Assessment Brief & Rubric

Contents
Assessment:.................................................................................................................... 3
The research proposal (20% of the final mark).......................................................... 4
The content of the research proposal .................................................................... 4
The research proposal’s suggested structure.......................................................... 5
Project Submission Instructions............................................................................. 5
The Rubric.............................................................................................................. 5
The research project (80% of the final mark) ............................................................ 9
The content of the research project ........................................................................ 9
The research project recommended structure ...................................................... 12
Project Submission Instructions........................................................................... 12
The rubric ............................................................................................................. 12
General Assessment Weighting ............................................................................... 19
How to get help ........................................................................................................ 22

1
Read this assessment brief carefully; it tells how you going to be assessed, how to
submit the assessment on-time and how (and when) you will receive marks and
feedback.

Module Code BAE_6_IPR

Module Title International Business Management Project
Lecturer Valerio Ficcadenti
100 % of coursework is divided into two sub-
components, 20 % of the final mark is devoted to a
% of Module Mark
research proposal, and 80% of the final mark is
devoted to the actual project.
Distributed One week before the start of the Module
Submission Method Submit online via this Module’s Moodle site
Submission
To be decided
Deadline(s)
Release of Feedback will be available online 15 working days
Feedback after the submission deadline.
Provisional marks will be available 15 working days
Release of Marks after the submission deadline.

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Assessment:
Project assignment overview:
The students’ work to reach the learning outcome is measured via two individual
coursework (sub-components).
• SC1_20: Individual Research Proposal weighted 20% of the final mark and
summing up to a total of 1500 words +/- 10%.
Submission deadline: 08/12/2023 at 8 PM
Template for submission: please check the submission link and its description
on Moodle.
• SC2_80: A 6,500 words (+/- 10% allowed) Research Report weighted 80% of
the final mark.
Submission deadline: 26/04/2024 at 8 PM
Template for submission: please check the submission link and its description
on Moodle.
Formative feedback will be given each week in the seminars. Students will discuss the
progress of their research projects, starting with identifying potential topics,
developing aims and objectives, designing a suitable methodology, putting together a
literature review and then collecting, analysing and presenting the findings.

Type: Research Proposal and Project - Thesis

Resources: The resources to be used are in the reading list on the Moodle
site.

Word Count: o Individual Research Proposal weighted 20% of the

final mark and summing up to 1500 words +/- 10%.
o 6,500 words Individual Written Research Project /
Project (±10%, excluding cover page, references and
appendices)
If the word count is not respected, the student will be
penalised proportionally to the exceedance of words.
Presentation: ▪ Work must be referenced, and a bibliography/reference list
must be provided
▪ Work must be submitted as a MS word document (.docx)
following the indicated structure
▪ The student number must appear at the front of the
coursework. Your name must not be on your coursework.

Referencing: Harvard LSBU Referencing should be used; see your Library

Subject Guide for guides and tips on referencing.

Regulations: Make sure you understand the University Regulations on

expected academic practice and academic misconduct. Note
in particular:

▪ Your work must be your own. Markers will be attentive

to both the plausibility of the sources provided and the
consistency and approach to writing the work. If you do
the research and reading and then write it up on your
own, giving the reference to sources, you will
appropriately approach the work and will not give

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 markers reason to question the authenticity of the work.
▪ All quotations must be credited and properly referenced.
Paraphrasing is still considered plagiarism if you fail to
acknowledge the source for the expressed ideas.

TURNITIN: When you upload your work to the Moodle site,

it will be checked by anti-plagiarism software. In the research
project submission, the usage of the proposal wordings will be
tolerated, so a 23% of self-plagiarism (from the proposal) can
be accepted.

The research proposal (20% of the final mark)

A 20% of the final module mark is based on an Individual Research Proposal
covering an introduction to a topic, research question(s) and objectives, literature,
methodology and expected results. That will be submitted in a MS WORD
DOCUMENT (.DOCX) containing 1500 words +/- 10%. (±10%, excluding cover
page, references and appendices).

