
needed to succeed. study. study. requirements of HE
study.
2. Be able to gather Demonstrate ability Demonstrate ability Demonstrate ability
key information to use a variety of to use a variety of to use a variety of
effectively from a appropriate sources. appropriate sources appropriate sources
variety of consistently well. highest standard.
appropriate sources.
3. Be able to use Demonstrate Demonstrate sound Demonstrate
critical thinking both adequate and and consistently detailed and highly
to analyse and to appropriate appropriate appropriate
construct application of critical application of critical application of critical
arguments. thinking and thinking and thinking and
reasoning. reasoning. reasoning.
4. Be able to Demonstrate ability Demonstrate ability Demonstrate ability
produce a piece of to perform the task. to perform the task to perform the task
academic work consistently well. to the highest
appropriate for this standard.
level.
5. Understand the Demonstrate an Demonstrate a Demonstrate a
context, nature, and adequate level of robust level of highly
elements of understanding of the understanding of the comprehensive level
research. context, nature, and context, nature, and of understanding of
elements of elements of the context, nature,
research. research. and elements of
research.
6. Be able to Demonstrate Demonstrate sound Demonstrate ability
present a piece of adequate ability to and consistent to present to others
academic work to present to others. ability to present to at the highest
others. others. standard.