INFORMATION RESOURCES
4. How you will be assessed
4.1 The assessment strategy for the course
The general principles governing assessment on the course are that a variety of assessment methods should be used to supplement formal examinations. The appropriate assessment
method should be selected for the particular learning outcome being assessed. Coursework and in-module assessments should be considered part of the learning process, with appropriate and timely feedback being given.
At the start of each module students will be given details, in writing, of the assessment scheme, the timetable against which each component of assessed work must be submitted, and details of when marked coursework will be returned to students. Because of the varying size of modules, it is not possible to specify a uniform period for the return of coursework, but normally this will be done promptly enough to enable you to make use of the feedback supplied with the assessment.
The assessment strategy has been developed to support the course philosophy to develop effective, reflective, thinking business managers of the future. The aim is to provide you with the opportunity to demonstrate your capabilities in an accessible, structured manner within budget constraints.
Assessment is perceived to be an integral part of the overall learning process. Combined with the teaching and learning strategy, it aims to promote initiative and creativity, critical thinking, structure of coherent arguments, evaluation, decision-making, professional communication skills, effective group work, personal reflection, time-management, the ability to meet deadlines, and ability to work under pressure.
There can be a various assessment model for course modules but normally - in-module assessment and end-of-module assessment as per University regulations. The in-module element will normally entail you working continually on an assignment, but it may also take the form of a time-constrained test.
In-module assignments will give the opportunity for personal reflection on your current attainment in order to improve your own performance; for continuous educational feedback from the module lecturer, seminar tutor or personal tutor; and allow you to chart your progress through the module.
The end-of-module assessment will normally be an individual submission and will provide a summative judgement of achievement.
The module leader, in consultation with the module teaching team, sets all assessments for a module. All assessments are subject to a process of approval known as moderation, through which the University of Westminster ensures that assessments are appropriate for the level and learning outcomes of the module.
41 Coursework and Exam Weightings for the Course Modules
Level 4
Status Title Credit
value
Coursework% Exam %
Core Data Analysis and Information Management in Business
30 100 -
Core Fundamentals of Programming 30 70 30
Core Introduction to Web Publishing 15 60 40
Option Environment of Business 30 100 -
Option Business Communications 15 60 40
Option Organisational Behaviour 15 50 50
Option Mathematics for Economists 15 30 70
Option Fundamentals of Finance and Accounting
15 30 70
Option Fundamentals of information
technology
15 60 40
Level 5
Core Systems analysis and design 30 100 -
Core Database systems development 30 100 -
Option Information systems management 15 40 60
Option Software design patterns 15 40 60
Option Cost and Financial Management 30 - 100
Option Human Resource Management 30 70 30
Option Advanced Topics in Marketing 30 70 30
Option Network operations 15 40 60
Option Management Research Methods 15 100 -
Level 6
Core Web application development 30 100 -
Core Business Information Systems project 30 100 -
Option Decision support and data mining 15 50 50
Option Project Management 15 50 50
Option Database Management 15 40 60
Option Strategic Management of IS 15 100 -
Students will have to attempt and achieve at least 30% in the specified assessment component in addition to achieving an overall module pass mark of 40% or above to pass the module.
When a mark for a component is below 30%, then the module is not deemed to have been passed even when the average between the components is over 40%.
Assessment process
At the start of each semester your Module Leader should provide you with an assessment schedule. The assessment of a module usually consists of a number of components each of which must be completed to a satisfactory standard. The assessment schedule will describe each component in the following way:
• Brief description of the component
• Date set i.e. the date when the Module Leader will provide a detailed description of the task so that you can start it
• Deadline: date by which you must submit the work (or the date and time when you must attend an exam or test)
• Weighting the value of the component as a percentage of the overall module mark
• Feedback: the method by which the tutor will provide feedback on your performance (other than the mark)
• Results: date by which the marks for this component will be published The schedule will also tell you:
• How your work should be presented
• The rules for reassessment and deferral
• Rules concerning late submission of coursework
• How to notify us about ‘extenuating circumstances’
• How to contact the Module Leader
Please remember that all coursework should be submitted to the University Registrar’s Office where a record of its submission will be kept. Never submit your coursework directly to the lecturer.
The Course Leader will be responsible for making sure that assessment schedules have been produced for each module. The Course Team will work together to make sure that assessment deadlines are spread across the semester so that you do not find yourself working on too many different assessments at any one time.
The assessment schedule states a date by which each component must be set. On or before this date the Module Leader should provide a detailed description of the component. The component description will add to the information provided in the assessment schedule:
• A list of the learning outcomes assessed by the component
• A more detailed description of what you will need to do and what you will need to submit in order to succeed
• The assessment criteria that will determine your mark.
The assessment criteria for each in-course assessment will relate to the specific module learning outcomes and will be provided with the assessment when handed out to help you to determine what is required and to know which specific learning objectives of the module are being assessed.
The component description is checked by a second member of the Course Team, under the supervision of the Dean of Faculty, to ensure that it has been properly defined and is a fair assessment of appropriate standard, testing the learning outcomes of the module.
43 All written work will be marked following the marking criteria published with the assessment.
Your work will be marked by members of the Module Team under the co-ordination of the Module Leader. The work will be marked according to the assessment criteria laid down in the component description. You will be provided with feedback that justifies your mark and suggests what you could have done to improve it.
The Registrar’s Office will select a sample of work according to University of Westminster regulations and this will be marked a second time by a different marker.
The University of Westminster has the right to inspect and second mark any coursework, test or exam.
