Department of Psychology

Assessment
Brief
Module Code Module Title
PSY4106 Social Psychology

Academic Year Semester

22/23 02

Module Leader email

Ms. Stephanie Gunaratne: stephanieg@icbtcampus.edu.lk

Content
Assessment Details....................................................2
Submission Details.....................................................3
Assessment Criteria...................................................3
Further Information.....................................................5
Who can answer questions about my assessment?............5
Referencing..............................................................................5
Submission problems.............................................................5
Unfair academic practice........................................................5
How is my work graded?........................................................6
Assessment Details
Assessment title Abr. Weighting
Written Assignment 02 WRIT 2 50%

Pass marks are 40% for undergraduate work and 50% for postgraduate work unless stated otherwise.

Task/assessment brief:

Critically discuss how social identity can be used to explain helping behaviour. In your answer,
demonstrate the role of culture in constructing social identity. Include a discussion on how the
bystander effect can be used inform school anti-bullying interventions.

Assignment Guidelines:
• Define what is meant by social identity. Include citations to support.

• Demonstrate how culture may play a role in constructing social identity using empirical evidence
to support your statements.

• Describe what is meant by helping behaviour and the key participant roles in bullying situations
using citations to support.

• Critically discuss how social identity can be used to explain helping behaviour using empirical
evidence to support your statements.

• Briefly describe the bystander effect. Include citations to support.

• Discuss how the bystander effect can be used inform school anti-bullying interventions. Use
empirical evidence to support your statements.

• Use APA 7th edition style of referencing and in-text citations. You will need citations within
the essay as well as a reference list at the end with the correct formatting.

General formatting guidance

 Use the 3rd person only (i.e., avoid using “I”, “we”, “us”)
 12-point font
 Times New Roman/Arial
 1.5/double line spacing
 APA 7 format for references and citations
 Reference list should be provided
 No headings/subheadings
 No bullet points

Word count (or equivalent): 2000 words (+/-10%)

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This a reflection of the effort required for the assessment. Reference lists and contents of appendices are
excluded from the word count.

Academic or technical terms explained:

Critical analysis: The term critical analysis refers to the detailed examination and evaluation of other
people’s ideas, theories, and studies. The aim is to highlight both positive and negative facets of the
work, using a critical thinking approach. It requires actively conceptualising, applying, analysing,
synthesising, and evaluating information to arrive at a reasoned conclusion.

Submission Details
Student Number: Please fill Date submitted: Please fill

Student Name: Please fill

Submission Estimated
Deadline: Feedback
Return Date

Submission
Time:

Moodle/Turnitin/ Any assessments submitted after the deadline will not be marked and will be
ICBT SIS: recorded as a non-attempt unless you have had an extension request agreed
or have approved mitigating circumstances.

File Format: The assessment must be submitted as a word document and submit through
the Turnitin submission point in Moodle as well as ICBT SIS portal.

Your assessment should be titled with your:

 ICBT student number, module code and assessment code

Assessment Criteria
Learning outcomes assessed
L 3: Critically evaluate social behaviour as being influenced by the society, history, and culture
that one belongs to.
L 5: Critically evaluate social constructionism

Marking/Assessment Criteria

3
L4 Marking Criteria

95%
Further to the description listed in the 75% and 85% criteria: Work extends beyond the standard or work
expected at L4 and has features consistent with L5.

85%
Students have demonstrated a full and detailed understanding of the set task and an ability to address the
assignment criteria at an excellent level.

75%
Assessment criteria is addressed at a very good level.
There is strong evidence of an ability to apply detailed knowledge of the topic area. The writing style is lucid;
arguments are well structured, critical and clearly articulated. Basic assumptions are challenged; the
complexity of academic debate is acknowledged.

68%
Assessment criteria is addressed at a good level.
A detailed knowledge of aspects of the topic area is shown; there is evidence of an ability to apply such
knowledge, and perhaps to extend and transform. The writing style is fluent and arguments are well
articulated and substantiated. An ability to evaluate evidence will be shown.

