1020HSV Human Development and Behaviour Assessment
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Task Overview
This assessment introduces you to evidence mapping — a structured approach to reading, evaluating, and organising scholarly literature in preparation for theoretical analysis.
Rather than summarising sources in isolation, evidence mapping focuses on:
Selecting relevant and appropriate sources identifying what kind of knowledge each source provides understanding how sources relate to one another planning how evidence will be used to support later arguments
You are required to engage with three peer-reviewed scholarly articles that are relevant to one of the behaviours listed for Assessment 2 (Critical Essay) and to theories of human development and/or behaviour that may be applied in that assessment.
This task is designed to support the development of core academic study skills, including strategic reading, theory–method awareness, and evidence-based decision-making.
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Task Requirements
You must select three peer-reviewed scholarly articles that:
Are relevant to one behaviour listed for Assessment 2, and engage with theories of human development and/or behaviour, or provide empirical evidence that informs those theories.
Each source must be mapped using the structure outlined below.
To assist the marking team, you must to submit your 3 selected articles with your written report.
List of Behaviours for Assessment 2:
For clarity, the behaviours able to be selected for assessment 2 are listed below. You must select one of these behaviours:
- Doomscrolling – continuously consuming negative news and social media content despite its negative effects
- Believing in Conspiracy Theories – accepting complex, often unfounded explanations instead of simpler, evidence-based ones
- Hoarding – excessive accumulation and difficulty discarding possessions that interferes with daily living
- Gambling Despite the Odds – persistent gambling despite low probability of winning
- Young People Engaging in Criminal Behaviour – adolescents and young adults participating in illegal activities
- Nostalgia Bias – idealisation of the past while overlooking its challenges
- Video Game Addiction in Children – compulsive gaming that interferes with daily functioning, social relationships, and wellbeing
Here is my behaviour of interest in Assignment 2.
- Young People Engaging in Criminal Behaviour – adolescents and young adults participating in illegal activities
Locating Peer-Reviewed Sources
For Assessment 1, you are required to use peer-reviewed scholarly sources. This is an essential academic skill as it ensures your work is grounded in rigorous, evidence-based knowledge.
What is a peer-reviewed source?
A peer-reviewed source is an article that has been evaluated by independent experts (peers) in the field before publication. This process helps ensure the research is credible, methodologically sound, and contributes meaningfully to academic knowledge. Most peer-reviewed sources are published in academic journals.
What does NOT count as peer-reviewed literature?
The following are considered grey literature and do not meet the peer-reviewed requirement for this assessment:
- Government policy documents (e.g., frameworks, legislation, strategy documents)
- Organisational reports (e.g., reports from NGOs, service providers, or peak bodies)
- Practice guidelines or professional standards
- Websites, blogs, or general online articles
While these sources may be credible and useful in practice, they do not undergo the same formal academic peer-review process required for this assessment.
Important note:
Some research reports may be peer-reviewed, particularly if they are published in academic journals or clearly state that they have undergone peer review. If you are unsure, check whether the source is published in a scholarly journal or ask the library for guidance.
Evidence Mapping Structure
Your submission must include all of the following components:
1.Source Details (APA 7)
Provide the full reference for each article in correct APA 7 format.
2.Source Overview
For each article, provide a concise overview that focuses on:
- the theoretical perspective(s) underpinning the work
- the research approach or methodology (e.g. qualitative, quantitative, mixed methods, literature review)
- the key focus or findings relevant to understanding behaviour
This section should demonstrate that you understand what kind of knowledge the source contributes, rather than reproducing the abstract.
3.Key Concept, Finding, or Argument
For each article, identify one specific element from the text, such as:
- a key concept or theoretical term
- a central finding or result
- a significant argument or claim made by the authors
You must:
- clearly identify the selected concept, finding, or argument
- include the relevant page number
- briefly explain why this specific element is important for understanding the behaviour and/or the theory of human development and/or behaviour
This section is designed to demonstrate close, purposeful engagement with the source.
4.Relevance for Assessment 2
For each article, explain:
- which theory or theories of human development and/or behaviour the source is most relevant to and why
- how the source could support the application, critique, or comparison of theories in Assessment 2
- what aspect of your future argument the source is most useful for (e.g. explaining mechanisms, highlighting limitations, providing empirical support)
This section should look forward, not just describe the article.
5.Cross-Source Comparison
After mapping all three sources, include a comparative section where you:
- identify at least one meaningful relationship between two or more sources (e.g. agreement, tension, contradiction, or different methods leading to different conclusions)
- explain how these similarities or differences matter for understanding the behaviour
- reflect on how the sources together shape, strengthen, or complicate your theoretical thinking
This section assesses your ability to synthesise across sources, rather than treating them as isolated texts.
6.Forward Mapping to Assessment 2
In a final section, explain:
- how the three sources will be used together in Assessment 2
- which sources are likely to be central to your argument and which are more supplementary
- what gaps, questions, or uncertainties remain that you may need to address in your next assessment
This section should demonstrate that your reading is purposeful, strategic, and assessment-focused.
Sample Assessment
This sample demonstrates the structure, depth of analysis, and academic writing standard expected for Assessment 1. It illustrates how to map a scholarly source by explaining its theoretical foundations, identifying a key concept, and showing how it can inform later theoretical analysis.
This sample should be used as a guide to process and structure, not as content to replicate. Please note that this example maps only one article, whereas your assessment requires mapping three peer-reviewed articles and including meaningful cross-source comparison between them. Additionally, this sample uses a made-up behaviour for demonstration purposes. Your assessment must focus on one behaviour from the prescribed list provided in the assessment instructions.
You should not copy wording, structure, or argument from this sample. Instead, use it to understand the level of critical engagement, clarity, and forward planning expected.
Assessment Layout:
Your assessment will need to be presented using APA7 formatting and be well-structured, grammatically accurate, and appropriately referenced. This includes your work:
- Being typed on A4 white paper in black font.
- Being double-spaced with 2.54cm margins on all sides.
- Not including extra space before or after paragraphs (i.e. line breaks).
- Using size 12 sans serif fonts (e.g. Calibri or Arial) or serif fonts (e.g. Times New Roman).
- Having each new paragraph indented 0.5 inches from the left margin (do not use the space bar to create your indents).
- Has page numbers
- Has a separate page at the front of your essay for your cover sheet. Your cover sheet should include the following information: Your name, student ID number and the exact word count of your essay (excluding the words on your cover sheet).
- You may use headings in your work. These should be well considered and meaningful. Headings must use APA7 formatting conventions.
Assessment Criteria (summary only – see rubric for full detail)
Your Evidence Mapping task will be assessed against the following criteria:
1. Appropriateness and relevance of selected sources for Assessment 2 (2 marks)
2. Accuracy and clarity of source overviews (theory and method awareness) (3 marks)
3. Identification and explanation of a key concept, finding, or argument demonstrating close engagement with sources (10 marks)
4. Quality of cross-source comparison and synthesis (10 marks)
5. Clarity and usefulness of forward mapping to Assessment 2 (10 marks)
6. Present a well-structured, grammatically accurate, appropriately referenced piece of academic work (5 marks)
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