The content of the research proposal

► The proposal should start with an introductive section where the research is
contextualised. It must be done with the necessary incorporation of relevant facts that
motivate the study and literature that is extended in the second chapter. The research
must be clearly justified with literature and facts from real-world situations.
► The proposal should contain a literature review, mostly from journal articles,
where the student critically comments on the research of others and presents the study
into the ongoing scientific debate, connecting with relevant theories.
► The methods to be adopted must be presented in a dedicated chapter. A clear
stepwise explanation of performing the research must be presented. Everything needs
to be detailed, from the data collection methods to the measures for the analysis.
Reference to research philosophy, design and approach has to be there, with
justifications related to the research questions and objectives.
► The data to be used has to be explicitly connected with the research question. If
primary data is chosen, one has to say clearly what data, population, sampling
techniques, and everything has to be thoroughly justified. If secondary data is used,
detailed references of the source need to be provided. The former case implies that
one must use the ethics form well; a mention of that is necessary, and justifications for
the choices have to be provided.
► A proposed research plan schedule to complete this project should be presented
along with a critical assessment of the limitations of the methodological proposition.
► Ethics considerations should be made in a dedicated section where the student
comments and reflects on the commitment versus the participants and the readers of
the to-be-produced research.

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The research proposal’s suggested structure
The project should comprise the following sections/chapters:
1) Introduction (~ 10 % of the words)
2) Literature Review (~ 25% of the words)
3) The methodology of research (~ 40% of the words)
4) Research Plan and Limitations (~20% of the words)
5) Ethics Considerations (~ 5 % of the words)
6) Bibliography (As per Harvard Referencing Style - the words do not count to the
maximum amount allowed)
7) Appendix (the words do not count to the maximum amount allowed)
Project Bibliography/References should be substantially distributed from a variety of
sources such as:
Corporate/industry/organisational websites, Web-repositories, e-books, printed books,
academic journals, magazines, monographs, reports etc.

Project Submission Instructions

You must use the dedicated link on Moodle to submit your project in a MS WORD
DOCUMENT (.DOCX) format. We recommend using the suggested structure. The
submission is subjected to a plagiarism check via Turnitin. Assignments not available
at the time of the deadline will be considered late unless an extension has been
previously agreed with the Module Tutor.

To submit an electronic copy:

Click on the provided link in Moodle
Type your assignment name in the required field
Upload your assignment
Don't forget to tick the confirmation box
Click on 'add submission.'

The Rubric
Click here to access the SC1_20 Research proposal Assessment Criteria (worth 20% of
the final mark)
Weighta Distinction
Section Merit Pass Fail
ge and above
Executive
Summary
Not weighted – Not Marked
(Facultative
)
- Fully - Partially - Vague - Poor
integrates integrates linkage to linkage to
research with research existing existing
existing work with real- work and work and
Introductio and real file life real-life real-life
10%
n situations, situations scenarios. situations,
clear and existing - The unclear
theoretical works. objectives objectives,
framework, - The and the and
and well- objectives research questions.

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 defined and the questions - Lack of
objectives research are unclear. relevance of
and research questions - The topic the topic to
questions. are mostly is barely the
- The topic is clear. relevant to student's
clearly - The topic the academic
relevant to is relevant student's journey.
the student's to the academic
academic student's
journey
journey. academic
journey.
- The work
The work The work
presents a
presents a The work lacks the
comprehensi
substantial presents a scope and
ve, critically
but not in- limited depth of
evaluated
depth scope and the
literature
literature depth, literature,
Literature review. - It
20% review in somewhat which is
Review has to be
some areas aligned with poorly
aligned
related to the aligned with
with/related
the objectives the
to the
objectives and objectives
research
and questions. and
question and
questions. questions.
objectives.
-Fully - The - The
developed, methodolog methodolog
rigorous, and ical setting ical setting
is mostly described is
well-justified The
complete sufficient
methodologi methodolog
but lacks but lacks
cal setting. ical setting
some rigour rigour and
-It includes or detail. detail. is
all required - It includes It includes insufficient
elements: all required almost all and lacks
Methodolo
40% philosophy, elements: required rigour.
gy
approach philosophy, elements Poor view
and design. approach concerning of the data
- Complete and design. philosophy, requiremen
view of the - Good view approach ts and tools
data of the data and design. for the
requirements requiremen - Partial analysis.
, primary or ts, primary view of the
secondary, or data
with a focus secondary, requiremen

