03 : QuADS Grids
QuADS Grids (for research note taking)
QuADS Grids are very useful tools for organising your research.
All research begins with a Question (Qu)
Each question requires an Answer (A) and some Details (D)
In research, we need to be able to quote Sources (S), so by noting your reference sources in the 'grid' you will know where to look to check that information later.
Consider each assessment as a chance to create and focus on specific questions. If you use the 'QuADS Grid' to make notes as you research (and so identify more questions).
When you write your essay or assessment piece using ONLY your QuAD grids you will avoid any possibility of plagiarism.
Here's an example...
Notice how the A (answer) column need only contain short keyword or simple phrases. This means that when you are reading or researching you will need to UNDERSTAND what you are researching in order to turn it into short, 'skinny' answers.
So....
The Qu part of the grid forces you to ask some specific questions about the keywords or key ideas
The A part of the grid is about ‘memory jogging words’ – skinny answers
The D part of the grid is about additional details, information, ideas
The S part of the grid is about SOURCES where you got the information from – references
Using the QuADS grid means you can’t simply copy from texts; you need to UNDERSTAND what you have read.
References
Not only is there an expectation that you read around the subject (that is do some research), but that you use Harvard Referencing to record your research.
When using information, a point, an opinion or a quote from a researched source you will need to indicate that source when you record the reference.
Use QuADS in your Journal
Your Journal can include a selection of these grids, supported by your thoughts and ideas. When we have specific discussions about these ideas there will be a record of those which can be referenced in your journal.
The QuADS Grid proves you have done some reading and research; your reflections demonstrate and knowledge and our Professional Discussions demonstrate understanding.
I believe this new form of assessment makes the whole learning process dynamic.
It allows for us to remember that learning is not a linear process, but an organic one. So if we discuss the development of an idea covered in Unit 1 in, say, Unit 4 you can link back to those thoughts, review them and record fresh insights.
Alan /|\