he problems are listed in relation to the relevant assessment criteria. This list is not exhaustive.
| Common stumbling blocks |
- The research question is not appropriate for an interdisciplinary investigation. It is:
- descriptive rather than analytical
- too broad
- too narrow, or expresses a foregone conclusion.
- The student presents the research question as a fact-gathering exercise rather than as a question framing a problem of inquiry.
- It is unclear why this is relevant to the subject in which it is registered.
- It is unclear why an interdisciplinary approach is necessary.
- Sources are too narrowly focused or too broad in range in relation to the research question posed.
- The methodological approach is presented mechanistically (“I will use interviews and surveys”) rather than a reasoned strategy for gathering relevant information or data collection (“While semi-structured interviews will allow me to understand the villagers’ perspectives and beliefs, a survey of adults in the community will enable me to see how widespread such beliefs are in the village”).
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| Common stumbling blocks |
- The student has difficulty putting the area of research or research question in context; a general background is given rather than setting up an argument or explanation.
- There is a tendency towards sweeping, broad strokes rather than deep understanding of the subject or area of research. The commentary is general and relies on common-sense observations.
- The use and interpretation of sources is simplistic.
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| Common stumbling blocks |
- There is a tendency towards narrative as opposed to a presentation and critical discussion of research and findings.
- The research/findings are not discussed in relation to the research question.
- Integration is unclear or superficial. There is a tendency to juxtapose the two disciplines.
- There is little critical analysis of the sources used.
- There is a tendency to list factors rather than assessing their relative importance.
- The student inappropriately uses categorical language to assert firm conclusions when it might be better to be more tentative.
- The student summarizes findings, without attempting to draw all the ideas together into an insightful explanation or argument.
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