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 on the with a focus ts, primary
sampling. on the or
- Appropriate sampling. secondary,
selection of - Good with a fuzzy
analytical selection of perspective
tools. analytical on the
tools sampling.
-A
somewhat
sensible
selection of
analytical
tools.
-
Comprehensi - The
vely student fails
-
identifies - Partially to address
Methodolog
methodologi clear limitations.
ical
cal methodolog - Present a
limitations
limitations of ical research
Research are poorly
the study and limitations plan which
plan and 15% addressed.
presents a are looks
limitations - Present a
view of the discussed. unfeasible
partially
expected - Present a or
feasible
results. research unrelated
research
- Present a plan. to the
plan.
feasible research
research objectives.
plan.
Comprehensi
ve It is mostly Adequate
Poorly
understandin complete understandi
addressed
g and but lacks ng of the
or
thorough some detail ethics
Ethics misunderst
discussion of on ethical requiremen
Considerati 5% ood ethical
the ethics considerati ts but lacks
ons considerati
approval ons and the depth in
ons and
process and ethics ethical
ethics
ethical approval consideratio
approval.
consideration process. ns.
s
Overall Well- Mostly well- Some Poorly
10%
Structure structured structured, organisatio structured,

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and with accurate with minor nal issues, severe
References Harvard Style citation multiple citation
citations and errors citation errors
references errors

8
The research project (80% of the final mark)
A 6,500 words (+/- 10% allowed) Research Project weighted 80% of the final mark
constitutes the second assessment sub-component. It is a research project/thesis the
students must develop in their study area.

The content of the research project

• An Introduction section containing:
o Background: Briefly outline the context of the research, setting the
stage for the problem statement. This could include some key
literature, industry trends, or contextual facts that make the research
topic timely or important.
o Research Problem: Clearly and concisely state the research problem
you are addressing. Make sure that this problem statement is specific
and researchable within the constraints of your project.
o Rationale or Justification: Explain why the research problem is
important. This can include its academic significance, its relevance to
industry, or its impact on society or policy.
o Research Question(s): Enumerate the questions that your research will
answer. These should align closely with your objectives and provide a
focused direction for the research.
o Research Objectives: State the objectives that guide the research. This
sets up how you will approach the problem.
o Methodology Overview: Provide a high-level overview of the methods
you will use to collect and analyse data. Don't go into great detail;
that's what the Methodology chapter is for.
o Contributions: Explain what new knowledge, solutions, or insights
your research aims to provide.
• The Literature Review provides a comprehensive overview of existing
research on the topic and highlights controversies, methodologies, and
findings that are relevant to your study. Also, it contextualises the research in
the existing theories. The literature review should not only be a descriptive list
but also a critical discussion, evaluating the quality and significance of the
existing research. Moreover, it should clearly demonstrate how your study fits
into the larger academic dialogue on the topic. By the end of this section, your
readers should be convinced of the necessity and relevance of your own
research project. Here's what this section should ideally contain:
o Thematic Organization: Structure the literature review around major
themes or topics that are pertinent to your research problem rather than
going chronologically or by author.
o Key Theories and Models: Discuss the main theories or models that are
commonly used to study the research problem you're focusing on.
Explain how they are applied in the existing literature.
o Methodologies: Briefly overview the kinds of research methods that
have been employed in the literature. Comment on their efficacy and
limitations, particularly in relation to your own proposed methods,
which are introduced in a dedicated section.
o Major Findings: Summarise the key findings from existing research,
being sure to note any consensus or disagreement among researchers.
o Gaps in the Literature: If there are gaps, clearly state where there are
gaps or shortcomings in the existing literature. This is where you can
make a compelling case for the importance of your own research.

