Assessment item 2
Health promotion funding planning proposal
Length: 3000 words
Task
You have been appointed leader of a health promotion team in your local community. Your first responsibility is to identify a community need and prepare a funding proposal that will be used to seek government funding for a project of your choice that addresses the identified need.
You must submit a funding proposal that includes:
Content must be related to the Australian health system
Rationale
This task is designed to show student achievement of the following learning outcomes:
Marking criteria
| Content (65 marks) | |||||
| Fail (0-2) | Pass (2.5) | Credit (3-3.5) | Distinction (4-4.5) | High Distinction (5) | |
| Project summary (maximum 1 page). Guidelines:Contains no information not included in the report; is written in plain English; does not include referencing; is placed on separate preliminary page; stands alone as a unit of information | Project summary is not included; Project summary includes references; Project summary is not placed on a separate preliminary page | Presents summary of each sections of the report. | Presents summary of each section of report in a generally clear and concise manner. | Presents summary of each section of the report. Is concise and coherent and consistently uses plain English. Stands alone as a unit of information | Presents summary of each section of the report. Is exceptionally well written, is concise and coherent, and consistently uses plain English.Stands alone as a unit of information |
| Introduction, including brief description of project/strategy | The introduction missed orientating the reader to the project and either missed or partially identified the purpose of the project. Irrelevant information or connections were made. The introduction may be missing. | The introduction generally orientated the reader to the project and partially identified the purpose of the project. The scope of the project was outlined as discrete ideas. The linkages between sentences could be improved to make the introduction more coherent. | The introduction generally orientated the reader to the general topic and identified the purpose of the project. The scope of the project was described with some linkages between ideas. The introduction was generally coherent. | The introduction orientated the reader to the project and clearly identified the purpose of the project. The scope of the project was covered in a logical and integrated manner. The introduction was coherent. | The introduction effectively orientated the reader to the project and clearly identified the purpose of the project. The scope of the project was fully covered in a logical and integrated manner. The introduction was concise and coherent. |
| Fail (0-9) | Pass (10-12) | Credit (13-14) | Distinction (15-16.5) | High Distinction (17-20) | |
| Identification of health issue/project:Describes the process of identifying the health issue that needs addressing in the project/strategy – includes community profile (description of community), literature review (analysis of existing literature), needs and strengths analysis (identifies different types of needs and community strengths)Presumes use of existing data, including reports, statistics, research papers. Information is synthesised (i.e. combines ideas from more than one text or source) rather than descriptive. | Generally describes some current and/or relevant “literature” (or published material) but shows little understanding of the context of their investigation. The literature information is outlined in discrete sections. Few paragraphs are coherent. Does not clarify how the research informs the investigation. Few if any important definitions/terminology are clarified. | Generally describes and superficially evaluates some current and relevant “literature” (or published material) that shows a narrow understanding of the context of their current investigation. The literature information is generally more descriptive and occurs in discrete sections. Many paragraphs are coherent but the whole piece does not flow well. Partially clarifies how the research informs the investigation. Many important definitions/terminology are partially clarified. | Describes, accurately interprets, and critically evaluates current and relevant “literature” (or published material) that shows a narrow understanding of the context of their current investigation. Much of the literature information is synthesised while some parts are more descriptive. Work is generally coherent and clarifies how the research informs the investigation. Many important definitions/terminology are clarified. | Summarises, accurately interprets, and critically evaluates current, relevant and creditable “literature” (or published material) that shows a broad understanding of the context of their current investigation. The literature information is synthesised and generally coherent and explicitly clarifies how the research informs the investigation. Many important definitions/terminology are clarified. | Succinctly summarises, accurately interprets, and critically evaluates current, relevant and creditable “literature” (or published material) that shows a broad and integrated understanding of the context of their investigation. The literature information is effectively synthesised and coherent and explicitly clarifies how the research informs the investigation. All important definitions/terminology are clarified. |
| Planning process used to develop project/strategy; Provides clear statement of problem and description of projectIncludes a budget;Utilises PRECEDE model (social assessment and situational analysis; epidemiological assessment; educational and ecological assessment; aims and objectives, intervention alignment, administrative and policy assessment); clearly articulates and differentiates between aims and objectives | Does not use PRECEDE model; Does not include aims and objectives;Does not include clear statement of problem.Does not include description of project. | Shows simplistic understanding of different phases of PRECEDE model.Identifies aims and objectives, but does not differentiate between aims and objectives Draws limited connections between model and aims and objectives. Budget does not contain realistic coverage of project components (i.e. is general in nature). Includes clear statement of problem and description of project. | Shows moderate understanding of different phases of PRECEDE model. Aims and objectives are clearly identified and generally correctly differentiated. Draws some connections between model and aims and objectives. Budget comprises realistic coverage of project components. Includes clear statement of problem and description of project. | Shows high level understanding of different phases of PRECEDE model. Each section is presented as a coherent piece of work. Each component leads to clear statement of problem and project aims and objectives. Aims and objectives are clearly and correctly identified and differentiated. Draws many connections between model and aims and objectives. Budget comprises realistic coverage of project components. Includes clear statement of problem and description of project | Each section of the PRECEDE model is presented as a coherent piece of work. Sophisticated analysis of each component leads to clear statement of problem and project aims and objectives. Aims are clearly and correctly identified and differentiated. Draws many connections between model and aims and objectives. Budget comprises realistic coverage of project components. Includes clear statement of problem and description of project. |
