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| 1.0 Learning Outcomes |
| In this assignment, which accounts for 50% of the mark for this module, you must meet the following learning outcomes. You need to:
1. Develop, critically evaluate and optimise aspects of evidence-based policing and, its application to policing in practice. 2. Develop and optimise research methods and skills by critically analyzing and evaluating literature and statistics whilst demonstrating proficiency in academic writing. |
| 2.0 Overview Assessment |
| In this assignment, which accounts for 50% of the mark for this module, you are to prepare a research proposal that will underpin your Research Project in year 3. You need to do the following to complete the research proposal:
1. Decide on a specific policing area for your research project. Thematic policing areas to focus on are community policing, response policing, investigative policing, and evidence-based policing. 2. Develop the research proposal, focusing on the following: Working Title: You need to produce a simple and concise title for the proposed research project. Note that the working title can be changed over time as the project develops. Background and Research Aims and Objectives: In this section, it is important to include some background information on the topic that provides context and a basis for the research. You then outline the main aim to be achieved at the end of the research project. You should also include objectives, preferably in the form of research questions. Note that the objectives are minor issues that you will do to achieve the research aim. Literature Review: In this section, you need to preliminary review literature on the topic. The review should focus on addressing the main areas/topics in your research objectives/questions. In addition, the review should analyse research conducted on the areas, the findings/results of those studies, and identify gaps/issues that your proposed research seeks to address. Methodology: The methodology addresses how the proposed research will be conducted. You should aim to answer five key questions in this section: (1) what data will your research rely on? (2) where or who will I get this data from? (3) how will you get the data from the source/person identified in question 2? (4) how will you analyse the data to be obtain? (5) what ethical issues (i.e., risks) may arise from researching considering the data type, source of data and how the data will be obtained? (6) how will the identified ethical issues be addressed to mitigate possible risks/harm? You should also think of the feasibility of the study in the timeframe available for completing the research project. Note that providing references to support your decisions and justifications in this section is critical to achieving decent marks. Reference List: You should include the list of all references cited in the text and ensure that the list complies with the Harvard Referencing Style. You can consult the following documents if you are struggling with referencing: Harvard Referencing guide; Referencing Sway |
| 3.0 Assessment Structure and Submission |
| You must submit a piece of work for this assessment. Your assessment needs to be in the following format:
· Include your student number on each page of your work. · Be on the template provided on Blackboard in its original form. Note that any other formats will result in your mark automatically capped at 40% if you pass the assessment. · Use a clearly legible font and size (Arial 11, for example), spacing the lines by 1½ or double. You should number the pages. · You will need to submit your assignment using the Turnitin system on the Blackboard VLE. · The date of submission will be published on Blackboard in the assessment area. |
| 4.0 Failure to Submit Work |
| · You must submit all pieces of assessment required for this module on or before the submission date for each piece of assessment. Failure to do so is likely to result in failure of the module overall.
· There may be occasions when you are unable to submit or undertake a piece of assessment due to circumstances beyond your control. · The university has put in place a procedure for dealing with such extenuating circumstances. · Contact the module leader if you are unable to submit your work on time. · You can find more information on the university’s extenuating circumstances procedures on the university website or in the course handbook |
| 5.0 Assessment Marking and Feedback |
| · Grades will usually be provided within 20 working days of submission. However, in some circumstances, this may be extended to 25 working days.
· Feedback will be provided in written or oral form through Turnitin. · Use the feedback you receive to improve your work and to inform discussions with your allocated supervisor. |
| 6.0 Learning Support |
| · Should your learning support statement specify that you can negotiate the submission dates of your assessments, please ensure that you have agreed on a new submission date with the module leader in advance of the original deadline.
· Extensions will not be issued routinely, especially when assessments have long submission dates. · If you have a learning support agreement that recognises a disability, make sure that you signal to the marker that the assignment needs to be marked on content, knowledge and understanding. You will not be penalised for grammar, spelling or punctuation errors but will still have these pointed out for your development. |
| 7.0 General Advice |
| · Your punctuation and grammar must be of a standard expected in a study in higher education.
· You should not include private information that might identify individuals in your work. e.g. Names, Addresses or Locations · Your work needs to be in an academic style, and you should use a recognised reflective model to structure your writing. The Institute of Policing Recommends the Rolfe Reflection Model. You can find more information about this model on the Library Website. · Your research proposal must include ‘in-text’ short citations (references) and a ‘reference list’. These must be in Harvard Style. |
| 8.0 What Happens if You Fail the Assessment? |
| · You will be invited to submit a second assessment
· You must submit within 15 working days using Turnitin · You can resubmit your original work with amendments · Your grades will be marked normally but capped at 40% |
9.0 Generic Undergraduate Assessment Criteria Level 5
Use this as a guide but do not try to meet all the areas. Focus on your learning outcomes; these can be found in Section 1.0 above, e.g. enquiry or reflection
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Learning Outcome |
First class | Upper second | Lower second | Third | Fail | ||||
| 90-100% | 80-89% | 70-79% | 60-69% | 50-59% | 40-49% | 30-39% | 20-29% | Below 20% | |
| Knowledge and Understanding
Learning Enquiry |
Exceptional answer demonstrating a highly-detailed understanding of the issues and methodologies, concepts, theories and/or data and the link to other subjects; appreciation of the uncertainty, and limits of knowledge.
