kelly bell - achper nsw · research methodology; ... the paper may include questions about how data...

(Eminem, 2002)

Kelly Bell

C

CAFS Enrichment Day 2017 – Exam Technique – Page 4

Reflection

Activity 1: Wish Upon a Star

Use this activity to reflect on your areas of success and strength in CAFS. Give two examples next to the stars. Next to the magic wand, outline one dream or aspiration you have for your CAFS

over the coming months.


HIGHER SCHOOL CERTIFICATE EXAMINATION

Community and Family Studies Structure Two sections, Section I- Part A and B and Section II.

Section I Part A which includes 20 multiple choice questions worth one mark each, from all three core modules- Research Methodology; Groups in Context; and Parenting and Caring. It is suggested to allow approximately 35 minutes for this part. Questions are ordered according to the level of difficulty, starting with easier questions and working up to more challenging questions Answers are to be indicated on a multiple-choice answer sheet.

Part B which includes a series of short answer questions worth 55 marks in total, from all three core modules- Research Methodology; Groups in Context; and Parenting and Caring. It is suggested to allow approximately 1 hour and 45 minutes for this part. As a guide, students should spend approximately 1.5 minutes per mark worth. So if a question is worth four marks, they should spend six minutes answering that question. This section includes low order (define, describe, explain, identify, outline, how, why, to what extent) and high order questions (account, analyse, assess, compare, contrast, discuss, evaluate, examine, justify, propose, recount). Answers are to be written in the spaces provided which provides guidance as an expected length of the response.

Section II includes a series of low to high order questions from the three options- Family and Societal Interactions; Social Impact of Technology; and Individuals and Work. This section is worth 25 marks. It is suggested to allow approximately 45 minutes for this section. Students are to answer the option they have studied in class. Answers are to be clearly labelled using a black pen and written in the writing booklets provided. Generally, parts are to be written in separate writing booklets.

Timing 5 minutes reading time, 3 hours working time.

Total marks allocated 100 marks

Date

The date of our CAFS HSC examination is …………………………………………………..


Preparation

When you are preparing your body and mind for the CAFS HSC, you can use the SSS to help assist you to

as prepared as possible.

Studying Develop a realistic study timetable.

Using a variety of study techniques.

Colour code your syllabus and notes.

Revise individually or in groups.

Understand the differences between the NESA Glossary of Key Words.

Use Glossary of Key Words scaffolds.

Use writing structures to help guide your responses.

Practice answering HSC examination questions.

Answer questions under examination conditions.

Seek feedback from teachers and peers. Sitting

Ensure you have the right date and time. Take black pens into the examination. Get plenty of rest the night before. Have a healthy breakfast and drink plenty of water. Be aware of clocks or wear a watch. Practice some relaxation and stress management techniques. Check you have the whole examination in front of you. Use your reading time wisely. Plan your time and take your time. Start developing answers in your head while reading. Answer every question. Instead of putting a cross through possible incorrect work, put it in brackets.

Write your school centre and student number on every page. Label your Section II questions carefully. Try your absolute best. Support Seek support from CAFS peers. Ask for additional support from your class teacher. Get plenty of feedback from your class teacher and/or other CAFS teachers. Discuss with your family your goals, hopes and intentions for CAFS. Revise with your peers. Use materials such as these to further support your skills in CAFS. Seek support from Year/Stage/Pastoral/Welfare/House Coordinators. Research support through organisations such as ReachOut, Beyond Blue. Go to http://www.boardofstudies.nsw.edu.au/syllabus_hsc/community-family-

studies.html for syllabus, performance descriptors, past papers, marking criteria, answers, notes from the marking centre and sample answers.


Multiple Choice Section Activity 2: Exam structure Fill in the blank

Read and answer the questions below about the multiple-choice section.

Questions are based on what syllabus cores? ...............................................................

Questions are in order of? ...............................................................

What can you do during reading time? ...............................................................

What might you have to interpret? ...............................................................

Where do you write your answers? ...............................................................

What do you do if you get stuck? ...............................................................

Activity 3: Kahoot for Multiple Choice.

Short Answer Questions

Activity 4: Show what you know.

In pairs, answer the questions below to show how much you know about the short answer section.

What is the mark range of each question?

Where do I write my answers?

Why do I use examples in my response?

When do I refer to wellbeing in my answer?

How many marks is this section worth?


