PUBH6000 Assessment 3 Brief Ι September 2020 Page 1 of 4
Public Health Program
| ASSESSMENT BRIEF | |
| Subject Code and Title | PUBH6000: Social, Behavioural and Cultural Factors in Public Health |
| Assessment | Assessment 3: Discussion Forum |
| Individual/Group | Individual |
| Length | 1,000 words (+/- 10%) • Part A (500 words) • Part B (500 words) |
| Learning Outcomes | This assessment addresses the following learning outcomes: 1. Analyse the impact of social, environmental and behavioural factors on the health of different populations. 2. Analyse population health outcomes and the major social, economic, political and cultural forces that contribute to health inequalities. 3. Analyse health outcomes in indigenous populations. 4. Analyse theoretical frameworks and models used in public health and health promotion. 5. Apply theoretical frameworks to develop effective health promotion interventions. 6. Demonstrate clear and assertive communication across a range of settings and situations. |
| Submission | For 12-week Class Part A Due: Wednesday of week 7 at 11:55pm* Part B Due: Sunday of week 12 at 11:55pm* For 6-week Intensive class: Part A Due: Sunday of week 3 at 11:55pm* Part B Due: Sunday of week 6 at 11:55pm* |
| Weighting | 20% • Part A 10% • Part B 10% |
| Total Marks | 100 marks |
*Please Note: This time is Sydney time (AEST or AEDT).
Please convert to your own time zone (e.g. Adelaide = 11:25pm)
PUBH6000 Assessment 3 Brief Ι September 2020 Page 2 of 4
Public Health Program
Context:
This assessment is aimed at developing student’s ability to reflect on their learning and discuss content and
share ideas in a professional online environment. The assessment will develop cognitive and critical thinking
skills essential for a career in public health.
By prescribing this assessment, students will develop their academic writing, researching and referencing
skills as well as their ability to effectively summarise information. This assessment allows students to
broaden their own understanding of each topic through engaging in academic discourse, while developing
their skills to engage in formal discussions with their peers.
Assessment 3 consists of two parts:
1. Assessment 3 Part A: covering modules 1 to 3
2. Assessment 3 Part B: covering modules 4 to 6
Instructions
1. Submit your module discussion via the Assessment 3 link available on the Assessment page.
2. In the Assessment 3 Discussion Forum, there is a specific discussion topic available for each module.
Please read those topics carefully.
3. Seek further information from authoritative textbooks, peer reviewed journals, government reports or
academic online sources.
4. Integrate knowledge/information with your critical thinking to address particular topics.
5. Post your critical analysis/opinion/perspective in regard to the module discussion topics.
6. Students are encouraged to reply or share perspectives with other students by commenting, debating,
and adding to the discussion posts of your fellow students. It is important to note that students are
requested to show interaction or further engagement with other students’ posts (assessment criteria)
7. Academic debate and discussion must always be conducted with care and respect.
• Do a spelling and grammar check and proofread your work to ensure ideas are clear and flow
logically. Great ideas can get lost in sentences that are difficult to understand.
• Students must demonstrate accurate referencing technique according to APA 6th edition.
8. Any Academic Integrity misconduct (e.g. copy or share ideas) will be considered for penalties defined
under the Academic Integrity Policy
• Please DO NOT ‘Copy and Paste’ information from websites, report or research articles. You
must share your opinion and present you critical thinking on the discussion topics.
• Please DO NOT share or copy information (partially or whole) from other students or from a
previous trimester.
9. Suggesting word count: 150-200 words for each Module
(in total, 500 words for Part A and 500 words for Part B)
PUBH6000 Assessment 3 Brief Ι September 2020 Page 3 of 4
Public Health Program
Assessment Criteria
| Criteria | Mark |
| Demonstrates knowledge and understanding of the assigned topic | 40% |
| Content and reasoning: distinguish fact from opinion and elaborates on statements with accurate, specific explanations and evidence |
40% |
| Interaction with others by commenting, debating, or adding to the other posts | 10% |
| Referencing & Citation, using APA 6th style | 10% |
PUBH6000 Assessment 3 Brief Ι September 2020 Page 4 of 4
Public Health Program
Marking Rubric
| Assessment Attributes |
Fail (Unacceptable) 0-49% |
Pass (Functional) 50-64% |
Credit (Proficient) 65-74% |
Distinction (Advanced) 75-84% |
High Distinction (Exceptional) 85-100% |
| Knowledge & Understanding 40% |
Limited understanding of the topic. Key areas have not been addressed. |
Demonstrates knowledge of the assigned topic, and is able to summarise information, which highlights a basic understanding of the content. |
Thorough understanding of the topic and demonstrates a capacity to explain and apply relevant concepts. All key areas have been addressed |
Highly developed understanding of the topic. Has addressed all key areas of the assessment in detail and demonstrated a capacity to clearly explain all relevant concepts. |
A sophisticated understanding of the topic. Has addressed all of the key concepts in detail and demonstrated a capacity to add insight and further understanding to the concepts explored. |
| Content & Reasoning 40% |
Ideas are limited, and it is difficult to distinguish main ideas from supporting detail. Other ideas are accepted without much thought. Opinions may be stated as facts. |
Is generally able to distinguish fact from opinion, comments may be repetitive, and is positional with limited supporting evidence or explanation. |
Student can distinguish fact from opinion and is able to contribute to discussion with ideas and evidence which continues the momentum of discussion forum. Position is clear and mostly supported with evidence. |
Student understands the significant ideas relevant to the issue being discussed, and is able to distinguish fact from opinion, elaborating on statements with specific evidence to support explanations. Position is clear and can use analogy effectively. |
Student can distinguish fact from opinion and elaborates on statements with accurate, specific explanations and evidence. The student can recognise contradictions and irrelevant comments. Position is purposeful and without bias. |
| Interaction with others 10% |
Can often make irrelevant or distracting comments, language can suggest bias towards others and there is little attempt at collaborative thinking. Little to no interaction. |
Discussion is attended to but little new knowledge or ideas are contributed. Although involved in the discussion, there is little attempt to involve others |
Discussion is constructive, and new ideas are brought forward for consideration. Consistent attempts are made to engage others in continuous dialogue. |
Replies to others are responsive to the statements being made and indicate that the student has understood and considered the information. |
Dialogue is initiated and sustained with thoughtful and reflective comments and questions. Other statements are acknowledged and used to develop discussion. Any disagreement of ideas is approached respectfully. |
| Referencing & Citation 10% |
Has not used references or uses poor quality references to support ideas. APA referencing has multiple errors or has not been used consistently. |
Demonstrates use of research sources to support and develop ideas, although these are not consistently explicit or well developed. There are some mistakes using APA referencing style. |
Demonstrates consistent use of good quality, credible and relevant research sources to support and develop ideas There are minor mistakes using APA referencing style. |
Consistently demonstrates expert use of high quality, credible and relevant sources to support writing. Demonstrates evidence of reading beyond the key texts. There are no mistakes or very minor mistakes using APA referencing style. |
Demonstrates expert use of diverse, high quality, credible and relevant sources, which develop and support ideas in a sophisticated manner. Extensive evidence of reading beyond key texts. There are no mistakes using APA referencing style. |
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