Evidence Informed Practice (EIP) and consumer of research role

Completion of this assessment task will enable you to meet Learning Outcomes 1, 3 and 4. Assignment 1 is made up of three online skills exercises, submitted after completion of Weeks 1, 2 and 3. In these initial weeks of semester, learning is focused on Evidence Informed Practice (EIP) and your role as a consumer of research. These skills exercises focus on a hypothetical case study of a young person, Adam, involved in the youth justice system. The skills developed here will form the foundation of the work you do in subsequent assignments.

Each skills exercise comprises a small number of open response questions. Each builds on the activities completed in the weekly tutorial, but requires students to submit an individually crafted response.

The aim of these skills exercises is twofold (1) To scaffold your learning: skills developed here will form the foundation of the work you do in subsequent assignments; (2) for you to engage early in critical thinking and writing. As these are early assessments, which are both formative and summative, what is expected is more in the form of planning notes. While it is expected that work submitted will be proofread and in full sentences, use of dot points, where appropriate, is acceptable. Presentation issues, including grammar, punctuation and spelling are not assessed as part of the overall grade. You will, however, be given feedback on these, and these will be included in the assessment of all subsequent assignments.

AT1-1

AT1-Part 1 (6%) 500 words

Question 1 (20%)

(a) Describe the Brady, Dolan and Canavan (2017) study context

(b) In what ways does understanding this context affect your general understanding and application of these findings?

Question 2 (35%)

(a) Describe in plain language how this study was conducted

(b) To what extent do you think this study allows you to answer a practice question which seeks to understand effectiveness?

(c) Identify two other elements of the EIP process that you would need to consider before offering a mentoring program to Adam; explain briefly why these elements are important.

Question 3 (20%)

(a) Identify one other practice question about Adam’s case that is not answered by the Brady, Dolan and Canavan (2017) article

(b) Briefly describe actions you could take to seek an answer to this question.

Question 4 (25%)

Identify as much as you can from the Brady, Dolan and Canavan (2017) study that could help you develop an evidence-informed argument about youth mentoring programs in Australia with young people engaged in offending.

Feedback

1. UNDERSTANDING THE STUDY CONTEXT OF BRADY, DOLAN AND CANAVAN (2017) (20%)

NPassCreditDistinctionHigh Distinction
Describes relevant study context (10 marks)No response or context is not relevantBasic context with minimal descriptionCompetent description of contextClear and logical descriptionAccurate and concise description
Provides a reflection/analysis on the impact of the study context (10 marks)No response or response is not relevantBasic reflection with minimal analysisCompetent reflection and analysisClear and logicalreflection and analysisAccurate and conciseReflection and analysis

2. WHAT IS THIS STUDY AND WHAT DOES IT OFFER (35%)

NPassCreditDistinctionHigh distinction
Provides a plain language description of the study (10 marks)No response or explanation lacks clarityBasic descriptionCompetent descriptionClear and logical descriptionAccurate and concise description
Provides an assessment of the study and how it examines effectiveness (10 marks)No responseAssessment lacks clarityBasic assessment with some rationaleCompetent assessment and rationaleClear assessment, with logical conclusionsAccurate and concise assessment and rationale
Identifies and justifies 2 elements of EIP process which need to be considered before offering a mentoring program to Adam (15 marks)No responseDone partially: one element identified, limited attention to explanationCompetently done: 2 elements identified with some explanationWell done: 2 elements identified, with logical justificationAccurate identification of 2 elements, with a clear and well-supported justification

3. DEVELOPING OTHER QUESTIONS ABOUT ADAM’S CASE (20%)

NPassCreditDistinctionHigh Distinction
Identifies one other question about Adam’s case (10 marks)No response orQuestion presented lacks clarityBasic question presented, with some rationaleCompetent question and rationaleLogical and well-reasoned question presentedHighly relevant question with an accurate rationale
Provides examples of actions to seek answers (10 marks)No response or actions are not relevant/explainedBasic actions provided, with some link to EIPCompetent actions outlined, with reference to EIPRelevant actions outlined, linked to EIPHighly relevant actions outlined, appropriately informed by EIP

4. THINKING CRITICALLY ABOUT BRADY, DOLAN AND CANAVAN (2017) AND WHAT IT OFFERS FOR EIP (25%)

NPassCreditDistinctionHigh Distinction
Evaluation of the study with regard to practice (25 marks)No response or lacks clarityBasic evaluation and links to EIPCompetent evaluation and links to EIPClear and logical evaluation and links to EIPAccurate evaluation well informed by EIP
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