ASSESSMENT BRIEF
Subject Code and Title PUBH6006: Community Health and Disease Prevention
Assessment Assessment 3: Emergency Response Plan:
Community Engagement and
Mobilisation Strategy
Individual/Group Individual
Length 1,500 words
Learning Outcomes This assessment addresses the following learning outcome:
5. Apply theoretical frameworks to develop effective
health promotion interventions
Submission Due Sunday following the end of Module 6 (Week 12) at
11:55pm AEST/AEDT*
Weighting
30%
Total Marks 100 marks
*Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (e.g.
Adelaide = 11:25pm).
Instructions:
To prepare for this assessment, your lecturer will choose one of the public health outbreaks
(Ebola, Avian influenza, Severe acute respiratory syndrome (SARS), Zika virus) in any
country for you to prepare.
Prepare a community engagement and mobilization strategy for an emergency response
plan for an emergency outbreak.
Your strategy should clearly state a step-by-step approach that ensures that communities
are engaged and have an active role alongside authorities and health agencies in the plan to
rapidly respond to the threat of the spread of the disease.
The strategy should use headings for each stage of community engagement, consultation,
participation, organisation, capacity building, action and possibly empowerment.
Explain your decision to use either a top-down and/or bottom-up approach.
PUBH6006_Assessment Brief 3
Page 1 of 7
General Points:
Please use sub headings for each stage, strategy, and approach as per this assessment brief.
Introduction and conclusion paragraphs do not need subheadings.
Use appropriate scholarly sources include peer-review journal articles, subject readings,
academic books and book chapters and publications from reputable grey literature sources.
The World Health Organisation (WHO) website (https://www.who.int/) is also an important
source of information. Please look for information into WHO publications (Highlight, Recent
WHO reports, WHO Journals, WHO Regional publications, Key WHO publications, and
Journals), rather than relying only upon information available on its webpages.
Please cite at least 10 ‐ 12 scholarly sources for this assessment. Ensure your report is
written in a clear manner including spelling, grammar, structure, tone, and accurate
referencing in accordance with the APA Publication Manual 7th Edition .
Assessment criteria:
• Demonstrates knowledge and understanding of different approaches to
health emergency
preparedness and response. (20%)
• Demonstrates the ability to critique the advantages of using a bottom-up approach versus a top-
down approach to health emergency preparedness and response. (30%)
• Demonstrates the ability to apply knowledge of theories and models of health emergency
preparedness and response to an existing community health problem. (30%)
• General assessment criteria (20%):
Provides a lucid introduction
Shows a sophisticated understanding of the key issues
Shows the ability to interpret relevant information and literature in relation to your chosen
topic
Demonstrates a capacity to explain and apply relevant concepts
Shows evidence of reading beyond the key reading
Justifies any conclusions reached with well-formed arguments not merely assertion
Provides a conclusion or summary
Use of academic writing and presentation and grammar.
Complies with normal academic standards of legibility, referencing and bibliographical
details (including reference list).
Is written clearly with accurate spelling, grammar and sentence/paragraph construction
Appropriate citation and referencing used (APA style)
PUBH6006_Assessment Brief 3 Page 2 of 7
PUBH6006_Assessment Brief 3 Page 3 of 6
Assessment
Attributes
0-34
(Fail 2 – F2)
Unacceptable
35-49
(Fail 1 –
F1)
Poor
50-64
(Pass -P)
Functional
65-74
(Credit – CR)
Proficient
75-84
(Distinction – DN)
Advanced
85-100
(High Distinction –
HD)
Exceptional
Grade Description
(Grading Scheme)
Evidence of unsatisfactory
achievement of one or more
of the learning objectives of
the subject, insufficient
understanding of the subject
content and/or
unsatisfactory level of skill
development.
Evidence of satisfactory
achievement of subject
learning objectives, the
development of
relevant skills to a
competent level, and
adequate interpretation
and
critical analysis
skills.
Evidence of a good level
of understanding,
knowledge and skill
development in relation
to the content of the
subject or work of a
superior quality on the
majority of the learning
objectives of the subject.
Demonstration of a high
level of interpretation and
critical analysis skills.
Evidence of a high
level of
achievement of the
learning objectives
of the subject
demonstrated in
such areas as
interpretation and
critical analysis,
logical argument,
use of methodology
and communication
skills.
