Posted: March 17th, 2023

The Five Factor model Captures personality

Psychological Assessment & Individual Differences
BESC1433

To evaluate this statement critically: ‘The five-factor model captures the most important dimensions of human personality.’

The five-factor model (FFM, or Big Five) is the dominant framework for researching personality. Your aim is to evaluate critically the statement above using the best research available.

Rubric

Content (50%)

Is the title appropriate?

Does the introduction serve its purpose?

Is the content relevant, specific, and accurate?

Is the content critical, not merely descriptive?

Is the conclusion justified?

Structure (20%)

Are transitions between sections effective?

Is there logical cohesion and a sense of ‘flow’?

Writing (20%)

Is the English expression clear, concise, and academic?

Are grammar, punctuation, and (Australian) spelling correct?

Referencing and APA style (10%)

Is the referencing comprehensive and accurate?

Is APA Style formatting used throughout?

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Psychological Assessment & Individual Differences
BESC1433, Sem 2 2020
Critical Essay: Guidelines
Aim
To evaluate this statement critically: ‘The five-factor model captures the most important dimensions
of human personality.’
Description
The five-factor model (FFM, or Big Five) is the dominant framework for researching personality.
Nevertheless, some researchers have argued that the FFM has significant weaknesses. Your aim is to
evaluate critically the statement above using the best research available. Possible approaches
include:
• Argue that the statement is essentially correct
• Argue that dimensions of alternative models of personality are more important
• Argue that important dimensions of personality are missing from the FFM (e.g. honesty,
sense of humour, religiosity)
• Argue that the FFM traits are not universal
• Argue any combination of these perspectives, or take an entirely different approach
Requirements
• Strictly 1,000 words maximum (including in-text citations; excluding the references list)
• An informative title and the word count should appear on the title page
• Use at least seven peer-reviewed journal articles (including any starter references you cite)
• Use APA 7 formatting
Starter references (old, so find newer ones too)
Block, J. (1995). A contrarian view of the five-factor approach to personality description.
Psychological Bulletin, 117(2), 187-215. https://doi.org/10.1037/0033-2909.117.2.187
Costa, P. T., & McCrae, R. R. (1992). Four ways five factors are basic. Personality and Individual
Differences, 13(6), 653-665. https://doi.org/10.1016/0191-8869(92)90236-I
Eysenck, H. J. (1992). Four ways five factors are not basic. Personality and Individual Differences,
13(6), 667-673. https://doi.org/10.1016/0191-8869(92)90237-J
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Marking rubric
Content (50%)
• Is the title appropriate?
• Does the introduction serve its purpose?
• Is the content relevant, specific, and accurate?
• Is the content critical, not merely descriptive?
• Is the conclusion justified?
Structure (20%)
• Are transitions between sections effective?
• Is there logical cohesion and a sense of ‘flow’?
Writing (20%)
• Is the English expression clear, concise, and academic?
• Are grammar, punctuation, and (Australian) spelling correct?
Referencing and APA style (10%)
• Is the referencing comprehensive and accurate?
• Is APA Style formatting used throughout?
Note: You do not start with 100% and lose marks;
you start with nothing and earn marks.
3
General achievement standards
A guide to interpreting your final grade for the essay
Grade Standard of work
HD
80–100%
Excellent
• Work of exceptional quality showing clear understanding of subject matter
and appreciation of issues; well formulated; arguments sustained; figures
and diagrams where relevant; appropriate literature referenced; strong
evidence of creative ability and originality; high level of intellectual work.
• Excellent analysis, comprehensive research, sophisticated theoretical or
methodological understanding, impeccable presentation.
DI
70–79%
Very good
• Work of high quality showing strong grasp of subject matter and
appreciation of dominant issues though not necessarily of the finer points;
arguments clearly developed; relevant literature referenced; evidence of
creative ability and solid intellectual work.
• Very good work that is very well researched, shows critical analytical skills,
is well argued, with scholarly presentation and documentation.
• Work that shows limited room for improvement.
CR
60–69%
Good
• Work of solid quality showing competent understanding of subject matter
and appreciation of main issues though possibly with some lapses and
inadequacies and with clearly identifiable deficiencies in logic,
presentation or originality.
• Some evidence of critical analysis and creative ability; well researched,
prepared and presented.
• Work that shows some room for improvement.
PA
50–59%
Satisfactory
• Completion of key tasks at an adequate level of performance with
demonstrated understanding of key ideas and some analytical skills.
Satisfactory presentation, research and documentation.
• Work that shows room for improvement in many areas.
• Adequate report, reasonable quality but showing a minimal understanding
of the research area with deficiencies in content or experimental rigour;
little evidence of creative ability or original thought.
Fail (NN)
0–49%
Not satisfactory
• Work that fails to demonstrate a satisfactory understanding of the
research area, adequate critical analysis, and/or competence in addressing
the objectives of the program.
• Not eligible for honours.

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