PIP FEEDBACK 2022 Markers

The following is feedback from 2022 from the HSC markers of the PIP submissions. It is general feedback that will apply to all students. Use this information and apply it to help you draft your sections. 

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General feedback

Students should: 

• clearly state the topic and hypothesis for investigation in the introduction 

• ensure the topic choice is sociological in its nature 

• establish the cross-cultural perspective and scope of continuity and/or change 

• focus on the conceptual relevancy of the topic 

• make a clear relationship between personal knowledge and public knowledge evident 

• make evident the social and/or cultural significance of the topic 

• adhere to the Personal Interest Project requirements regarding word limits.

In better projects, students were able to: 

• develop a topic and ideas that are inherently sociological and allow for appropriate and comprehensive exploration and application of relevant concepts  

• demonstrate social and cultural literacy in their topic choice  

• select a contemporary approach to a topic  

• create a strongly formed hypothesis that allowed for clarity and direction  

• select a topic that provides enough scope for the development and application of course concepts and appropriate research methods  

• explain reasons for their chosen research methods and engage with validity/bias  

• engage with ethical practices of research (page 21 of the syllabus)  

• evaluate their research methods to validate the process of their research.

Log 

Students should: 

• further develop their personal connection to the topic 

• critically reflect on the limits and challenges of research methods 

• highlight the relationship between research findings and new paths of inquiry 

• critically examine the sample demographics in relation to the validity of data 

• reflect on the ‘Process of Research’ steps (pages 22-23 of the syllabus)

• avoid diary entry formats or a narrative tone. 

In better projects, students were able to: 

• demonstrate a conceptual overview of the process  

• identify specific forms of research appropriate for the development of their project 

• reflect on the research process and account for critical decisions that led to the development of their topic and research methods 

• evaluates the usefulness, validity and/or bias of sources 

• reflect on the challenges in the Personal Interest Project and how they overcame them 

• elaborate on the current sociological relevance of the topic 

• reflect on their personal connection to the topic  

• focus on the decision-making process in relation to their topic development and research  

• specify any ethical considerations relevant to the topic 

• discuss the parameters of their topic.

Central Material 

Students should: 

• establish a context for inquiry through a synthesis of primary and secondary data  

• avoid using secondary research as a description of the topic 

• use primary research to account for micro interpretations of macro issues 

• avoid a historical narrative recount 

• integrate cross-cultural comparisons throughout 

• identify the continuity and changes across micro, meso and macro levels, and analyse these changes within the framework of course concepts 

• sustain engagement with the hypothesis 

• reflect on the limitations of research and validity 

• develop deep analysis and cohesive arguments by not segmenting the central material into small parts 

• consider where to appropriately integrate graphic forms.

In better projects, students were able to: 

• provide a clear and sustained synthesis and critical analysis of their findings 

• appropriately integrate personal experience and public knowledge 

• integrate research effectively by triangulating and correlating data across the Central Material 

• make complex judgements 

• explain the conceptual implications within a sociological framework 

• integrate a range of perspectives to ensure a depth of research

• choose the research methods that best support finding answers to the research question(s) – different sub‑questions may require different research methods, for example, secondary research and questionnaires

• apply a high standard of authoritative research and connection this to the hypothesis 

• demonstrate an accurate and appropriate understanding of their chosen research methods, for example, focus groups, content analysis  

• succinctly acknowledge the reliability/validity/bias of primary and secondary material 

• effectively apply complex academic language and appropriate concepts to succinctly express ideas 

• make meaningful reference to and analysis of visual sources, including pictures or graphs, if or where appropriate 

• apply a consistent system of footnoting, acknowledging and citing both primary and secondary research 

• demonstrate cohesion and flow of ideas throughout the Central Material.

Conclusion

Students should: 

• return to the hypothesis and original goals as outlined in the Introduction 

• apply course concepts to account for conclusions 

• avoid repeating the Introduction or re-stating conclusions from Central Material 

• express the extent to which their hypothesis was confirmed or challenged 

• reflect on how the project has explicitly developed their social and cultural literacy 

• evaluate the process of their research in relation to their growth as a researcher 

• analyse, rather than summarise their findings.

In better projects, students were able to: 

• consider the social and/or cultural implications of the research findings 

• reflect on the research process 

• make a well-reasoned and reflective judgement linked to their hypothesis 

• derive their conclusions based on genuine evidence conducted through the Personal Interest Project process 

• show critical reflection and evaluation of their hypothesis and research, with a consideration of validity, bias, and reliability 

• reflect on how social and cultural literacy was demonstrated throughout the Personal Interest Project process.

Annotated Reference List 

Students should: 

• accurately reference sources  

• critically reflect on how research methods supported the construction of the Personal Interest Project. 

In better projects, students were able to: 

• demonstrate clear and appropriately detailed annotations that evaluate how the sources contributed to the project 

• reflect on the use of sources through the consideration of reliability, validity and bias 

• explain the way in which the research contributed to the project

• reflect on primary and secondary research methods.