Top Ten Tips

1 Complete questions from past HSC CAFS papers, relevant to the amended syllabus.

2 Use the CAFS marking guidelines and sample answers to assist you.

3 Refer to the notes from the marking centre to guide your responses.

4 Compare your answers to the samples provided in the standards materials.

5 Break down your question using RUN FAR.

6 Plan all responses using PEEL/ TEEL/SEAL/SEEL/SEXY.

7 Use scaffolds and acronyms to guide your writing.

8 Work under pressure doing timed responses.

9 Create questions to answer and accompanying marking guidelines.

10 Complete questions for teacher or peer feedback.

Research Methodology Structure and advice

Related questions appear in Section I Part A multiple – choice and

Section I Part B.

Some questions in the HSC exam may be based around the IRP process.

The paper may include questions about how data is gathered.

Students may need to apply their understanding of research methods in questions.

Students may be given graphs, tables and/or statistics to interpret.

Students are encouraged to plan their answer. These ideas, mind maps, diagrams, tables, notes can be written above and around your answer.

Data Analysis

Many students find table, graph and chart questions quite challenging. Here are some questions for

you to address when analysing and interpreting tables, graphs and charts.

5Ws

WHO? Who is the table, graph or chart about? WHAT? What data is being presented in the table, graph or chart? WHERE? Where has the data been sourced? WHEN? What is the year/month of data collection? WHY? State trends, predict issues and/or propose suggestions about the data presented.


Activity 5: Sampling and Valid and Reliable Research

1. Complete One Minute Madness by writing down as much as you know about sampling around the image above.

2. Students are to write down characteristics and features of validity on yellow Post Its and reliability on

green Post Its (or two different colours). 3. Students put the Post Its on their head so the whole group can see. Then share the characteristics and

features with their small group. 4. Students then use this knowledge to individually complete the following question. 5. Use the RUN FAR and PEEL writing strategies overleaf to assist in formulating a response. 6. Transfer response onto lined space. Read and review response.

Question 21 (a) Explain how sampling contributes to valid and reliable research 4

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Answering Exam Style Questions

RUN FAR (Bell, 2014) 1. Read/restate all parts of the question carefully. 2. Underline syllabus content, circle Glossary of Key Words and box common terms. 3. Note down definitions of syllabus terms or Glossary of Key Words. 4. Formulate a plan to your answer by using dot points, mind maps, diagrams, acronyms, tables.

5. Answer the question using PEEL using the space provided as a guide. 6. Review and read your response to ensure it completely answers the question.

P E E L Point- state your main point/topic sentence. Eg. Firstly. To begin with. Explanation- provide an explanation of your evidence (how and why it supports your main point/s). Eg. Therefore. This indicates that. This demonstrates. This means that. This concept impacts on. Evidence- provide evidence and specific examples in support of your main point/s. Eg. For example. This can be seen through. Evidence of this includes. An example of this is. Link- create a transition to your next point or from your last point. Include wellbeing where appropriate. Eg. In conclusion. This results in. Furthermore. As previously discussed. Conversely. Similarly.


Scaffolding a Response

In what way

Impacts on/affects

How sampling contributes to valid and reliable research. (4 marks)

Validate:

accuracy of measurement.

Research is valid if it accurately

reflects what it was intended to

measure.

Reliability: consistency of measurement.

Repeated under the similar conditions

and with the same subjects, obtain

similar results.

Causes

and effects

Unlike or dissimilar

Show the cause and effect of sampling to increase validity and reliability. Show you know what sampling is- different sampling methods. Show the importance of sampling methods, sample group and size in contributing to validity and

reliability.

P

E

E

L

Explain

Provide the causes and effects of how sampling contributes to valid and

reliable research


Groups in Context

Structure and Advice

Questions can appear in Section I Part A multiple – choice (Category A: People with disabilities and Homeless people).

Questions can appear in Section I Part B short answer section - people with disabilities & homeless people: first part of the Groups in Context syllabus. - prevalence of each group within the community - individual diversity within each group - terminology used by the community to describe the group - satisfactions of needs - access to services - factors affecting access to services - the two Category B groups chosen to research in class out of Aged; Culturally and Linguistically Diverse Communities; Aboriginal and Torres Strait Islander peoples; Rural and remote families; Gay, Lesbian, Bisexual, Transgender and Intersex Communities; Sole parents; Youth: all of the Groups in Context syllabus.

