Research and evaluation

Common Skills and Understanding – Research and Evaluation

This set of notes outlines the key research and evaluation skills required for the Cambridge A-Level Media Studies (9607) specification. It is designed to help teachers plan lessons and students to develop the competencies needed for the examination.

1. Why Research and Evaluation Matter

• They underpin all stages of media production, from idea generation to post‑production.
• They enable critical engagement with media texts, contexts and audiences.
• Examination questions frequently ask candidates to analyse, interpret and evaluate media material using evidence gathered through research.

2. Core Research Skills

1. Identifying relevant sources – academic journals, industry reports, audience data, archives, and primary material such as interviews.
2. Formulating research questions – clear, focused, and answerable within the scope of the investigation.
3. Collecting data – qualitative (e.g., focus groups, content analysis) and quantitative (e.g., surveys, ratings).
4. Recording and organising information – using annotated bibliographies, data tables and mind‑maps.
5. Assessing source reliability – considering author credibility, bias, date of publication and relevance.

3. Core Evaluation Skills

1. Critical analysis – breaking down media texts into form, content and context.
2. Comparative evaluation – weighing strengths and limitations of different approaches or texts.
3. Applying theoretical frameworks – using models such as the Encoding/Decoding model, Uses & Gratifications, or the Political Economy perspective.
4. Justifying conclusions – linking evidence directly to arguments and acknowledging counter‑arguments.
5. Reflective judgement – considering the impact of personal bias and the wider cultural context.

4. Linking Skills to Assessment Objectives

5. Sample Lesson Plan – Developing Research Skills

1. Starter (10 min) – Quick quiz on key terminology (e.g., “media convergence”, “audience segmentation”).
2. Mini‑lecture (15 min) – Overview of primary vs. secondary sources and how to assess reliability.
3. Group activity (25 min) – Each group receives a media case study and must:
   • Formulate two research questions.
   • Identify three potential sources for each question.
   • Assess the reliability of one source using a checklist.
4. Plenary (10 min) – Groups share findings; teacher highlights common pitfalls.

6. Sample Evaluation Exercise

Students are given a short excerpt from a television advertisement. They must evaluate its effectiveness using the following framework:

1. Identify the target audience.
2. Analyse the visual and auditory techniques employed.
3. Discuss how the ad reflects its cultural and economic context.
4. Evaluate the persuasive impact, citing specific evidence from the ad and any relevant research data (e.g., audience ratings).

7. Suggested Diagram for \cdot isualising the Research‑Evaluation Cycle

8. Tips for Students

• Keep a research log: date, source, key points, and personal reflections.
• When evaluating, always link back to the research question and evidence.
• Use quotation marks for direct quotes and provide full citations in a bibliography.
• Practice writing concise evaluation paragraphs (≈150 words) under timed conditions.

9. Further Reading (no external links – titles only)

• “Media Studies: The Core” – David Morley & Kevin Robins
• “Research Methods for Media and Communication” – David W. Park
• “The Media and Communication Research Handbook” – Edited by J. H. McQuail