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 o Controversies and Debates: Highlight any contentious issues, differing
viewpoints, or debates that exist within the literature. Offer your own
preliminary standpoint if applicable.
o Relevance to Your Research: Show how the existing literature informs
your research problem, objectives, and methodology. Explicitly point
out how your study will add to the existing body of knowledge.
o References, for the reference list: Ensure that all the sources you cited
are listed in a References section following the guidelines of the
citation style you are using.
• The section Methodology of research, data presentation and data analysis
serves to justify the methods used, offering a transparent and replicable
framework. The Research Methodology section serves as a robust framework
that justifies your methodological choices and explains how you will execute
the research. It provides the reader with a transparent account, thereby
enhancing the reliability and validity of your research project. Below is a
detailed breakdown of what this section should encompass:
o Research Philosophy: Identify the research philosophy you adopt for
the study (e.g., positivism, interpretivism) and justify its suitability for
your research questions and objectives.
o Research Approach: Discuss whether you'll adopt a deductive or
inductive approach to the study, substantiating your choice in relation
to the research question and objectives. Relate it to other studies.
o Research Design: Specify the design type (e.g., exploratory,
explanatory, descriptive) and articulate why this design is the most
appropriate for your study.
o Data type and Data Collection Methods: Describe if usage of primary
or secondary data is appropriate. Describe the methods used for data
collection such as surveys, interviews, observations, etc., and why they
are appropriate.
o Sampling: Define your target population, sampling frame, and
sampling technique (e.g., random sampling, stratified sampling).
Explain the size of your sample and the rationale for this choice.
o Data Analysis Techniques: Detail the statistical or analytical methods
(e.g., regression analysis, thematic analysis) that you'll use to analyse
the data.
o Ethical Considerations: Describe ethics role in your methodology, if
you collect primary data, say how you grasp informed consent from
participants.
o Reliability and Validity: Address how you will ensure that your
findings are reliable and valid, drawing on appropriate academic
literature to support your arguments.
• The section Data Presentation, Analysis, and Interpretation must clearly and
transparently display your findings, break down their significance, and
interpret what they mean in the context of your research objectives. This
section is crucial for adding value to your research. It not only presents what
you have found but also delves deeply into what those findings mean, offering
interpretations grounded in academic rigor. A well-executed "Data
Presentation, Analysis, and Interpretation" section adds depth and nuance to
your thesis, paving the way for your conclusions and recommendations. Here's
what should be included:
o Data Presentation: Display your collected data in a structured manner
using tables, charts, graphs, or figures. The aim is to make the raw data

10
 comprehensible and ready for analysis. This includes descriptive
statistics, initial observations, or other methods of data summarisation
that serve as a starting point for in-depth analysis.
o Data Analysis: Conduct in-depth analysis using the methods outlined
in your Research Methodology section. This could include statistical
tests, coding of qualitative data, or other analytical techniques.
o Key Findings: Summarise the main findings from your data analysis.
These findings should directly relate to your research objectives and
questions.
o Interpretation: Interpret the key findings, drawing on the literature
review for contextual understanding. Explain what these findings mean
in a broader academic and practical context.
o Integration with Previous Research: Compare your findings with
those in the literature review. Discuss similarities, differences, and how
your research contributes to the existing body of knowledge.
o Discussion of Objectives: Go back to your research objectives listed
in the introduction and discuss how your findings address them.
Confirm or refute each hypothesis (especially those made by others),
providing evidence from your data. Discuss the implications of your
findings for the field of your research.
o Acknowledge limitations of your methodology and indicate how you
plan to mitigate these limitations, or explain the implications of these
limitations for your study.
5) In the Conclusion section the research questions and objectives set forth at the
beginning are responded and addressed, and conclusions are drawn based on the
findings and their implications, as set in the previous section. The "Conclusion"
section should be written in a way that brings closure to the research. It's not merely a
summary but rather a synthesis of the entire work, offering insights and reflections
that stem from the data and its analysis. This section should leave the reader complete
answer to the research question(s). Below is a breakdown of what this section should
include:
o Introduction to the Conclusion: Briefly recap the research objectives and
questions to remind the reader of the study's aims. Summarise the major
findings of the study, aligning them directly with the research objectives and
questions initially set forth.
o Interpretation and Synthesis: Synthesise the results to offer a broader
interpretation.
o Formally answer the research question with an evidence-based narrative. The
evidence have to come from the previous section. Nothing should be added at
this point.
o Implications: Elaborate on the theoretical and practical implications of your
findings. How can they impact academia, industry, policy, or society?
o Final Thoughts: This could be a broader reflection on the research process, the
methodologies employed, or any personal learning outcomes you've
experienced as a researcher.
6) Bibliography / Reference list (as per Harvard Referencing Style. Every source used
in the project must be listed here, and every source listed here must be cited in the
text. Project Bibliography/References should be substantially distributed from a
variety of sources such as: Corporate/industry/organisational websites, Web-
repositories, e-books, printed books, academic journals, magazines, monographs,
projects etc.