| Fail (0-7) | Pass (8-10) | Credit (10-11) | Distinction (12-13) | High Distinction (14-15) | |
| Leader’s role in development of project/strategy, including collaboration with community: considers the technical skills required for the project, complementary skills required for the project, describes roles of different stakeholders in planning process and identifies how you (as leader) will engage with these stakeholders (e.g. mentoring, supervising, directing etc.); Shows cultural competency and consideration of ethical issues. | Provides little or no discussion of leader’s role in development of project/strategy. No leadership strategy. No discussion of cultural competency or ethical issues. | Provides overview of leader’s role in development of project/strategy. Limited discussion of how student will collaborate with community. Limited discussion of how project will be led. Limited discussion of cultural competency and ethical issues. | Provides thorough description of leader’s role in development of project/strategy. Incorporates some discussion of collaboration with community, skills required for project and how the skills will be provided. Brief discussion of leadership strategy. Brief discussion of cultural competency and ethical issues. | Provides integrated description of leader’s role in development of project/strategy, incorporating discussion on collaboration with community, skills required for the project and how these skills will be provided. Presents comprehensive leadership strategy. Comprehensive discussion of cultural competency and ethical issues. | Provides sophisticated and integrated description and analysis of leader’s role in the development of project/strategy, incorporating discussion on collaboration with community, skills required for the project and how these skills will be provided. Presents comprehensive leadership strategy.Comprehensive discussion of cultural competency and ethical issues. |
| Presentation (30 marks) | Fail (0-4) | Pass (5-6) | Credit (6.5-7.4) | Distinction (7.5-8.5) | High Distinction (9-10) |
| Logic of argument: shows coherent and logical link between health problem and development of project/strategy | Arguments were generally not clearly stated and may be irrelevant to the topic. They were not logically developed and may not be supported with relevant evidence or examples. Arguments demonstrated a surface understanding of a few or none of the issues. | Arguments were generally clearly stated though some were irrelevant to the issue. They were generally logically developed and mostly supported with relevant evidence or examples. Arguments demonstrated a surface understanding of most of the issues. | Relevant arguments were generally clearly stated. They were generally logically developed and mostly supported with creditable and relevant evidence or examples. Arguments demonstrated a deep understanding of a few of the issues. | Relevant arguments were clearly stated. They were logically developed and supported with creditable and relevant evidence or examples. Arguments demonstrated some originality and independent thought (or insight) and a deep understanding of most of the issues. | Relevant arguments were clearly and concisely stated. They were logically developed and consistently supported with creditable and relevant evidence or examples. Arguments demonstrated originality and independent thought (or insight) and a deep understanding of the issues. |
| Professional presentation in report format(i.e. use of contents page, headings and sub-headings; visual aids such as illustrations, graphs, figures; appendices) | Does not use headings and subheadings; does not include a contents page; does not include illustrations | Uses 2 or 3 relevant visual aids (including graphs, figures) incorporated into the text; uses headings and subheadings; uses contents page | Uses 4 or 5 relevant visual aids (including graphs, figures, photographs) incorporated into the text, the majority of which are correctly labelled; uses contents page; uses headings and sub-headings | Uses 6-8 relevant visual aids (including graphs, figures and photographs) incorporated into the text, all of which are correctly labelled; uses contents page; uses headings and sub-headings | Uses 9 or more relevant visual aids (including graphs, figures, photographs) incorporated into the text, all of which are correctly labelled; uses contents page; uses headings and sub-headings |
| Sentence and paragraph construction, application of subject specific terminology, spelling | Demonstrates little or no control of the language. The writing lacks clarity and fluency. Too many spelling errors or words used in the wrong context. | Demonstrates partial control of the language through correctly structuring most sentences and paragraphs. The writing is generally clear and some sections are fluent. Minimal spelling errors and most words are used in the correct context. | Demonstrates control of the language generally through correct sentence and paragraph construction. The writing is generally clear and fluent. Minimal spelling errors and most words are used in the correct context. | Demonstrates control of the language through correct sentence and paragraph construction, word choice and formality of tone. The writing is generally clear and fluent. Minimal spelling errors and words are used in the correct context. | Demonstrates effective control of the language through correct sentence and paragraph construction, word choice and formality of tone. There is a high degree of clarity and fluency. No spelling errors and all words are used in the correct context. |
| Referencing (10 marks) | 0-2 (Fail) | 2.5 (Pass) | 3 (Credit) | 4 (Distinction) | 5 (High distinction) |
| Used the APA style of referencing | Incorrect use of APA style of referencing or no referencing present. | Used the APA style of referencing with a mix of minor and major errors. | Used the APA style of referencing with minor errors and one major error. | Used the APA style of referencing with minor errors. | Always correctly used the APA style of referencing. |
| Breadth of reading | Little or no evidence of reading a wide breadth of materials | Basic evidence of reading wide breadth of materials (minimum of 10 references). | Moderate evidence of reading wide breadth of materials (11-15 references). | Strong evidence of reading a wide breadth of materials (16-20 references). | Strong evidence of reading a wide breadth of materials (25-30 references). |
Presentation
The assessment task is to be presented in report format as this is the most common format used in community development and health promotion documents. You are required to use headings and sub-headings to identify the different components of the task. The use of dot points and/or tables is acceptable in the community profile and community assessment sub-sections of identification of need section, and in planning section. The word count excludes the content of tables.
Requirements
Phases 1 and 2 of the PRECEDE model (social assessment & situational analysis; epidemiological assessment) will draw upon the findings of your identification of need section (i.e. literature review, community analysis and community assessment). It is quite acceptable to refer back to these findings as you write each of these phases rather than repeating the same information.
Please do not discuss any aspect of PROCEED, implementation or evaluation in this assignment. These are assessed in the online postings.
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