65%
Assessment criteria is addressed at a good level.
A detailed knowledge of aspects of the topic area is shown; there is evidence of an ability to apply, extend and
transform this knowledge. The writing style is fluent and arguments are generally well articulated and
substantiated. An ability to evaluate evidence will be shown.

62%
Assessment criteria is addressed at a good level.
A good knowledge of aspects of the topic area is shown; there is evidence of an ability to apply, extend and
transform this knowledge. The writing style is usually fluent and arguments are generally well articulated and
substantiated. An ability to evaluate evidence may be shown.

58%
Assessment criteria is addressed at a satisfactory level.
A sound knowledge of underlying aspects of the field has been demonstrated throughout. There may be
some minor errors in presentation, but this does not detract from the clarity of expression. The structure and
format of arguments is appropriate and usually substantiated.

55%
Assessment criteria is addressed at a satisfactory level.
A sound knowledge of underlying aspects of the field has been demonstrated. There may be some errors in
presentation, but this does not detract from the clarity of expression. The structure and format of arguments is
appropriate and usually substantiated.

52%
Assessment criteria is addressed at a satisfactory level.
A sound knowledge of underlying aspects of the field has mostly been demonstrated. There may be errors in
presentation, but this does not detract from the clarity of expression. The structure and format of arguments is
generally appropriate and usually substantiated.

48%
Assessment criteria is addressed at a threshold level.
A basic knowledge of the underlying aspects of the topic area is demonstrated throughout. Work is
appropriately structured though some key points may not be logically structured. Although there are minor
faults in the presentation of work the meaning is still clear. Arguments may be generally substantiated, but
may be under-developed in some places.

45%
Assessment criteria is addressed at a threshold level.
A basic knowledge of the underlying aspects of the topic area is demonstrated. Work is appropriately

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structured though key points may not be logically structured. Although there are faults in the presentation of
work the meaning is still clear. Arguments may be generally substantiated, but may be under-developed.

42%
Assessment criteria is addressed at a threshold level.
A basic knowledge of the underlying aspects of the topic area is demonstrated at times. Work is appropriately
structured though key points are not logically structured. Although there are major faults in the presentation of
work the meaning is mostly clear. Arguments may be substantiated at times and may be under-developed.

38%
The standard of work is unsatisfactory and might best be described as a narrow fail.
Work demonstrates limited knowledge of the topic and may also be irrelevant and inaccurate at times.
Expression of ideas may be confused and poorly expressed. However, understanding of the set task has
been demonstrated.

35%
The standard of work is unsatisfactory and might best be described as a narrow fail.
Work demonstrates limited knowledge of the topic and may also be irrelevant and inaccurate. Expression of
ideas may be confused and clumsily expressed. However, understanding of some elements of the set task
have been demonstrated.

32%
Work is unsatisfactory and represents a fail. Work demonstrates limited knowledge of the topic and may also
be irrelevant and inaccurate. Expression of ideas may be confused and clumsily expressed.

25%
Work is of a poor quality and represents a clear fail. Work presented for assessment will demonstrate minimal
understanding of the set task. Work demonstrates little knowledge of the topic and little ability to
communicate effectively.

15%
Work is very poor. Work presented for assessment demonstrates a misunderstanding of the set task, be
largely irrelevant and/or short.

5%
Work presented for assessment may be short, incomplete and/or irrelevant and demonstrates a serious lack
of comprehension and/or engagement with the set task.

0%
Zero will be awarded where no answer has been attempted. A zero may also be warranted following an
upheld allegation of unfair academic practice.

