0-19%

Fail

20-39%

Fail

Very poor structure, organisation, and communication of ideas.

For example:

No introduction.

Discussions and topics are not relevant or are incomplete.

No conclusion.

Poor structure, organisation, and communication of ideas.

For example:

No appropriate introduction.

Discussions and topics are incomplete, and most of the points are difficult to follow.

No appropriate conclusion.

Satisfactory structure, organisation, and communication of ideas.

For example:

Introduction is superficial.

Discussion and topics are complete and mostly relevant, but points are not always clear to follow. 

Some paragraphs may include conclusions but do not connect to the next paragraph.

Conclusion is superficial.

Good structure, organisation, and communication of ideas.

For example:

Has an introduction.

Discussions and topics are complete, relevant, and points are clear to follow.

Some paragraphs conclude, with some attempt at connections made between paragraphs.

Has a conclusion.

Very good structure, organisation, and communication of ideas.

For example:

Introduction connects to the points in the main body.

Discussions and topics are complete, relevant and points have some logical order.

All paragraphs conclude with some connections made between paragraphs.

Conclusion connects with the points made in the main body. 

Excellent structure, organisation, and communication of ideas.

For example:

Introduction provides context to the points in the main body. 

Discussions and topics are complete, relevant and have a logical order.

All paragraphs conclude with connections made between all paragraphs.

Conclusion connects with the points made in the main body, providing overall context.

Outstanding structure, organisation, and communication of ideas.

For example:

Introduction clearly states the main argument and provides context to the points in the main body.

Discussions and topics are complete, relevant and have a logical order which aligns to the main argument.

All paragraphs flow from one to the next and have conclusions that connect to the main argument.

Conclusion synthesises points made in the main body and aligns to the main argument. 

Marking Criteria

0-19%

Fail

20-39%

Fail

Very poordemonstration of knowledge and understanding.

For example:

Does not demonstrate an any understanding of the subject area.

Poordemonstration of knowledge and understanding.

For example:

Does not demonstrate an understanding of the subject area.

Works shows insufficient knowledge and understanding of key concepts and ideas.

Work contains misunderstandings and factual errors.

Satisfactorydemonstration of knowledge and understanding.

For example:

Demonstrates an adequate understanding of the subject area.

Work shows an adequate knowledge and understanding of key concepts and ideas.

Work contains minimal misunderstandings and few factual errors.

Gooddemonstration of knowledge and understanding.

For example:

Demonstrates a reasonable understanding of the subject area.

Work shows a reasonable knowledge and understanding of key concepts and ideas.

Work contains minimal misunderstandings, but no factual errors.

Very gooddemonstration of knowledge and understanding.

For example:

Demonstrates a convincing understanding of the subject area.

Work shows substantial knowledge and a purposeful attempt at understanding key concepts and ideas.

Work contains no misunderstandings, and no factual errors.

Excellentdemonstration of knowledge and understanding.

For example:

Demonstrates a compelling understanding of the subject area.

Work shows extensive knowledge and a thorough attempt at understanding key concepts and ideas.

Work contains no misunderstandings, and no factual errors.

Outstandingdemonstration of knowledge and understanding.

For example:

Demonstrates extensive understanding of the subject area.

Work shows sophisticated knowledge with effective and at times insightful understanding of key concepts and ideas.

Work contains no misunderstandings, and no factual errors.

0-19%

Fail

20-39%

Fail

Very poorapplication of critical thinking.

For example:

Presents ideas as bullet points.

No evidence of reading.

Content is reduced to student viewpoints and opinions only. 

No attempt at identifying strengths and weaknesses.

No attempt to draw conclusions.

Poorapplication of critical thinking.

For example:

Very descriptive.

Inadequate evidence of reading.

Content is reduced to mainly student viewpoints and opinions only. 

Inadequate attempt at analysis.

Inadequate attempt to draw conclusions.

Satisfactoryapplication of critical thinking.

For example:

Some descriptive thinking evident.

Evidence of reading.

Content of sources are described, but no attempt to explain.

An attempt at analysis that is reduced to strengths and weaknesses.

An attempt to draw conclusions.

Goodapplication of critical thinking.

For example:

Consistent critical thinking.

Adequate evidence of reading.

Content of sources are described with an attempt to explain.

Adequate attempt at analysis that at times considers different viewpoints.

Adequate attempt to draw conclusions.

Very goodapplication of critical thinking.

For example:

Consistent critical thinking.

Engages with key reading.

Content of sources are explained, explored, and used to develop an appropriate academic discussion. 

Analysis that:

Explores.

Compares and contrasts.

Draws conclusions.

Excellentapplication of critical thinking.

For example:

Consistent critical thinking.

Engages with key and wider reading.

Content of sources are explained, explored, evaluated, and used to develop an academic discussion. 

Analysis that:

Explores.

Compares and contrasts.

Evaluates.

Draws informed conclusions.

Outstandingapplication of critical thinking.

For example:

Constant critical thinking.

Engages with key and wider reading.

Content of sources are explained, explored, evaluated, and at times interpreted to develop an academic discussion.

Analysis that:

Explores.

Compares and contrasts.

Evaluates.

Synthesises.

Draws informed and persuasive conclusions.

0-19%

Fail

20-39%

Fail

Very poor referencing and citing of sources to support work.

