(a) The learner’s achievement of critical cross-field outcomes is assessed formatively during the course through a range of activities, and summatively in the capstone activity outlined under integrated assessment.
(b) The learner’s achievement of general programme outcomes is assessed through a range of formative and summative assessments throughout the course, and particularly in the capstone activity outlined under integrated assessment.
(c) Assessments are based on criteria that include ability to prepare theoretically informed papers, commentaries on research papers, practical reports, and research proposals and, where apposite, reports from empirical studies. The last may include audio-visual products.
Formative assessment occurs through grading of papers and seminar presentations throughout the course of the programme, and drafts of extended papers written under supervision. In all instances assessment is based on success in demonstrating argumentation skills, knowledge and understanding of apposite literature and how and where to obtain it, and ability to use the publication conventions of the disciplines around which the programme has been structured. In instances where primary research is conducted, formative assessment criteria include the ability to report findings and understand the principles of integrating such findings with apposite literature. Summative assessment mainly takes the form of the capstone literature review, research proposal and mini-dissertation outlined in integrated assessment.
Integrated assessment:
The integrated assessment of the Joint Humanities Honours graduate includes measurement of foundational, reflexive, technical and practical competencies. Learners are required to complete a series of exercises that have a formative function, and a summative mini-dissertation. They serve both to integrate skills learned during the Honours year, and to prepare for the Masters degree in the case of those learners who wish to continue to a Masters degree in one of the selected disciplines or in a further multidisciplinary field.
Assessment is based on criteria that include demonstrated ability
to formulate a research question and to develop a research proposal, that includes a literature review, around that question. Where the project requires empirical work, the proposal must consider the ethical implications and specify a research design and method/s intended to address the research question.
To review the apposite literature drawn from a variety of text and other media, to inform the research question. The literature considered must include reference to comparative empirical examples and theoretical, methodological and ethical issues apposite to the project. The review is written up as part of a research proposal and is revised, after first -level assessment, for inclusion in a mini-dissertation that follows later.
To conduct field and/or library/archival research, through presentation of the data generated thereby, first in a series of formative research reports and then in an integrated mini-dissertation that accords with the publication conventions of the disciplines (and that may be supplemented by an audio-visual product).
To link the material generated to the literature cited by analysing the former in terms of the latter. This is sited in a mini-dissertation, designed to be either a free-standing exercise or the first stage of a Masters level research project. It should make reference to implications for further research.
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