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Marking/Assessment Criteria:
1st (70% and above)
Excellent knowledge and
understanding of social
Understanding
Knowledge &
identity and the bystander
effect. Strong evidence of
ability to apply such
knowledge. Independent
thinking of strengths and
limitations of the relevant
research studies.
Detailed analysis and
Analysis & critical enquiry
critical enquiry.
Highly successful in
presenting, synthesising
and commenting on
research studies.
Evaluation is high with
strong arguments
presented throughout.
Accurate application of
research and theory to
bullying situations.
Presentation is excellent
Presentation &
and formatted well.
Structure
Arguments are logical,
well-defined, and well
structured.
Writing style is lucid.
Excellent use of a broad
Research
range of appropriate
Use
academic sources. There is
evidence of independent
reading.
Referencing and citations
& Citations
References
conforms to APA 7
standard and is used
accurately throughout.
2:1 (60-70%)
Very good knowledge and
understanding of social
identity and the bystander
effect. Evidence of
independent thinking of
strengths and limitations of
the relevant research
studies.
Very good evidence of
evaluation of arguments
and theory. Sound lines of
argument developed.
Accurate application of
research and theory to
bullying situations (though
there may be minor errors).
Presentation is very good
and well formatted.
Arguments are usually
logical, well-structured,
and informed. Writing
style is fluent with clarity
of expression throughout.
Very good use of relevant,
up-to-date sources. There
is evidence of independent
reading.
Referencing style generally
conforms to APA 7
standards.
2:2 (50-60%)
Sound knowledge and
understanding of social
identity and the bystander
effect. Good evidence of an
ability to apply knowledge
although some flaws are
evident.
Some analysis and enquiry.
Some success in presenting
and commenting on
relevant studies.
Good lines of argument
and evaluation are present
in places. However, at
times arguments are
descriptive and may lack
application of research and
theory to bullying
situations.
Presentation is satisfactory.
Some attempt at structure
has been made.
Some errors in presentation
and writing style may lack
clarity at times.
Good use of relevant
sources. Some sources may
be outdated.
Attempt to conform to APA
7 referencing standards but
many errors present.
3rd (40-50%)
Satisfactory attempt.
Limited knowledge and
understanding of social
identity and the bystander
effect. Some evidence of an
ability to apply knowledge.
Some key points are
missing and flaws and
evident.
Some evaluation and
critique are present but very
basic. Arguments are very
descriptive and limited in
scope. Application of
relevant theory to bullying
situations is basic and
limited.
Presentation is poor.
Arguments are unclear,
inadequately structured, and
lack coherence at times.
Numerous errors present.
Use of some basic, relevant
sources.
Referencing is poor and is
non-standard/not in the
specified APA format.
Narrow Fail (30-40%)
Basic and limited
knowledge and
understanding of social
identity and the bystander
effect. Inaccuracies, errors,
and misconceptions are
present. Arguments may,
at times, be irrelevant.
Attempted
enquiry/analysis and
outcomes may be naïve,
simplistic and/or
unconvincing. Lack of
understanding of the set
task demonstrated.
Evaluation is largely
absent. Any arguments
presented may be
superficial, irrelevant,
inaccurate.
Presentation is poor.
Arguments are very
unclear, poorly structured
and lack coherence. The
essay is badly organised
with many errors present.
Little evidence of reading
and use of appropriate
academic sources. There is
use of inappropriate
sources like websites.
Referencing is very poor.
Little to no citations used
to support statements.
Clear Fail (0-29%)
Little knowledge and
understanding of social
identity and the bystander
effect. Inaccuracies,
errors, and misconceptions
are evident in key areas.
Arguments are often
irrelevant.
Lack of understanding of
the set task demonstrated.
Evaluation is largely
absent. Any arguments
presented may be
superficial, irrelevant,
inaccurate, and
unsubstantiated.
Presentation is very poor
and often illogical. No
attempt to make coherent
arguments. Many errors
present which have a
significant impact upon
clarity.
Minimal/no evidence of
reading. There is use of
inappropriate sources like
websites.
No referencing/largely
absent. Little to no
citations used to support
statements.
Further Information
Who can answer questions about my
assessment?
Questions about the assessment should be
directed to the staff member who has set the
task/assessment brief. This will usually be the
Module Leader. They will be happy to answer
any queries you have.
Staff members can often provide feedback on
an assignment plan but cannot review any