For example: 

No sources are cited.

No reference list provided.

Poor referencing and citing of sources to support work.

For example: 

Limited sources are cited.

A limited reference list provided.

Quotations used out of context.

No paraphrasing.

No key authors cited or referenced.

No engagement with module reading list.

Use of inappropriate sources – all websites.

Many sources are missing a citation or a reference list item.

Inaccurate use of the BCU Harvard referencing system.

Satisfactory referencing and citing of sources to support work.

For example: 

Sources are cited.

Reference list provided.

Work relies heavily on using quotations superficially.

Attempts at paraphrasing.

Few key authors cited or referenced.

Little engagement with module reading list.

Moderate use of inappropriate sources.

Little variety in sources used.

Some sources are missing a citation or a reference list item.

Few inaccuracies when using the BCU Harvard referencing system.

Good referencing and citing of sources to support work.

For example: 

Sources are cited.

Reference list provided.

Paraphrasing demonstrates understanding of reading.

Quotations used appropriately.

Key authors cited and referenced.

Engages with module reading list.

Some variety in sources used.

Majority sources have a citation and a reference list item.

Few inaccuracies when using the BCU Harvard referencing system.

Very good referencing and citing of sources to support work.

For example: 

Sources are cited.

Reference list provided.

Paraphrasing demonstrates accuracy of understanding the reading.

Quotations used and explained.

Key authors cited and referenced.

Engages with the module reading list with some wider reading.

All sources have a citation and a reference list item.

Few inaccuracies when using the BCU Harvard referencing system.

Excellent referencing and citing of sources to support work.

For example: 

Sources are cited.

Reference list provided.

Paraphrasing demonstrates accuracy of understanding the reading.

Quotations used and explored.

Engages both key authors and some of the module reading list to develop and construct academic discussion.

Wider reading beyond the module reading list is evident.

All sources have a citation and a reference list item.

Few inaccuracies when using the BCU Harvard referencing system.

Outstanding referencing and citing of sources to support work.

For example: 

Sources are cited.

Reference list provided.

Paraphrasing demonstrates accuracy of understanding the reading and integrated within the discussion.

Quotations used effectively and in an insightful way.

Engages both the key authors and the specific sources from the module reading list to develop and construct persuasive academic discussion.

Wider and deeper reading is evident.

All sources have a citation, a reference list item, and is fully accurate using the BCU Harvard referencing system.

Conditions of Progression

You must achieve an assessment grade of 40% to successfully pass the module.

If you fail at first attemptthere will be one other opportunity to pass the module during the resubmission period.

Assessments must be submitted in the format specified in the assessment task, by the deadline and to the submission point published on Moodle.Failure to submit by the published deadline will result in penalties which are set out in Section 6 of the Academic Regulations, availableat:

late-submission-of-assessment-policy-version-10-approved-june-2022-133082470192470694.pdf (windows.net)

Please be aware that the penalties are different for re-submissions and ‘in-year retrievals’.

For in-person assessments, you should arrive 15 minutes before your allocated time slot. Failure to present at your allocated time, will result in you being unable to sit the assessment and you will be recorded as a non-submission, resulting in a grade of 0. 

The word count for this module assessment is shown under the assessment task. A +10% margin of tolerance is applied, beyond which nothing further will be marked. Marks cannot be awarded for any learning outcomes addressed outside the word count.

The word count refers to everything in the main body of the text (including headings, tables, citations, quotes, lists etc.). Everything before (i.e. abstract, acknowledgements, contents, executive summaries etc.) and after the main text (i.e. references, appendices) is not included in the word count limit.

For in-person assessments time limits will be applied. 

Academic integrity is the attitude of approaching your academic work honestly, by completing your own original work, attributing, and acknowledging your sources when necessary. Understanding good academic practice in written and oral work is a key element of academic integrity. It is a positive aspect of joining an academic community, showing familiarity with, and acknowledging sources of evidence. The skills you require at higher education may differ from those learned elsewhere such as school or college. 

You will be required to follow specific academic conventions which include acknowledging the work of others through appropriate referencing and citation as explicitly as possible. If you include ideas or quotations which have not been appropriately acknowledged, this may be seen as plagiarism which is a form of academic misconduct. If you require support around referencing, please contact theFaculty’s Academic Development Department or the University wideCentre for Academic Success.

It is important to recognise that seeking out learning around academic integrity will help reduce the risk of misconduct in your work. Skills such as paraphrasing, referencing and citation are integral to acting with integrity and you can develop and advance these key academic skills through the Faculty’s Academic Development Department.

Academic Misconduct

Academic misconduct is conduct which has or may have the effect of providing you with an unfair advantage by relying on dishonest means to gain advantage and which therefore compromises your academic integrity.

The procedure sets out the process we will follow, and the penalties we may apply, in cases where we believe you may have compromised your academic integrity by committing academic misconduct.   The Academic Misconduct Procedure and information about academic support is available at: 

https://icity.bcu.ac.uk/Student-Affairs/Appeals-and-Resolutions/Academic-Misconduct-Procedure

For further details on the Extenuating Circumstances Procedure please see the iCity page below:

https://icity.bcu.ac.uk/student-affairs/appeals-and-resolutions/extenuating-circumstances-procedure