11
7) Appendix – it is used for additional material. It must be used to present proof of
your authorisation to collect primary data if the research uses primary data. It has to
be used to present how the researcher has grasped the informed consent. It should be
used to present the data collection tool.

If the student collected primary data, the ethics form used to apply for obtaining a
green light on the data collection has to be attached. Furthermore, one has to see
informed consent and/or proof of how the informed consent has been grasped. This is
not marked, but if it is missing, it may cost the student a fail or a strong penalisation.

The research project recommended structure

The research project should comprise the following sections/chapters:
1) Introduction (~ 15 % of the words)
2) Literature Review (~ 20 % of the words)
3) The methodology of research (~ 25 % of the words)
4) Data Presentation, Analysis, and Interpretation (~ 25% of the words)
5) Conclusion (~ 15 % of the words)
6) Bibliography / Reference list (As per Harvard Referencing Style - the words do not
count to reach 6500)
7) Appendix (the words do not count to reach 6500)
Project Bibliography/References should be substantially distributed from a variety of
sources such as:
Corporate/industry/organisational websites, Web-repositories, e-books, printed books,
academic journals, magazines, monographs, reports etc.

Project Submission Instructions

You must use the dedicated link on Moodle to submit your project in a MS WORD
DOCUMENT (.DOCX) format. We recommend using the suggested structure. The
submission is subjected to a plagiarism check via Turnitin. In the research project
submission, the usage of the proposal wordings will be tolerated, so a 23% of self-
plagiarism (from the proposal) can be accepted. Assignments not available at the time
of the deadline will be considered late unless an extension has been previously agreed
with the Module Tutor.

To submit an electronic copy:

Click on the provided link in Moodle
Type your assignment name in the required field
Upload your assignment
Don't forget to tick the confirmation box
Click on 'add submission.'

The rubric
Click here to access the SC2_80 Research Project Rubric and Assessment Criteria
(worth 80% of the final mark)

12
 % of
Assessmen Distinction
Mar Merit Pass Fail1
t Criteria and Above
k
Executive
Summary
Not weighted
(Facultative
)
- Sufficiently - Poorly
- Adequately
- Clearly contextualise contextualise
contextualise
contextualise d research in d research in
d research in
d research in real-world real-world
real-world
real-world facts and facts and
facts and
facts and ongoing ongoing
ongoing
ongoing scientific scientific
scientific
scientific debates. debates.
debates.
debates. - Stated but - Unclear or
1. - Adequate
- Clearly unclear missing
Introductio problem and
articulated problem and problem.
n and 10% question.
problem and question. - Lacks
Backgroun - Relevant
question. - Some relevance in
d topic
- Highly valid relevance in the topic
concerning
topic the topic concerning
the area of
concerning concerning the area of
study.
the area of area of study.
- Clear but
study. study. - Unclear or
less detailed
- Clear scope, - Mentioned missing
scope,
objectives but less scope,
objectives
and aim. specific and/or
and aim.
scope, objectives.

1The student is likely to fail if does not submit the ethics application form and so, if the student has
collected primary data and does not provide evidence of having followed the application procedure.

13
 objectives
and aim.
-
Comprehensi
ve
understandi - Good - Some - Lack of
ng and understandin understandin understandin
contextualis g and g and g or
ation within contextualisa contextualisa contextualisa
theory. tion within tion within tion within
- Wide and theory. theory. theory.
relevant - Good range - Limited - Limited or
variety of of academic variety of no academic
academic sources. academic sources.
2.
sources - Good sources. - Lack of
Literature 15%
cited. critical - Basic critical critical
Review
- Excellent review of the review of the review of the
critical sources, sources, sources,
review of the comparing comparing comparing
sources, and and and
comparing contrasting contrasting contrasting
and methods and methods and methods and
contrasting results from results from results from
methods and research in research in research in
results from the literature the literature the literature
research in
the
literature.
3. - Highly - Appropriate - Some -
Methodolo 20% appropriate methods appropriaten Inappropriat
gy. methods. with ess of e methods or