May be required to compare and contrast two or more groups for the first part of syllabus.

May be given case studies, statistics, graphs and tables to interpret.

Connection to needs is explored throughout the Core.

Activity 6: Individual Diversity 1. Individually, students participate in 90 Seconds Flat where they write in the space below anything they

know about homeless people without taking their pen off the page for 90 seconds.

2. Share ideas amongst their small group, adding to everyone’s understanding of homeless people.

3. Use the RUN FAR and PEEL strategy to plan for the examine question over the page.

4. Students attempt to answer this question within a time limit of nine minutes. 5. After competition, students are to swap their response with someone else and peer mark each other’s

response using the WIN Feedback strategy.

90 Seconds Flat- Homeless People


Question (6 marks)

Examine the individual diversity of homeless people. 6

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Marker’s WIN Feedback (Bell, 2015)

What was done well? Improvements to be made: Necessary actions to improve:


Activity 7: Equity Issues.

1. Students are to make small groups of four with others who have studied the same Category B group as them.

2. In these groups, students are to brainstorm equity issues for their Category B group. 3. Students are to read the following question and use RUN FAR to plan their answer. 4. Students write down the syllabus learn about and learn to appropriate to the question in the table

provided. 5. Students formulate their plan to this response using the table below. 6. Students use the PEEL writing strategy to answer the question. 7. Students use the marking criteria provided overleaf to award a mark to their response. 8. Students share and compare their response to review their mark and make any necessary

amendments. 9. Students then use the notes from the marking centre to help guide feedback about 3 things they did

well, 2 things they need to improve on and once the writing group receive their marks back, they are to write down 1 thing they can do to improve.

Learn About Learn To

P

E

E

L


Strategies that have been implemented to address an equity issue faced by ONE group you have studied. (8

marks)

Equity issue. An issue or injustice or inequality

that a group or individual is experiencing.

(Adapted from BOSTES NSW, 2014)

Equity issue- issues around justice and equality that may be experienced by the group (Bell and Rayner, 2016)

Issues faced by youth- the right to vote, driving and drinking restrictions, financial issues, harassment and discrimination, negative terminology to describe the group, permanent employment, health services and educational inequalities (Bell and Rayner, 2016)

Strategies- developed to ensure fairness and a sense of justice. (Bell and Rayner, 2016)

Judgment words- therefore, after consideration, despite this, from evidence

Create opportunities for senior student to be further supported in Opening up more

distance education position for students

not wanting traditional school

delivery.

Strategies to address the inequity issue

UNEMPLOYMENT/ UNDEREMPLOYMENT

For YOUTH

Compulsory, meaningful work

experience

Government incentives and schemes for

employing graduates.

Different modes of educational delivery

and alternative options for students

not coping or benefitting from

mainstream schooling.

Organisations sponsoring

graduating recruits.

Universities or colleges offering

incentives, training and monetary support for job

placement.

Training courses, first aid, white cards, WHS

offered by schools.

Evaluate

Make a judgement based on criteria.

Determine the value of.

Practical ways the issue can be improved.

Used by the group, carried out, put into

practice.

YOUTH


Question 28.

Criteria Marks

Recognises and correctly names a relevant group in context.

Provides detailed information and judgement about management strategies that address equity issues of the chosen group.

Provides a clear link between management strategies and equity issues.

Provides relevant examples.

8


Provides information and judgement about management strategies that address equity issues of the chosen group.

Provides a link between management strategies and equity issues.

Provides some relevant examples.

6 - 7


Identifies management strategy(s) and equity issue(s) of the chosen group.

Attempts to provide a link between management strategy(s) and equity issue (s).

Provides example(s).

4 - 5

Provides some information about a group and/or management strategy(s) and/or equity issue(s).

Provides an example that may rely on personal experience.

2 - 3

Provides one point about a group OR management OR equity issue. 1

Answers could include: Gay and Lesbian Group

Attending and supporting Sydney Gay and Lesbian Mardi Gras helps gay and lesbian people develop a sense of identity and strengthen community bonds.

Advocating for rights for same-sex marriage and adoption of children allowing for community acceptance and integration. This also provides equal opportunities for couples to access resources such as welfare benefits and mortgages.

Ensures EEO practices in the workplace eg promotions or extra roles not decided or based on sexual orientation. This allows for the best person for the job to be employed.

