- •Integrated Programme of Development
- •Integrated Programme of Development 1
- •Guidance in using this document
- •1.1 Introduction
- •1.2 The Research Report
- •1.3 Marking criteria
- •1.4 Using Exemplar Research Reports
- •1.4.1 Nature and Purpose
- •1.4.2 Teaching and Learning Strategies
- •2 Exemplar Research Reports
- •2.1 Report 1 (indicative of Grade a) An Investigation into Public Opinion in Kazakhstan on Changing Lifestyles in Response to Declining Biodiversity
- •Introduction
- •Context
- •Results
- •Conclusions
- •Evaluation
- •Further Research
- •10.1 Appendix 1 – Example of the Questionnaire
- •Introduction
- •If you are willing to take part in a short interview about declining biodiversity please tick the box and give your name. Thank you. [ ]
- •10.2 Appendix 2 – Unstructured Interview Checklist
- •Is enough being done generally to improve biodiversity? By individuals, businesses and local organisations, governments and internationally?
- •10.3 Results from the Questionnaire
- •10.4 Results from the Unstructured Interviews
- •2.2 Report 1 – Commentary and suggestions for improvement
- •2.3 Report 2 (indicative of Grade c) Leaving for the City An Investigation into the Reasons for Migration to Urban Areas
- •Introduction
- •Context
- •Results
- •Conclusions
- •Evaluation
- •Further Research
- •Footnotes
- •Bibliography
- •2.4 Report 2 – Commentary and suggestions for improvement
- •2.5 Report 3 (indicative of Grade e) Biodiversity in Kazakhstan
- •Introduction
- •Context
- •Results
- •Conclusions
- •Evaluation
- •Further Research
- •Bibliography
- •10. Appendices
- •10.1 Appendix 1 – Example of the Questionnaire
- •Introduction
- •2.6 Report 3 – Commentary and suggestions for improvement
1.3 Marking criteria
Learners’ work should be marked holistically for each assessment criterion using the levels of response mark schemes. The marks awarded for each assessment criterion are based on a judgement of the overall quality of the response, rather than on awarding marks for specific points and accumulating a total mark by adding points.
Learners are expected to show that some awareness of the context and of different perspectives on the issue has informed their research design. However it is not expected that the amount of knowledge and understanding will be in detail or depth. The level of depth or detail expected can only be that which it is possible to attain from several weeks’ preliminary exploration by reading some previous research, a range of sources and short articles, typically to be found using internet and library searches. Most learners will use and reference between 6-12 sources.
Learners are expected to describe and explain the methods that were used in the research to gather primary and secondary evidence. There are many different methods that could be used. Most learners will use 2-3 methods, one of which is internet and local library research for secondary sources. These might include:
Social surveys
Questionnaires
Observation
Interviews
Focus or discussion groups
Analysis of secondary data and previous research
Analysis of media material
Ways of recording and storing data and information e.g. notes, tape, video, databases photographic; numerical
Documentary or source content analysis
Other reasonable method
Learners are expected to describe and explain some sources of information and data linked to the methods selected. These might include:
Samples of people from different countries or social groups
Samples of people from different organisations or places e.g. schools, work-places, general public in shopping centres
Internet searches for background material and secondary data
Library and media searches
Internet and social media-based surveys or opinion-finding activities e.g. blogs and discussion forums
Other reasonable source
Learners are expected to describe and explain some potential difficulties and limitations in the research design and process. These might include:
Access to suitable participants
Cost
Time
Obtaining a suitable sample e.g. size, representativeness, generalising
Permission to research
Accuracy of methods e.g. validity and reliability
Ethical issues e.g. confidentiality, potential harm
Sources of bias
Understanding and interpreting different cultures and groups
Strengths and weaknesses of sources identified using skills of critical thinking
Other reasonable issue
Marks are awarded against each assessment criterion using the statements within the levels. A mark of zero should be awarded for responses which have no relevant or creditworthy content related to the assessment criteria. A total of 48 marks is available for the research report. The mark scheme and assessment criteria appear in the IPD Test Specifications for Grade 11 and 12 Global Perspectives and Project Work, but are reproduced below for convenience.
Assessment Criteria |
4 marks |
3 marks |
2 marks |
1 mark |
Knowledge and understanding of research context
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Knowledge and understanding of research methods and sources of evidence
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Assessment Criteria |
4 marks |
3 marks |
2 marks |
1 mark |
Research design and selection of evidence
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Analysis and interpretation of data and evidence; reaching conclusions
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Assessment Criteria |
13-16 marks |
9-12 marks |
5-8 marks |
1-4marks |
Evaluation of research methods and sources of evidence
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Communication of research design and outcomes
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