14
The Focus on rationale. methods but lack of
appropriat Research Focus on lacking rationale.
eness of Philosophy, Research strong Focus on
methods is Design and Philosophy, rationale. Research
evaluated Approach. Design and Focus on Philosophy,
by Presence of a Approach. Research Design and
considering robust - Meaningful Philosophy, Approach.
the supporting consideratio Design and - Lack of
contextuali rationale for ns around Approach. consideratio
sation of their the data - Presence of ns around
Research selection. selected for consideratio the data
Philosophy, - Thorough the analysis ns around selected for
Approach consideratio and the the data the analysis
and Design. ns around collection selected for and the
Also, a the data mean the analysis collection
focus on selected for (description and the mean
data is the analysis of collection (description
highly and the population, mean on
considered. collection sample and (description population,
mean sampling of sample and
(description techniques) population, sampling
of - Some links sample and techniques).
population, between sampling - No clear
sample and methods and techniques). link to
sampling research - Limited link research
techniques) question. to research objectives.
- Direct link - Some good objectives. - Lack of
to research consideratio - Poor consideratio
question, ns/reflection consideratio ns
objectives, s around ns/reflection /reflections
and aim. ethics for s around around

15
 - Thorough primary and ethics for ethics for
consideratio secondary primary and primary and
ns/reflection data secondary secondary
s around collection/us data data
ethics for age. collection/us collection/us
primary and age. age.
secondary
data
collection/us
age.
- - Lack of
- Good - Some
Comprehensi coverage of
coverage of coverage of
ve coverage objectives,
objectives, objectives,
of objectives, with tools
with tools with tools
with tools logically
logically logically
logically cascaded
cascaded cascaded
cascaded from the
from the from the
from the methodology
4. Data methodology methodology
methodology chapter.
Presentatio chapter. chapter.
chapter. - Lack of
n, Analysis, - Good - Vague
30% - Excellent analytical
and analytical analytical
analytical presentation
Interpretati presentation presentation
presentation of the results
on of the results of the results
of the results to cover the
to cover the to cover the
to cover the objectives.
objectives. objectives.
objectives. - Inadequate
- Adequate - Limited
- In-depth or missing
discussion discussion
discussion discussion
and and
and and
evaluation of evaluation of
evaluation of evaluation of
the analysis. the analysis.
the analysis. the analysis.

16
 - Strong and
- Inadequate
appropriate - Good but - Basic
or missing
conclusions less detailed conclusions
conclusions
with formal conclusions and answers
and answer
answers to and answers to the
to the
the research to the research
research
questions research questions
questions
based on the questions based on the
5. based on the
15% elements based on the elements
Conclusion elements
from the elements from the
from the
previous from the previous
previous
section. previous section.
section.
- Highly section. - Some
- Irrelevant
relevant and - Relevant relevance in
or no
practical recommenda recommenda
recommenda
recommenda tions. tions.
tions.
tions.
- Some issues - Poor
- Impeccable - Good in structure structure and
structure and structure and or formatting.
6. formatting. formatting. formatting. - Lack of
Presentatio - Excellent - Generally - Some coherence
n of the 10% coherence coherent and coherence and clarity.
Whole and clarity. clear. but could be - Lack of
Work - Impeccable - Good improved. structure in
referencing referencing - inconsistent the way the
format formatting. formatting of references
references are reported
If the student collected primary data, the ethics form used to apply
Appendix
for obtaining a green light on the data collection has to be attached.