Access support agencies such as counselling services available to all people in the gay and lesbian community regardless of cultural background. Some cultures do not accept same sex relationships and this will have a negative effect on the wellbeing of individuals.

Aged

Accessing the aged pension to address the financial inequity of the aged. The pension may not be sufficient financial to support and meet all basic needs.

Local groups or councils providing transport services to allow greater access to resources and services.

Disabled

The provision of disabled parking spots allows easier access to shopping centres. This limits the distance to the venue. These spots are wider so can allow greater access for wheel chairs. These spots can be limited in number and can also be illegally used by the general public making this provision sometime insufficient.


Question 28 (8 marks)

Answer the following question in relation to ONE of the groups listed below.

Aged

Culturally and Linguistically Diverse communities

Aboriginal and Torres Straight Islander peoples

Rural and remote families

Gay, lesbian, bisexual, transgender, intersex communities

Sole parents

Youth

Group ……………………………………

Evaluate strategies that have been implemented to address equity issues faced by ONE group you have studied. 8 ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ......................................................................................................................................................................

(BOSTES, 2014)


Parenting and Caring Structure and Advice

Questions can appear in Section I Part A multiple - choice and

Section I Part B short answer section

May be given case studies, statistics, graphs and tables to interpret

It is a good idea to include examples about parents and carers

Parents can be carers and carers can be parents, but not all carers are parents

The common term ‘impact’ is used across many aspects of this Core. Impact on- parents, carers, children and dependants

Influence is also explored commonly throughout this Core

Wellbeing appears often

Show clear interrelationship of concepts and terms throughout the Core.

Activity 8: Parenting and Caring Preparations 1. Students complete an ABC Brainstorm of various preparations for parents and carers in the table

below. 2. Students then circle any examples related to organising finances. 3. Individually, students are to use RUN FAR to plan their answer to the question over page. 4. Students answer the question under timed examination conditions of 7.5 minutes.

A N

B O

C P

D Q

E R

F S

G T

H U

I V

J W

K X

L Y

M Z


Activity 9: PEEL Feedback 1. Students swap responses with another student. 2. Read the response using the PEEL Feedback checklist over page. 3. Back at school, students can create a marking criterion. 4. Award an award mark. 5. Provide feedback back at school.

Question (5 marks)

Explain the significance of organising finances in preparation for becoming a parent or carer. 5

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(Adapted from BOSTES, 2014)


Section II- Options

Structure and advice Section II

25 marks

Attempt ONE question from Questions 29–31 on the Option studied in class

Allow about 45 minutes for this section

Use the rubric below as a guide as to how students will be assessed

Answers are to be clearly marked using the writing booklet/s provided

Request for additional writing booklets if needed.

Answer parts (a) and (b) of the question in a writing booklet. Answer part (c) of the question in a SEPARATE writing booklet. Extra writing booklets are available. ......................................................................................................................................................................

In your answer you will be assessed on how well you:

demonstrate knowledge and understanding of societal influences on wellbeing relevant to the question,

apply the skills of critical thinking and analysis, communicate ideas and information using relevant examples,

present a logical and cohesive response.

...................................................................................................................................................................... (BOSTES, 2016)

PEEL Checklist What evidence do I have of PEEL in my response?

Point- state your main point/topic sentence.

Explanation- provide an explanation of your evidence.

Evidence- provide evidence and specific examples in support of your main point/s.

Link- create a transition to your next point or from your last point.

Overall feedback-


Our Option

The Option we studied in class was: ............................................................................................................

Activity 10: Option: Show what I Know 1. In the space below students write down as much as you know about their option. 2. Students list how they are going to approach the questions in the option. 3. Students complete 321 for their ability in the option section.

3 ........................................................................................................................................................ 2 ........................................................................................................................................................ 1 ........................................................................................................................................................

Learning Goals

Get REAL and set some goals for yourself in CAFS for now and then for into the future!

R Resources

E Educational

A Actions

L Life-long


Take Home Activities The following activities can be done at home or in class as part of your study in preparation for the HSC:

Activity 1: Individually, students complete the following questions under timed examination conditions: 1. Describe what should be included in a written report on a research project. (7 marks)

(BOSTES, 2014)

2. How is the access to services by homeless people affected by their socioeconomic status and the

location of the service? (6 marks) (Adapted from BOS NSW, 2011)

Activity 2: 1. Students use RUN FAR and the PEEL writing strategy to write a response to the

question below. 2. Students then swap answers with a peer, mark and provide feedback.