Exceptional presentation and evaluation of qualitative and quantitative data. |
An outstanding answer demonstrating a detailed understanding of the issues and methodologies, concepts, theories and/or data and the link to other subjects; awareness of the uncertainty of knowledge . Excellent presentation and evaluation of qualitative and quantitative
data. |
Excellent knowledge and understanding of the issues and methodologies, concepts, theories and/or data and its inter- relationship with other subjects.
Very good presentation of qualitative and quantitative data. |
Good knowledge and understanding of the issues and methodologies, concepts, theories and/or data. Some understanding of limits of knowledge.
Good presentation and evaluation of qualitative and quantitative data. |
Sound knowledge and understanding of the issues and methodologies, concepts, theories and/or data. May contain errors and/or discussion of irrelevant issues.
Adequate presentation and evaluation of qualitative and quantitative data. |
Satisfactory knowledge and understanding of the key issues raised by the question but some elements of knowledge missing. Limited presentation and evaluation of qualitative and quantitative data. | Unsatisfactory, but shows a limited grasp of some subject. Limited awareness of limits of knowledge, or ability to present, evaluate and interpret qualitative and quantitative data. | An attempt to answer the question, but without any significant grasp of material or appropriate skills. Minimal application of knowledge, or use of information. | No answer or an answer which is totally irrelevant or fundamentally wrong. Minimal or no evidence of learning. |
| Analysis Application Problem Solving | Original, independent thinking, rigorous argument and an impressive use of evidence. Thorough and accurate analysis of subject with evidence of breadth and
depth of study. Excellent application of theory to solve problems. |
Outstanding analysis displaying independent thought and strong, well- organised argument and highly competent application of evidence and theory to solve problems. | Excellent analysis displaying independent thought and strong and well- organised argument, competent application of evidence and theory to solve problems. | Very good analysis and well- organised arguments, very well supported
by evidence. Evidence applied well to provide solution to problems. |
Good analysis and argument, well supported by evidence. Good application of evidence and theory to solve problem. | Arguments and analysis adequate, accurate and supported by evidence, but may be superficial or limited.
Some application of evidence and theory to solve problem. |
Argument and analysis may be illogical, irrelevant, or contradictory in places and/or unsupported by evidence.
Limited application of evidence and theory to solve problem. |
Brief, irrelevant or deficient argument and analysis;
unsubstantiated generalisations. Little or no attempt to draw conclusions. Little or no attempt to apply evidence and theory to solve problem. |
Absence of analysis and argument. No evidence of application of knowledge to solve problem. Or no answer offered. |
| Communication Reflection | Exceptionally effective communication skills appropriate to the level of study, task, audience and discipline.
Exceptional demonstration of managing own learning and initiative, learning ability, qualities or skills necessary for higher levels of study. |
Extremely effective communication skills appropriate to the level of study, task, audience and discipline.
Excellent demonstration of managing own learning and initiative , learning ability, qualities or skills necessary for higher levels of study. |
Highly effective communication skills appropriate to the level of study, task, audience and discipline.
Extremely good demonstration of managing own learning and initiative, learning ability, qualities or skills necessary for higher levels of study. |
Very effective communication skills appropriate to the level of study, task, audience and discipline.
Good demonstration of managing own learning and initiative, learning ability, qualities or skills necessary for higher levels of study. |
Effective communication skills appropriate to the level of study, task, audience and discipline.
Some demonstration of learning ability necessary for higher levels of study. |
Adequate communication skills appropriate to the level of study, task, audience and discipline but with evident weaknesses.
Adequate demonstration of learning ability necessary for higher levels of study. |
Unsatisfactory communication skills appropriate to this level of study. Poor level of learning ability necessary for higher levels of study. | Some evidence of communication skills appropriate to this level of study. Limited or no evidence of managing own learning. | Limited or no evidence of the communication skills appropriate to this level of study.
Limited or no evidence of managing own learning. |
| Professional Requirement
(Not usually weighted and usually a pass/fail component of assessment) |
Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. | Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. | Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. | Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. | Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. | Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies. | Fails to meet the competencies or standards of proficiency required by professional/ statutory or regulating bodies. | Fails to meet the competencies or standards of proficiency required by professional/ statutory or regulating bodies. | Breach of confidentiality of individuals/ organisations from a practice learning setting. |