17
 Furthermore, one has to see informed consent and/or proof of how
the informed consent has been grasped.
This is not marked, but it costs the student a fail if it is missing.
For a better understanding:
• Distinction and Above: 70% and above
• Merit: 60%-69%
• Pass: 40%-59%
• Fail: Below 40%

18
General Assessment Weighting
Criteria
1. Research
Systematic identification
and use of academic and
relevant resources
50%
2. Subject Knowledge
Understanding and
application of subject
knowledge. Contribution to
subject debate.
3. Critical Analysis
Analysis and interpretation
of sources, literature
and/or results. Structuring
of issues/debates.
4. Testing and Problem-
Solving Skills
Design, implementation,
testing and analysis of
product/process/system/
idea/solution(s) to
practical or theoretical
questions or problems
5. Experimentation
Problem-solving and
exploration of the
assessment including risk
taking and testing of ideas.
Feedforward comments
100-80% 79-70% 69-60% 59-50% 49-40% 39-30% 29-0%
Extensive independent relevant Extensive independent relevant Wide range of relevant A range of sources Limited research Some evidence of Little or no
research evidenced by quality and research evidenced by quality sources identified and used. identified and identified and used. research but research
quantity used. Ability to draw on and quantity used. Some Very little guidance needed. used. Limited Some guidance insufficient amount. presented. Needs
own research and that of others. autonomous research. guidance needed. needed to complete Needs support to significant support
research tasks. develop research to develop
skills. research skills.
Shows sustained breadth, Shows breadth, accuracy and Accurate and extensive Accurate Understanding of key Some evidence of Little or no
accuracy and detail in detail in understanding key understanding of key aspects understanding of aspects of subject. superficial evidence of
understanding key aspects of aspects of subject. Contributes of subject. Evidence of key aspects of Some evidence of understanding of understanding of
subject. Contributes to subject to subject debate. Some coherent knowledge. subject. Evidence coherent knowledge. subject. subject.
debate. Awareness of ambiguities awareness of ambiguities and of coherent Inaccuracies. Inaccuracies.
and limitations of knowledge. limitations of knowledge. knowledge.
Very high-quality analysis Sustained evaluation and Evaluation and synthesis of Evaluation and Some attempt at Limited evaluation of Little or no
developed independently. synthesis of resources. Use of resources. Use of evidence- synthesis of evaluation and resources. Limited evaluation of
Sustained evaluation and evidence-based arguments. based arguments. Identifies resources. Use of synthesis of use of evidence- resources. Very
synthesis of resources. Use of Thoroughly identifies trends, trends, inconsistency, evidence-based resources. Some use based arguments little use of
evidence-based arguments. inconsistency, congruence, and congruence, and states the arguments. of evidence-based evidence-based
Thoroughly identifies trends, states the implications. implications. arguments. arguments.
inconsistency, congruence, and
states the implications.
Autonomous creation and novel Almost entirely autonomous Mainly autonomous creation Some autonomy to Exploration of Limited exploration of Little or no
implementation. Adapts to creation and implementation. and implementation. Adapts to create and possible solution(s). possible solution(s) exploration of
unforeseen practical and Adapts to unforeseen practical unforeseen practical and implement. Some Use of established using established solution(s).
theoretical challenges to achieve and theoretical challenges to theoretical challenges to adaption made to approaches to approaches to Question or
identified goals. achieve identified goals. achieve identified goals. unforeseen resolve practical and resolve practical and problem
practical and theoretical problems. theoretical problems. unresolved.
theoretical
challenges to
achieve identified
goals.
Evidence of rich, in-depth Evidence of in-depth exploration Clear evidence of exploration There is some Some evidence of Some evidence of Little or no
exploration and highly innovative and innovative problem-solving. and experimentation. The problem-solving limited problem- engagement with evidence of
problem-solving. Responds to Responds to assessment in a work may not find the balance evident but lacks solving. Appropriate assessment but it is engagement with
assessment in a way that pushes way that pushes boundaries between experimentation and creative response to insufficiently the assessment, it
boundaries and/or makes exciting and/or makes new connections the attempt to create a exploration and assessment but there developed. Unable to shows little
new connections possible within possible within discipline. Finds coherent piece of work. experimentation. is little development engage with the development.
discipline. Finds a balance a balance between and exploration challenges of
between experimentation and experimentation and resolution evident. assessment.
resolution to create a highly to create a coherent and
coherent and innovative piece of innovative piece of work.
work.
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 6. Practical Competence
Skills to apply theory to
practice or to test theory
7. Communication and
Presentation
Clear intention in
communication. Audience
needs are predicted and
met. Presentation format is
used skilfully. Work is well
structured.
8. Academic Integrity2
Acknowledges and gives
credit to the work of others
follows the conventions
and practices of the
discipline including
appropriate use of
referencing standards for