Question 27

Evaluate the significance of bias and sampling when conducting research. (6 marks) (BOS NSW, 2011)

Marking Guidelines Question 27

Criteria Marks

• Makes a clear judgement on the significance of bias and sampling when conducting research 6

• Explains bias and sampling when conducting research 4–5

• Outlines bias and/or sampling when conducting research 2–3

• Identifies an aspect of bias or sampling when conducting research 1

Activity 3: 1. Students use RUN FAR and the PEEL writing strategy to write a response to the question below. 2. Students then swap answers with a peer and provides PLUS DELTA ? Feedback. 3. The writer then reads the notes from the marking centre and awards it a mark.

Question 23 (8 marks)

For ONE group you have studied from the list below, describe the government policies and regulations developed to meet their specific needs.

Aged

Culturally and Linguistically Diverse Communities

Aboriginal and Torres Strait Islander peoples

Rural and remote families

Gay, Lesbian, Bisexual, Transgender and Intersex Communities

Sole parents

Youth (Adapted from BOS NSW, 2012)


Marking Guidelines Criteria Marks

Clearly identifies a group in context. Clearly identifies specific needs of the group. Provides features and characteristics of government policies and regulations. Clearly links the development of policies and regulations to the needs of the group.

8

Clearly identifies a group in context. Identifies specific needs of the group. Provides features and characteristics of government policies and regulations. Attempts to link the development of policies and regulations to the needs of the

group.

6–7

Identifies a group in context. Identifies features or characteristics of government policies and regulations in relation

to the needs of the group. 4–5

Provides some information about government policies and regulations in relation to the needs of the group.

2–3

Makes one point about the needs of the selected group or government policies and regulations.

1

(BOS NSW, 2012)

2012 HSC Notes from the Marking Centre- Community and Family Studies

Question 23 In better responses, candidates clearly identified a group in context and provided relevant features and characteristics of government policies and regulations. A clear link was provided between the government policies and regulations and the specific needs of the group.

In mid-range responses, candidates identified a group in context and identified features and characteristics of government policies and regulations, but did not link these to the specific needs of the group.

In weaker responses, candidates provided some general information about government policies and regulations or the needs of the group. (BOSTES, 2013)


PLUS DELTA ? Feedback (Adapted from Helminski & Koberana, 1995).

+ Things that were done well - Areas that need to be improved on ? What can be done to improve?


Additional Resources and Websites Some useful resources and websites to use to support your preparation for the HSC CAFS exam include:

NESA www.boardofstudies.nsw.edu.au - syllabus, support document, past examinations, marking guidelines, notes

Standards materials http://www.boardofstudies.nsw.edu.au/syllabus_hsc/stds-matl/cafs-sm.html - Student responses at each performance descriptor from the 2015 CAFS exam

ACHPER NSW http://www.achpernsw.com.au/teaching-and-learning/stage-6/cafs/ - revision materials from past HSC Enrichment Days.

Beattie, Roberts, Rayner, Rayner & Bell (2014) Nelson CAFS textbook - has tips, strategies and ideas for revision and studying.

Bell, K. and Rayner, K. (2016) Cambridge Checkpoints HSC Community and Family Studies 2017-2019. Cambridge University Press: Sydney, Australia. - past HSC and examination questions. Aligned to the syllabus. Summaries of each dot point. Multiple choice and sample answers.

Reach Out http://au.reachout.com/wellbeing/school-uni-and-study - tips and strategies for stress management and studying.

Enhanced Learning http://www.enhanced-learning.net/ - tips, advice and resources for studying and preparing for exams.

AIM High Joan Stagg’s on behalf of Newcastle University series of clips https://www.youtube.com/watch?v=o4jkqN8gqVU - tips and hints for preparing for the CAFS HSC examination.

Kelly Pfeiffer Exam Technique Powtoon https://www.youtube.com/watch?v=zUNeD0Ne5NY https://www.youtube.com/watch?v=fs9Uy97EKBw - tips and hints about the CAFS HSC examination.

Kelly Bell PEEL Writing Structure Powtoon https://www.youtube.com/watch?v=cYkD-heCeu4 - PEEL writing structure outlined.

Kahoot Type CAFS in the search tab - uploaded by CAFS teachers, can be great for revision.

