ASSESSMENT BRIEF
Subject Code and Title	PUBH6001: Health Policy and Advocacy
Assessment	Assessment 2: Policy Analysis Essay
Individual/Group	Individual
Length	2000 words (+/‐) 10%)
Learning Outcomes	This assessment addresses the following learning outcomes:     Analyse different theories and approaches to policy agenda setting Apply knowledge of policy development to a public health policy issue Analyse issues in contemporary Australian health care policy Develop processes for the evaluation of and accountability for policy Critique the role of networks and coalitions in the policy agenda setting process
Submission	Sunday of week 8 at 11.55pm*
Weighting	40%
Total Marks	100 marks

*Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (eg. Adelaide = 11:25pm).

Instructions:

In this Assessment, you will engage in policy analysis. Choose a health policy (either current or past),

either at the state or federal level, to analyse in this Assignment (eg, mental health policy, women’s health policy, preventative health policy, men’s health policy, Aboriginal and Torres Strait Islander health policy).

The Assignment should be approximately 2,000 words (+/‐ 10%) and presented in essay form. Address the following questions in your Assessment but please do not answer the questions as a series of short answers:

Firstly, provide a short introduction to your essay. Then proceed to analyse your chosen policy, and in doing so, consider the following issues:

The Problem and Context

•Describe the current and historical policy context of the problem.

•What is the problem which the policy seeks to address? What problems are highlighted?

•What problems have been overlooked?

Frame of Reference/Dominant Discourse

•What is the common frame of reference or dominant discourse evidence within this policy?

•Are certain words and phrases commonly used?

•Are there any underlying assumptions behind these?

Targets, Stakeholders and their Representation

•Who is the target of the policy (the subject of the discourse)?

•Who are the other stakeholders identified in the policy? Describe key institutional structures, agencies and workforce capacity building.

•How are the subjects of the policy being represented?

•How are different social groups portrayed in this policy and what implications does this have?

•Are there any moral judgements expressed in this representation?

Policy process

•Who were the stakeholders involved in the development of the policy? Who was overlooked?

•Whose interests were represented in the development of the policy? Which voices were not heard?

•What were the potential competing interests and power differentials of those involved in the development of the policy?

•What was the motivation for stakeholders in creating this policy?

•Were there any particular windows of opportunity that enabled the development of this policy?

Policy Solutions

•What solutions are put forward to address the problems? What alternative solutions might have been overlooked?

•Are there any social/power/ethical implications of this policy?

Effectiveness

•Consider the implementation of the policy. How effectively do you think the current policy has been implemented?

•What are the accountability processes for the policy?

•Consider evaluation measures (indicators) and any evaluation which has been undertaken.

•How effective has the policy proven to be?

Finally, finish your essay with a conclusion.

Assessment Criteria:

• Knowledge and understanding of the policy issue (30%)
• Critical analysis of the problem, frames of reference used, the policy process
• and policy solutions (30%)
• Application and synthesis of knowledge about policy theories (25%)
• General Assessment Criteria (15%) Assessment fulfills general academic standards, including:
  • Provide an introduction and conclusion
  • Complies with academic standards of writing, including legibility, clarity, accurate spelling, presentation and grammar.
  • Uses appropriate APA 6 style for citing and referencing research
  • Upholds standards of academic integrity, as demonstrated by acceptable report from text‐matching software (e.g Safe Assign).

Marking Rubric:

Assessment attributes	F2 0‐34	F1 35‐49	Pass 50‐64	Credit 65‐74	Distinction 75‐84	High Distinction (HD) 85‐100
Grade description
			Evidence of	Evidence of a good		Evidence of an
			satisfactory	level of understanding,		exceptional level of
			achievement of subject	knowledge and skill		achievement of the
			learning outcomes and	development in		learning objectives
	Evidence of		adequate knowledge	relation to the content		across the entire
	unsatisfactory		and critical analysis	of the subject.	Evidence of a high level	content of the course
	achievement of one or		skills.	Demonstration of a	of achievement of the	demonstrated in such
	more of the learning			good level of critical	learning objectives	areas as interpretation
	objectives of the			analysis.	demonstrated in such	and critical analysis,
	subject, insufficient				areas as interpretation	logical argument,
	understanding of the				and critical analysis,	creativity, originality,
	subject content and/or				logical argument, use	use of methodology
	unsatisfactory level of				of methodology and	and communication
	skill development.				communication skills.	skills.
Knowledge and			The assessment	The assessment		The assessment
understanding of the			demonstrates some	demonstrates a good		demonstrates an
policy issue (30%)			knowledge and	level of knowledge and		exceptional level of
			understanding of the	understanding of the		knowledge and
			policy issue, but this is	policy issue. This is	The assessment	understanding about
			limited. Claims	reasonably well linked	demonstrates a high	the policy issue. This
	The assessment does		regarding the policy	to relevant literature.	level of knowledge and	understanding is very
	not demonstrate		are anecdotal and not		understanding about	well supported by
	knowledge or		well linked to relevant		the policy issue. This	relevant literature,
	understanding of the		literature (either grey		understanding is well	which shows extensive
	policy issue.		or peer review).		supported by relevant	research has been
					literature.	conducted.

Critical analysis of the		The assessment	The assessment		The assessment
problem, frames of		demonstrates some	demonstrates a	The assessment	demonstrates a well
reference used, the		attempts at critical	reasonable critical	demonstrates a very	developed and
policy process		analysis, but the	analysis of the policy,	good critical analysis of	comprehensive critical
and policy solutions		discussion of the policy	including the policy	the policy, with an	analysis of the policy,
(30%)		problem, frames,	problem, frames of	analysis of the policy	with an analysis of the
		policy process and	reference, policy	problem, frames of	policy problem, frames
		policy solutions is	process and policy	reference, policy	of reference, policy
		mostly descriptive.	solutions. Alternative	process and policy	process and policy
			ways to approach the	solutions that	solutions that
	The assessment does		policy issue are	considers alternative	considers alternative
	not demonstrate any		discussions.	ways to approach this	ways to approach this
	critical analysis.			policy issue.	policy issue.
Application and					The assessment
synthesis of		The assessment	The assessment	The assessment	displays an excellent
knowledge about		displays attempts to	displays a reasonable	displays a very good	application of policy
policy theories (25%)		apply policy theories in	application of policy	application and	theories in the
		the discussion of the	theories in the analysis	synthesis of policy	discussion of the policy
		policy issue. The	of the policy issue.	theories in discussion	issue. The discussion
		understanding of policy	There are some minor	the policy issue. This	demonstrates an
	The assessment does	theories is limited.	limitations in	demonstrates a very	excellent and
	not demonstrate any		knowledge of policy	good level of	comprehensive
	application of policy		theories.	understanding of policy	knowledge of policy
	theories.			theories.	theories.
General Assessment	Poorly written with errors in spelling, grammar.   The assessment has no introduction or conclusion.   Demonstrates	Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and	Is well‐written and	Is very well‐written	Expertly written and
Criteria (15%)			adheres to the	and adheres to the	adheres to the
Assessment fulfills			academic genre	academic genre.	academic
general academic			(e.g. with		genre.
standards, including:			introduction,	Consistently
Provide an introduction and conclusion			conclusion or summary).   Demonstrates	demonstrates expert use of good quality, credible and relevant research	Demonstrates expert use of high‐ quality, credible and relevant research

Complies with academic standards of writing, including legibility, clarity, accurate spelling, presentation and grammar. Uses appropriate APA 6 style for citing and referencing research Upholds standards of academic integrity, as demonstrated by acceptable report from text‐matching software (e.g Safe Assign).

inconsistent use of good quality, credible and relevant research sources to support and develop ideas.     There are mistakes in using the APA style.   There may be questions regarding the academic integrity of the assessment.

paragraph construction.   Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed.   There are no mistakes in using the APA style.   The assessment upholds standards of academic integrity.

consistent use of high quality, credible and relevant research sources to support and develop ideas.   There are no mistakes in using the APA style.   The assessment upholds standards of academic integrity.

sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading   There are no mistakes in using the APA style.   The assessment upholds standards of academic integrity.

sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading   There are no mistakes in using the APA Style.     The assessment upholds standards of academic integrity.

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