Foundation Year 0 (Level 0)

Year 2 Level 4

CCCU Extenuating Circumstances Policy

(please note the final grade is subject to the main CCCU assessment Board)

TASK DESCRIPTION – ASSIGNMENT (Individual report 100%)

TASK 

LENGTH REQUIRED

FORMATTING AND LAYOUT

 MARKING CRITERIA AND STUDENT FEEDBACK – ASSIGNMENT 

Common Assessment Criteria Applied

Marks available

Marks 

Awarded

1. Research-informed Literature

Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.

Providing evidence of the appropriate reading/ references that form the basis of the insights in your report.

20

2. Knowledge and Understanding of Subject

Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.

Demonstrating familiarity with the selected concepts/ models used in your presentation.

20

3. Analysis

Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence

Demonstrating conceptual insights into the potential values of the selected academic concepts/ models.

25

4. Practical Application and Deployment

Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems.

Applying your conceptual insights to successfully address the situations faced by your chosen organisation. Making recommendations for future plans and strategies.

25

5. Skills for Professional Practice

Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.

Quality of the presentation. Clarity of expression (incl. accuracy, spelling, grammar, punctuation, etc.)

10

TOTAL

100

Assignment Mark (Assessment marks are subject to ratification at the CCCUAssessment Board.  These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. )

%

Learning Outcomes tested

(from module descriptor)

Assessment CriteriaTo achieve each outcome a student must demonstrate the ability to:

1 Develop knowledge and understanding of key theories, concepts and models in marketing to guide the development and execution of marketing strategies.

• The report task enables the student to demonstrate an understanding of key concepts and theories related to the marketing of goods and services.

2. Understand the complexity of competitive environment and discuss is impact on developing effective marketing decisions and marketing strategies in organizations.

• The report enables the student to demonstrate an understanding of the external environment and its impact on the creation of marketing strategies and the related decisions associated with them. 

3. Develop the skills to critically analyse marketing situations and problems facing organisations and assess its capacity to adapt to a dynamic and uncertain future.

• In the report the student is required to look at the market situation faced by a specific business and provide recommendations to improve its current situation and be more successful.

4. Develop, recommend and justify, appropriate and actionable marketing strategies and tactics to an organisational scenario.

• The marketing report provides the student with the opportunity to look at the current marketing strategies and improve on them and justify the suggested changes. 

CRITERION

100-80

Excellent

79-70

Very good

69-60

Good

59-50

Sound

49-40

Satisfactory

39-20

Fail

19-0

Fail

A. KNOWLEDGE & UNDERSTANDING

1. Knowledge and application of subject and theories

Knowledge and understanding of theory are detailed and beyond what has been taught. Appreciation of the limits of subject-specific theories demonstrated in the work. Approach to assessment task is clearly, appropriately, and theoretically informed.

Demonstrates an accurate, systematic theoretical understanding of the subject and a range of key theories. Appropriately selected theoretical knowledge is synergised into the overall assessment task with some appreciation of the limits of subject specific theories. 

Shows a systematic and accurate understanding of key subject-specific theories, which are appropriately integrated within the context of the assessment task. 

Sound descriptive knowledge of key theories with appropriate application; sometimes balanced towards the descriptive rather than the critical or analytical. 

Selection of theory is satisfactory, and terminology, facts and concepts are handled accurately, but application and understanding are generalised. 

In this assignment some of the theories presented are not appropriate. Terminology, facts, and concepts are presented inaccurately and/or with omissions in key areas. The application and/or understanding demonstrated is extremely limited.

In this assignment there is a lack of relevant subject-specific theory.

2. Information gathering/ processing

Uses initiative to seek out a broad range of highly relevant information and synthesises and evaluates it effectively. 

Selects a range of highly relevant information. Demonstrates understanding of the complexity of the information and processes it effectively.

Selects appropriate information and processes it thoroughly with some critical evaluation.

Selects appropriate information and evaluates and comments on it critically, includes some readings beyond the set range.

Selects generally appropriate information and shows ability to evaluate and comment on it adequately.

The selection of information here is not appropriate to the task and there is not enough evaluation of it to support the work.

The selection of information here is not appropriate to the task and it is not evaluated systematically.

3. Evaluation of process and the quality of information / data developed

Evaluates information and/or data and the inquiry process perceptively using appropriate criteria some of which is self-determined.

Evaluates information and/or data and the inquiry process perceptively using appropriate criteria some of which may be self-determined.

Effectively evaluates information and/or data and the inquiry process using prescribed guidelines. 

