Referencing and Critical Analysis | UQ Assessment Ideas Factory

Designed to build foundational research skills , provide meaningful engagement with digital and hardcopy library resources, and prepare students for a major research essay , this assessment has students use online databases and library collections to locate four scholarly or contemporary sources (a peer reviewed journal article , reference book, edited book chapter, and newspaper article/monograph), one of which they critically analyse. This assessment introduces students to a range of different academic and popular sources, actively teaching skills for differentiating between different academic outputs, as well as assessing resource representation, reliability, and bias. As an exercise in familiarising students with the stylistic conventions of their discipline, the sources must be attributed according to the referencing guidelines offered by the delivering School, or those used within the relevant discipline. Whilst all sources should be relevant to a chosen essay topic, this assessment is not intended to serve as an essay outline or annotated bibliography. Rather, it guides students in developing research skills and performing critical analysis , the latter of which may include a discussion of the source's central arguments, merits and limitations, position within the broader scholarship, and personal reflections on its persuasiveness or rigor. Class time can be dedicated to discussing/interrogating these analysis , the latter of which may include a discussion of the source's central arguments, merits and limitations, position within the broader scholarship, and personal reflections on its persuasiveness or rigor. Class time can be dedicated to discussing/interrogating these sources.

Advantages

Scaffolded with a major essay so as to provide early feedback on student learning and support first year students who may lack tertiary educational experience. Teaches important foundation research skills as well and develop capacity for critical thought. Well suited to all first year (gateway) courses as it eases first year transition, builds academic literacies, and inducts students into discipline-specific research cultures and conventions.

Challenges

Off-campus students may find it challenging to schedule visits to on campus libraries. This should be encouraged, but can be made optional so as to provide flexibility (as that component can be a barrier to students completing the task).

Tips for implementation

Make sure to clearly articulate what is required of students for the critical analysis as this may be a written form that is unfamiliar to them. Be prescriptive in terms of what referring styles students are required analysis as this may be a written form that is unfamiliar to them. Be prescriptive in terms of what referring styles students are required to use.

How it supports academic integrity

Tasks are scaffolds and students are able to prepare early for their major assessment. As a result students may be less likely to feel last minute pressure that leads to instances of academic misconduct. Educates students about best practice regarding referencing and plagiarism. In the case of POLS1101, this assessment is paired with a final exam and marks for tutorial participation to ensure that a portion of the courses assessment is identity verified.

PLEASE NOTE: The academic integrity information displayed on this page is currently under review. Some examples and descriptions were developed before the widespread availability of generative AI tools and may not reflect current approaches to assessment security. When adapting an assessment idea, staff should consider how the design supports authorship, verifies student achievement of learning outcomes, and mitigates inappropriate use of AI and other forms of academic misconduct.

Humanities, Arts and Social Sciences Referencing and Critical Analysis

Advantages

Challenges

Tips for implementation

How it supports academic integrity

Details