Evidence of an
exceptional level of
achievement of
learning objectives
across the entire
content of the course
demonstrated in such
areas as
interpretation and
critical analysis,
logical argument,
creativity, originality,
use of methodology
and communication
skills.
http://www.tua.edu.au/media/50742/a240_grading-scheme
http://www.tua.edu.au/media/50742/a240_grading-scheme
http://www.tua.edu.au/media/50742/a240_grading-scheme
PUBH6006_Assessment Brief 3 Page 4 of 6
Knowledge and
understanding of different
approaches to health
emergency preparedness
and response
20%
Limited
understanding of
required concepts and
knowledge
Key components of the
assignment are not
addressed.
Knowledge/understanding
of the field or discipline.
Resembles a recall or
summary of key ideas.
Often conflates/confuses
assertion of personal
opinion with
information
substantiated by evidence
from the
research/course
materials.
Thorough
knowledge/understanding
of the field or discipline/s.
Supports personal opinion
and information
substantiated by evidence
from
the research/course
materials.
Demonstrates a capacity
to explain and apply
relevant
concepts.
Highly developed
understanding of
the field or
discipline/s.
Discriminates
between assertion
of personal opinion
and information
substantiated by
robust evidence
from the
research/course
materials and
extended reading.
Well demonstrated
capacity to explain
and apply relevant
concepts.
A sophisticated
understanding of the
field or discipline/s.
Systematically and
critically discriminates
between assertion of
personal opinion and
information
substantiated by
robust evidence from
the research/course
materials and
extended reading.
Mastery of concepts
and application to
new situations/
further learning.
PUBH6006_Assessment Brief 3 Page 5 of 6
Critique the advantages
of using a bottom-up
approach versus a top
down approach to health
emergency preparedness
and response
30%
Specific position (perspective
or argument) fails to take into
account
the complexities of
the issue(s)
or
scope of the
assignment.
Makes assertions that are not
justified.
Specific position
(perspective or
argument) begins to take
into account the issue(s)
or scope of the
assignment.
Justifies any conclusions
reached with arguments
not merely assertion.
Specific position
(perspective or
argument) takes into
account the complexities
of the issue(s) or scope
of
the assignment.
Others’ points of view
are
acknowledged.
Justifies any conclusions
reached with well-
formed arguments not
merely assertion.
Specific position
(perspective or
argument) is
expertly presented
and accurately
takes into account
the complexities of
the issue(s) and
scope of the
assignment.
Justifies any
conclusions reached
with well developed
arguments.
Specific position
(perspective or
argument) is
presented expertly,
authoritatively and
imaginatively,
accurately taking into
account the
complexities of the
issue(s) and scope of
the assignment.
Limits of position are
acknowledged.
Justifies any
conclusions reached
with sophisticated
arguments.
Apply knowledge of
theories and models of
health emergency
preparedness and
response to an existing
community health
problem
30%
Limited synthesis and
analysis.
Limited
application/
recommendations
based upon analysis.
Demonstrated analysis
and synthesis of new
knowledge with
application.
Shows the ability to
interpret relevant
information and
literature.
Well-developed
analysis and synthesis
with application of
recommendations
linked to
analysis/synthesis.
Thoroughly developed
and creative analysis
and synthesis with
application of pretested
models and / or
independently
developed models and
justified
recommendations
linked to
analysis/synthesis.
Highly sophisticated
and creative analysis,
synthesis of new with
existing knowledge.
Strong application by
way of pretested
models and / or
independently
developed models.
Recommendations
are clearly justified
based on the
analysis/synthesis.
PUBH6006_Assessment Brief 3 Page 6 of 6
Use of academic and
discipline conventions
and sources of evidence
Use of academic
conventions including
appropriate resources and
referencing (20%)
*General assessment
criteria shown below
Poorly written with errors in
spelling, grammar.
Demonstrates inconsistent
use of good quality, credible
and relevant research sources
to support and
develop ideas.
There are mistakes in using
the APA style.
Is written according to
academic genre (e.g.
with introduction,
conclusion or summary)
and has accurate
spelling, grammar,
sentence and 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.
Is well-written and
adheres to the
academic genre (e.g.
with introduction,
conclusion or
summary).
Demonstrates
consistent use of high
quality, credible and
relevant research
sources to support and
develop ideas.
There are no mistakes
in using the APA style
Is very well-written and
adheres to the
academic genre.
Consistently
demonstrates expert
use of good quality,
credible and relevant
research 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
Applying knowledge
to new
situations/other
cases.
Expertly written and
adheres to the
academic genre.
Demonstrates expert
use of high-quality,
credible and relevant
research 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