drafts of your work prior to submission. The
only exception to this rule is for Dissertation
Supervisors to provide feedback on a draft of
your dissertation.
Referencing and independent learning
Please ensure you reference a range of
credible sources, with due attention to the
academic literature in the area. The time
spent on research and reading from good
quality sources will be reflected in the quality
of your submitted work.
Remember that what you get out of university
depends on what you put in. Your teaching
sessions typically represent between 10%
and 30% of the time you are expected to
study for your degree. A 20-credit module
represents 200 hours of study time. The rest
of your time should be taken up by self-
directed study.
Unless stated otherwise you must use the
APA referencing system. Further guidance on
referencing can be found in the Study Smart
area on Moodle and at
www.citethemrightonline.com (use your
university login details to access the site).
Correct referencing is an easy way to
improve your marks and essential in
achieving higher grades on most
assessments.
Technical submission problems
It is strongly advised that you submit your
work at least 24 hours before the deadline to
allow time to resolve any last-minute
problems you might have.
Extensions and mitigating circumstances
Short extensions on assessment deadlines
can be requested in specific circumstances. If
you are encountering particular hardship
which has been affecting your studies, then
you may be able to apply for mitigating
circumstances. This can give the teachers on
your programme more scope to adapt the
assessment requirements to support your
needs. Extensions and mitigating
circumstances policies and procedures are
regularly updated. You should refer to your
degree programme for information on
extensions and mitigating circumstances.
Unfair academic practice
Cardiff Met takes issues of unfair practice
extremely seriously. The University has
procedures and penalties for dealing with
unfair academic practice. These are
explained in full in the University's Unfair
Practice regulations and procedures under
Volume 1, Section 8 of the Academic
Handbook. The Module Leader reserves the
right to interview students regarding any
aspect of their work submitted for
assessment.
Types of Unfair Practice, include:
Plagiarism, which can be defined as using
without acknowledgement another person’s
words or ideas and submitting them for
assessment as though it were one’s own
work, for instance by copying, translating
from one language to another or
unacknowledged paraphrasing. Further
examples include:
 Use of any quotation(s) from the
published or unpublished work of other
persons, whether published in textbooks,
articles, the Web, or in any other format,
where quotations have not been clearly
identified as such by being placed in
quotation marks and acknowledged.
 Use of another person’s words or ideas
that have been slightly changed or
paraphrased to make it look different from
the original.
 Summarising another person’s ideas,
judgments, diagrams, figures, or
computer programmes without reference
to that person in the text and the source
in a bibliography/reference list.
 Use of assessment writing services,
essay banks and/or any other similar
agencies (NB. Students are commonly
being blackmailed after using essay
mills).
 Use of unacknowledged material
downloaded from the Internet.
 Re-use of one’s own material except as
authorised by your degree programme.
Collusion, which can be defined as when
work that that has been undertaken with
others is submitted and passed off as solely
the work of one person. Modules will clearly
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identify where joint preparation and joint
submission are permitted; in all other cases
they are not.
Fabrication of data, making false claims to
have carried out experiments, observations,
interviews or other forms of data collection
and analysis, or acting dishonestly in any
other way.
How is my work graded?
Assessment grading is subject to thorough
quality control processes. You can view a
summary of these processes on the
Assessment Explained Infographic.
Grading of work at each level of Cardiff Met
degree courses is benchmarked against a set
of general requirements set out in Volume 1,
Section 4.3 of our Academic Handbook. A
simplified version of these Grade Band
Descriptors (GBDs) with short videos
explaining some of the academic terminology
used can be accessed for Foundation, 1st
year, 2nd year and 3rd year undergraduate and
MSc programmes.
We would strongly recommend looking at the
Study Smart area of Moodle to find out more
about assessments and key academic skills
which can have a significant impact on your
grades. Always check your work thoroughly
before submission.
Assessment Feedback
For assessor use only

Strong features of your work:

Areas for improvement: