ExemplaryEvidentPartially MeetsAttemptedNot EvidentMeaning Unit0.5 (5.00%) – 0.5 (5.00%) In the original post, the student creates a list of at least five and a maximum of ten meaning units. Each meaning unit effectively divides up the text from the qualitative transcript into one, smaller part.0.45 (4.50%) – 0.495 (4.95%)0.4 (4.00%) – 0.445 (4.45%)0.005 (0.05%) – 0.395 … Continue reading “the qualitative transcript | My Assignment Tutor”
ExemplaryEvidentPartially MeetsAttemptedNot EvidentMeaning Unit0.5 (5.00%) – 0.5 (5.00%) In the original post, the student creates a list of at least five and a maximum of ten meaning units. Each meaning unit effectively divides up the text from the qualitative transcript into one, smaller part.0.45 (4.50%) – 0.495 (4.95%)0.4 (4.00%) – 0.445 (4.45%)0.005 (0.05%) – 0.395 (3.95%)0 (0.00%) – 0 (0.00%)Condensations 1 (10.00%) – 1 (10.00%) In the original post, the student effectively shortens the text from the meaning unit while still preserving the core meaning.0.9 (9.00%) – 0.99 (9.90%)0.8 (8.00%) – 0.89 (8.90%)0.01 (0.10%) – 0.79 (7.90%)0 (0.00%) – 0 (0.00%)Codes1 (10.00%) – 1 (10.00%) In the original post, the student creates a label or name that describes what the particular condensed meaning unit is about (approximately 1-4 words). 0.9 (9.00%) – 0.99 (9.90%)0.8 (8.00%) – 0.89 (8.90%)0.01 (0.10%) – 0.79 (7.90%)0 (0.00%) – 0 (0.00%)Categories. 1 (10.00%) – 1 (10.00%) In the original post, the student groups together codes that are related to each other through their content or context into categories that answer questions about who, what, when, or where? Category names are factual and short.0.9 (9.00%) – 0.99 (9.90%)0.8 (8.00%) – 0.89 (8.90%) 0.01 (0.10%) – 0.79 (7.90%)0 (0.00%) – 0 (0.00%)Themes1 (10.00%) – 1 (10.00%) In the original post, the student identifies themes that express an underlying meaning that is found in two or more categories. Themes express data on an interpretive level and answers questions such as why, how, in what way ,or by what means? Theme names are very descriptive and include verbs, adverbs and adjectives.0.9 (9.00%) – 0.99 (9.90%)0.8 (8.00%) – 0.89 (8.90%)0.01 (0.10%) – 0.79 (7.90%)0 (0.00%) – 0 (0.00%)Process Reflection 1 (10.00%) – 1 (10.00%) In the original post, in no more than 500 words, the student reflects on the process of conducting a qualitative analysis by describing A) pre-understandings, B) what it was like to use intuition during the analytic process, C) any data that was difficult to place into the table, D) aspects of content they felt most comfortable executing, E) aspects of content analysis they identified as an area of improvement 0.9 (9.00%) – 0.99 (9.90%)0.9 (9.00%) – 0.99 (9.90%)0.01 (0.10%) – 0.79 (7.90%)0 (0.00%) – 0 (0.00%) Engagement2.5 (25.00%) – 2.5 (25.00%) In the response post, the student interacts with contributions from others in the group to further the discussion in a professional manner to comment on at least one colleague’s reflection of the qualitative analysis process. The student compares and contrasts their reflection of the qualitative analysis process as well as their meaning units, condensations, codes, categories, and themes with their colleague’s. Provides positive and constructive feedback, giving concrete recommendations for improvement2.25 (22.50%) – 2.475 (24.75%2 (20.00%) – 2.225 (22.25%)0.025 (0.25%) – 1.975 (19.75%)0 (0.00%) – 0 (0.00% Writing Quality1 (10.00%) – 1 (10.00%) Posts are written in a clear and organized manner, fully addressing the instructions, and the quality of writing is appropriate for a public health professiona0.9 (9.00%) – 0.99 (9.90%)0.8 (8.00%) – 0.89 (8.90%)0.01 (0.10%) – 0.79 (7.90%)0 (0.00%) – 0 (0.00%)Support of Ideas and AMA Citation1 (10.00%) – 1 (10.00%) Utilizes the appropriate body of evidence to support discussion. All sources are incorporated into student’s writing appropriately, and are cited correctly using AMA style.0.9 (9.00%) – 0.99 (9.90%)0.8 (8.00%) – 0.89 (8.90%)0.01 (0.10%) – 0.79 (7.90%)0 (0.00%) – 0 (0.00%)
