Beyond the classroom: A resource to support teaching and learning.


Within this section secondary research will be discussed.

Tip 1: Asking your teacher or school library for assistance.  This method is a good starting point as your teacher would have some helpful hints as to where you may find relevant material to begin your research.

Tip 2:  Cyphering through relevant and factual information. In order to use information within assessment it must be factual. Ways this can determined are by checking if the information has an accredited author?

-Can the information be checked?

-Is the page dated?

-Sources ending in .edu or .gov are reliable

-Be aware that some sites maybe biased, this may require for research into the validity of the information.

Tip 3: Using relevant search phrases.

Be short and specific when searching for information. Using key words as opposed to phrases should deliver specific information, if some words do not work try different phrasing or using different wording

Tip 4: Stay focused. Ensure you are free from distractions such as social media, videos or games that may distract you. However if there are methods that help you focus, such as music, use this to your advantage (“Sorting fact from fiction – School A to Z”, n.d.), (Gavin, 2016).


How might we now choose which information is relevant and worth expanding and what is not required? The university of New South Wales has complied a list of question that relate to using information within assignments (“Selecting Information for Your Assignments”, 2014). Which is as below:

Is the information useful?

– Can it be used in the task?

– Does it relate to the topic of discussion?

– Can it be used to effectively answer the question?

Will this information add to my knowledge?

– has it helped to broaden my knowledge of the topic?

– Does it provide background information?

– How specific is the information to the task?

When will I use this information?

– Does it help the argument?

– Can it be used to find other information?

– Can I use the information as evidence?

Is the information up to date?

– Is the material dated?

-Is it within the last 10 years?

– Does the information need to be up to date?

Is the information reliable?

Is the information easy to understand?

– Is the information easy to decipher?

– Will I be able to place it within my assignment to make sense?

– Is other information available that is easier to understand?

Is this information vital to my assessment?

– Does the information help to answer the assignment?

– Is this information essential?

– Am I restating any previous information?

– Is better material available?

– Is the information to complex or to simple?

– has the information strengthened the argument?

– Is this enough information for the task?

(“Selecting Information for Your Assignments”, n.d.)

Through these questions, students should be able to formulate how relevant their research findings and how they can integrate this knowledge into their assessment pieces.


When validity is discussed, it is in terms of how truthful is the information being given. This next section discusses how to effectively source information that is valid.

Firstly, what makes a source valid?

-Is there and author?

Without an author it difficult to ensure that information is factual.

– Is the work dated?

If the work is undated it is unclear whether or not the information is up to date.

– Is it relevant?

How relevant is the information to your task? Is it linked to other information that supports the view?

Secondly, looking at the different types of sources used.


Written by experts in the field. Provides multiple views and relevant referenced sources of material from other scholars


Comes from a single view of the practice and from others in similar roles


Written to cater for various levels of knowledge, may be simplified and may lack detailed information. (“What is a “Good” Source? Determining the Validity of Evidence: Professional Writing Program”, n.d.)

Ultimately it is up to the writer of the assessment to determined if the information being studied is valid for use in their assessment piece.



To begin with, what is the importance of referencing and why is it required? All of us do not have all the answers to everything and so researched information is required when writing assessment pieces ,and in so all writers will need to source other material. Within this aspect all material found via the internet, books and so on must be referenced accordingly. Through referencing we not only avoid plagiarism but also credit those whose work we have accessed, thus not taking credit from others where it is due.

An article by the University of New South Wales (“Why is Referencing Important?”, 2013) provides a clear example of how referencing not only credits the original authors but creates a clear and persuasive text through displaying different sources of information. This then strengthens the view of the text.

A last major point within referencing is that of the type of reference. In regards to this, it is up to your Teacher as to what style is required. Searching for the appropriate style via internet search engines will provide guides as to both in text and end of paper reference.



Gavin, M. (2016). 5 Ways to Make Online Research Easier. Retrieved 12 October 2016, from

Selecting Information for Your Assignments. (2014). Retrieved 14 October 2016, from

Selecting Information for Your Assignments. Retrieved 17 October 2016, from

Sorting fact from fiction – School A to Z. Retrieved 13 October 2016, from

What is a “Good” Source? Determining the Validity of Evidence: Professional Writing Retrieved 16 October 2016, from

Why is Referencing Important?. (2013). Retrieved 16 October 2016, from


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