Marist Sisters’ College Woolwich PDHPE Faculty https://www.youtube.com/playlist?list=PLMVkPlie9PqjAk5MUodEB3upB46TCFyv1 - revision and exam techniques.

mycafsnet https://twitter.com/mycafsnet - resources and ideas shared relating to CAFS via Twitter.

The Community and Family Studies Network https://au.pinterest.com/TheCAFSNetwork/ - resources and ideas shared relating to CAFS via Pinterest


BOSTES (NESA) CAFS Band Descriptors

Band 6

Demonstrates extensive knowledge and understanding of the influence of societal factors on individuals and on the nature of groups, families and communities.

Demonstrates superior understanding and application of research methodologies to the study of social issues.

Predicts and draws valid conclusions by analysing relevant data.

Develops and sustains arguments based on research to justify points of view.

Comprehensively applies the management process and proposes relevant strategies in a wide range of contexts.

Evaluates the impact of resource management on the wellbeing of individuals, groups, families and communities in a wide range of contexts.

Analyses interrelationships between individuals, groups, families and communities.

Effectively and coherently communicates ideas, issues and opinions using appropriate terminology.

Band 5 Demonstrates thorough knowledge and understanding of the influence of societal factors on individuals

and on the nature of groups, families and communities.

Demonstrates accomplished understanding and application of research methodologies to the study of social issues.

Successfully draws conclusions using relevant data.

Sustains arguments using relevant research and individual experiences.

Effectively applies the management process and proposes strategies in a range of contexts.

Explains the impact of resource management on the wellbeing of individuals, groups, families and communities in a range of contexts.

Competently identifies and explains interrelationships between individuals, groups, families and communities.

Competently and coherently communicates ideas, issues and opinions using appropriate terminology.

Band 4 Demonstrates sound knowledge and understanding of the influence of societal factors on individuals


Demonstrates sound understanding and application of research methodologies to the study of social issues.

Interprets data relevant to the study of social issues in various forms.

Draws on personal experience to support discussion.

Demonstrates clear knowledge of the management process and provides some examples of strategies.

Adequately communicates the relationship between resource management and wellbeing.

Shows a sound understanding of interrelationships between individuals, groups, families and communities.

Clearly and logically communicates ideas, issues and opinions using appropriate terminology.

Band 3 Demonstrates a basic knowledge and understanding of the influence of societal factors on individuals


Demonstrates basic understanding and limited application of research methodologies to the study of social issues.

Demonstrates basic data-interpretation skills relevant to the study of social issues.

Relies heavily on personal experience to support discussion.

Demonstrates basic knowledge of the management process.

Shows a basic understanding of interrelationships between individuals, groups, families and communities.

Communicates ideas and opinions in basic form using some relevant terminology.

Band 2 Demonstrates some knowledge and understanding of the influence of societal factors on individuals and

on the nature of groups, families and communities.

Demonstrates limited understanding of research methodologies applicable to the study of social issues.

Relies on personal experience to support discussion.

Shows limited knowledge of the management process.

Communicates simple and limited ideas and opinions using limited and elementary terminology.

Band 1 A mark in this band indicates that the student has achieved below the minimum standard expected.

(BOS NSW, 2011)


Typical CAFS Glossary of Key Words

Questions will continue to use self-explanatory terms such as 'how', or 'why' or 'to what extent’

(BOS NSW, 2012)

Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions.

Analyse Identify components and the relationship between them; draw out and relate implications.

Apply Use, utilise, employ in a particular situation.

Assess Make a judgment of value, quality, outcomes, results or size.

Compare Show how things are similar or different.

Contrast Show how things are different or opposite.

Critically analysis/assess evaluate/examine

Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/asses/evaluation/examine).

Define State meaning and identify essential qualities.

Describe Provide characteristics and features.

Discuss Identify issues and provide points for and/or against.

Evaluate Make a judgement based on criteria; determine the value of.

Examine Inquire into.

Explain Relate cause and effect; make the relationships between things evident; provide why and/or how.

Identify Recognise and name.

Investigate Plan, inquire into and draw conclusions about.

Justify Support an argument or conclusion.

Outline Sketch in general terms; indicate the main features of.

Predict Suggest what may happen based on available information.

Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action.

Recount Retell a series of events.


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kelly bell - achper nsw · research methodology; ... the paper may include questions about how data...

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