discipline.
10. Personal and
Professional
Development
Management of learning
through self-direction,
planning and reflection
11. Performance Quality
Demonstration of
embodied practice
including affecting and
being affected.
2 The application of this criterion is independent of the process outlined in the Student Academic Misconduct Procedure
Consistently applies Applies comprehensive practical Applies practical and/or Applies practical Applies a sufficient Applies some Limited application
comprehensive practical and/or and/or technical skills which technical skills very well and and/or technical level of practical aspects of the of some aspects of
technical skills which reflect the reflect the correct application of with careful application of skills correctly and and/or technical skills practical and/or the practical and/or
correct application of theory to theory to context. theory to context. with some but with some errors. technical skills but technical skills. No
context. application of Limited application of these are incomplete application of
theory to context theory to context. or contain important theory to context.
with only minimal errors. Very limited
errors. application of theory
to context.
Communication is entirely clear, Communication is clear, Communication is clear, Communication is Communication is Communication is Communication is
persuasive and compelling with persuasive and compelling with mostly persuasive and clear, with skilful mostly clear and unclear because very unclear
very skilful use of the presentation very skilful use of the compelling with skilful use of use of the presentation format presentation format because
format. Presentation addresses presentation format. the presentation format. presentation is adequate. is not used presentation
fully the needs of the audience. Presentation addresses fully the Presentation addresses the format. Presentation may adequately and/or format is not used
needs of the audience. needs of the audience. Presentation takes sometimes not take the needs of the adequately, and
into account the into account the audience are not the needs of the
needs of the needs of the taken into account. audience are not
audience. audience. taken into account.
Consistent, error free application of Consistent, error free application Consistent application of Application of Generally correct Limited application of Very limited or no
relevant referencing conventions of relevant referencing relevant referencing relevant application of referencing application of
with great attention to detail. conventions. conventions with few errors. referencing relevant referencing conventions and / or referencing
conventions, with conventions, with errors. conventions,
some errors and / some errors and / or and/or multiple
or inconsistencies. inconsistencies. errors.
Takes full responsibility for own Takes full responsibility for own Reflection and planning are Evidence that a Evidence that Weak evidence of Insufficient
learning and development through learning and development self-directed, continuous, cycle of reflection reflection and reflection and evidence of
continuous cycles of well- through continuous cycles of habitual and evidenced and planning has planning have led to planning for learning reflection or
articulated purposeful analysis and well-articulated purposeful clearly. Strengths have been been continuous increased disciplinary but not followed planning for
planning, supported by extensive analysis and planning, supported built on; weaknesses have and productive. engagement and through consistently. learning and no
evidence by evidence. been mitigated. Actively works to commitment. Incomplete evidence of
develop strengths Developing an awareness of awareness of
and mitigate awareness of personal strengths personal strengths
weaknesses. strengths and and weaknesses. and weaknesses.
weaknesses.
An exceptional level of embodied Highly developed embodied Well-developed embodied Some moments of Little evidence of Blocked embodied Responsiveness is
awareness revealed in a highly awareness; consistent detailed awareness; for the most part, embodied embodied awareness: attempts consciously
sensitive and detailed and accurate responsiveness; a detailed and accurate awareness; awareness; are frustrated by lack withheld; there is
performance. clear and dynamic intentionality / responsiveness; a dynamic responsiveness is responsiveness is of engagement or no attempt to make
connectivity intentionality / connectivity more generalised; slow and inorganic; resistance to make connections or
intentions / intentions are self- connections. embody
connections are conscious or guarded intentionality
evident, but not and lack connection
dynamic
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12. Data literacy An exceptional level of Highly developed competence in Well-developed competence Evidence of Limited evidence of Evidence of limited Little or no
Competence in working competence in the ethical use and the ethical use and presentation in the ethical use and competence in the competence in the competence in the evidence of
ethically with data presentation of data. of data. presentation of data. ethical use and ethical use and ethical use and competence in the
including data access, presentation of presentation of data, presentation of data, ethical use and
data extraction, data. with some minor with some major presentation of
interpretation and errors. errors. data.
representation.

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How to get help

We will discuss this Assessment Brief in class. However, contacts can be

made with the tutors and the module leader as soon as possible.

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