Shows sound, basic evaluation of information and/or data and the inquiry process used.

Shows basic evaluation of the inquiry methodology and information and/or data generated.

In this submission, evaluation of process and the information and/or data is incomplete.

The work shows limited or no evaluation of either process or outcomes.

CRITERION

100-80

Excellent

79-70

Very good

69-60

Good

59-50

Sound

49-40

Satisfactory

39-20

Fail

19-0

Fail

B. COGNITIVE SKILLS

4. Quality of sources used 

Significant use is made of primary sources, in conjunction with high quality secondary sources. Draws upon some current research or advanced scholarship. 

Significant use made of primary sources in conjunction with high quality secondary sources. 

Uses a balanced combination of primary and high-quality secondary sources.

Some use of primary sources, but generally reliant on appropriate secondary sources.

Mostly relies on set secondary sources. Use of primary sources limited and is limited to set sources. 

The work draws on some set secondary sources, but also relies on inappropriate sources. Hardly any use of primary sources.

The submission is based on unreliable and/ or inappropriate sources.

5. Referencing

Sources used are acknowledged in the text and reference list and used effectively to support discussion. Referencing follows a systematic approach, appropriate to the discipline. All elements of individual references are present.

Sources used are acknowledged in the text and reference list and used to support discussion. Referencing follows a systematic approach, appropriate to the discipline. All elements of individual references are present. 

Sources used are acknowledged in the text and reference list. Referencing follows a systematic approach, appropriate to the discipline. Entries in the reference list are accurate. 

Attempts to follow a systematic approach to the citation of sources, appropriate to the discipline. Most elements of individual references are present and accurate.

Sources of information acknowledged and integration between text and reference list is mainly effective with some inaccuracies or omissions. Attempts to follow systematic approach, appropriate to the discipline. Reference list contains some errors.

Some sources of information acknowledged but links between text and reference list are unclear. Referencing does not follow a systematic approach. Elements of individual references are incomplete and/or absent.

Little or no acknowledgement of sources of information in text and/or reference list.

6. Clarity of objectives and focus of work

This work defines appropriate objectives in detail and addresses them logically, coherently, comprehensively showing sophisticated interpretation of complex ideas.

This work defines appropriate objectives in detail and addresses them logically, and coherently, interpreting complex ideas clearly.

This work defines appropriate objectives and addresses them coherently and logically throughout the work providing a clear focus to the work.

This work outlines some appropriate objectives and addresses them in a coherent manner which gives focus to the work. 

This work uses generalised objectives to provide adequate but limited focus to the work 

In this piece of work objectives are not appropriate and/or clearly identified – focus is not logical or coherent.

In this piece of work no objectives are identified, and the submission lacks focus and coherence.

7. Selecting research methods (Relationship between method chosen and the nature of the inquiry)

Convincing rationale for selection of one from several methodologies enables the successful and efficient collection and recording of information and/or data with perception.

Methodology selected is effective and rationale for its selection is convincingly explored enabling the effective collection of appropriate information and/or data.

Methodology selected is effective and appropriate to the aims and objectives of the task and a rationale for its selection from the range of provided methodologies is provided.

Methodology chosen is appropriate to the task and a rationale is given to the selection of a methodology from the range of prescribed ones.

Methodology used is appropriate to the task and brief rationale offered refers to established guidance.

In this piece of work the choice of methodology and relationship to information and/or data being collected is confused and confusing. 

In this piece of work the issue of methodology is not addressed and/or an inappropriate methodology is selected. There is little evidence of how planning was used to complete the task.

CRITERION

100-80

Excellent

79-70

Very good

69-60

Good

59-50

Sound

49-40

Satisfactory

39-20

Fail

19-0

Fail

B. COGNITIVE SKILLS continued

8. Analysis

Makes excellent use of relevant analytic techniques and applies these to new and/or abstract information and situations. Shows well-developed ability to compare alternative theories or analytic approaches. 

Makes very good use of a range of analytic techniques relevant to the discipline and applies these to new and/or abstract information and situations. Shows developing ability to compare alternative theories and/or analytic approaches.

Makes effective use of established techniques of analysis relevant to the discipline. Shows some ability to compare with some insight alternative theories and/or analytic approaches.

Makes consistent, albeit conventional, use of established techniques of analysis, relevant to the discipline. 

Makes satisfactory but limited use of established techniques of analysis, relevant to the discipline.

Here the attempts at analysis are ineffective and/or uninformed by the discipline.