Please note that the final approval of marks takes place at the end-of-academic year assessment board. The board will be attended by an external examiner from the United Kingdom. The external examiner will see all the marks and will be able to view any piece of work that you have submitted. This inspection by an independent person is the final guarantee of the integrity of your results.
General Criteria for the Main Forms of Assessment
The assessment criteria for each in-course assessment will relate to the specific module learning outcomes and will be provided with the assessment to allow you to determine exactly what is required and to know which specific learning objectives of the module are being assessed. This will promote the opportunity for you to achieve the maximum mark your ability allows and help to ensure consistency when several lecturers are marking work. The criteria are based on an evaluation of the quality and competence of student work in relation to the module’s published learning outcomes.
All written work will be marked following the marking criteria published with the assessment.
Marking of all in-course assessment work is usually by one of the lecturers involved in the teaching for the module. This is sample second-marked at all Levels. The marker’s comments and corrections will either be directly on the student’s document and/or on a feedback sheet.
The feedback sheets are designed to clearly articulate your performance in relation to the specific criteria for that assessment and to provide consistency when there is more than one marker involved in the module assessment. The importance of constructive feedback as part of learning is recognised and you will receive written feedback including:
• a summary of the strengths and weaknesses of your work
• a rationale for the mark awarded linked to the module learning outcomes and assessment criteria
• an indication of how you could have improved your work.
It is important to you to find time to reflect on the comments so that you can improve your performance. Try not to be disheartened by a low mark – just remember that you can always improve.
In the case of examinations, the Module Leader produces a brief report analysing the main strengths and weaknesses of students’ responses and common errors. You should ask for a copy from the last semester so you can use this feedback to help you prepare for your examination.
The table below is intended only as a general indication. The mark awarded for an individual piece of work will relate both to these generic criteria and to the specific assessment criteria set out in the module documentation. Where a mark is changed, either by an internal moderator or by an external examiner, a brief rationale for this should be given to you.
Assessment Criteria LEVEL
4 5 6
No evidence to suggest that any learning has taken place beyond the most basic
principles. 1-9 0 0
Makes no serious attempt to answer the question, and has little or no coherence.
What little evidence exists to show that learning has taken place is interspersed with
nonsense. 10-19 1-9 0
Makes a limited attempt to answer the question but demonstrates a clear lack of understanding of the issues concerned. Misunderstandings and errors of fact are likely to outweigh correct or meaningful statements. There is unlikely to be any referencing. The poor quality of the writing may make it difficult to read.
20-29 10-19 1-9
Attempts to answer the question but is only partly successful in doing so, with much irrelevant material included and much relevant material left out. Referencing is likely to be limited. It should show at least an emerging understanding of the issues, but is likely to include some fundamental misunderstandings and/or errors of fact. It may well lack structure and be poorly written.
30-39 20-29 10-19
Makes a clear attempt to answer the question, but is likely to include material of doubtful relevance. It may well be based largely on a single text- book, or on lecture notes, but shows at least a basic understanding of the issues. There may be some significant misunderstandings or errors of fact. Structure may be confused and language clumsy.
40-49 30-39 20-29
Is clearly focused on the question and demonstrates a general understanding of the major issues without significant misunderstandings or errors of fact. It may well demonstrate a degree of naivety and is likely to be largely descriptive in nature. It should be properly referenced, but may be based on a limited number of sources, principally text-books. It should have a coherent structure, but may have some clumsy expression.
50-59 40-49 30-39
Demonstrates a detailed understanding of the major issues and at least a general awareness of problems and conflicting viewpoints. Reading is likely to go beyond basic textbooks, and should show at least an emerging ability to compare and contrast the arguments in different sources. It should be structured and well-written.
60-69 50-59 40-49
Demonstrates a full understanding of the major issues and a full awareness of problems and conflicting viewpoints. It should include references to secondary as well as tertiary sources (journal articles, monographs etc.) and should demonstrate at least an emerging ability to evaluate and criticise sources. The quality of argument should demonstrate a degree of sophistication and elegance.
70-79 60-69 50-59
Demonstrates a clear ability to evaluate and criticise sources and at least an emerging ability to apply original insight and thought to the issues under discussion.
There should be at least a limited understanding of theoretical issues. If the analysis of primary data is included this should be conducted with at least a basic degree of competence.
80-89 70-79 60-69
Demonstrates a clear ability to apply original insight and critical thought to the issues under discussion, and a clear understanding of the problems and limitations of the approaches developed. It should demonstrate a degree of sophistication in the way in which theory and practice are integrated. If the analysis of primary data is included this should be conducted with complete competence and with a degree of sophistication.
90-99 80-89 70-79
45
Assessment Criteria LEVEL
4 5 6
Theoretically informed, with a high degree of originality and an effective integration of secondary and primary data. It should be capable of adaptation with a limited amount of effort either for publication (though not necessarily in a peer-reviewed journal) or for effective professional use (e.g. a marketing strategy that could actually be presented to the Board).
100 90-99 80-89
Suitable for publication or effective professional use, as above, in its submitted form,
without significant adaptation. 100 100 90-99
Suitable for publication as a significant article in a peer-reviewed journal, or as a
highly innovative professional document. 100 100 100
A ground-breaking piece of research or exemplary professional document. 100 100 100
How and where to hand in work
All written work must be word-processed and printed single-sided on A4 paper. The top sheet should state your registration number, together with the module title and marker’s name. Where possible, assessments are marked anonymously (the marker will not know the identity of the student). Please do not put your name on any piece of assessed work. Some work, like presentations cannot be marked anonymously of course. Since it is important in business reports that an efficient and appropriate writing style is adopted, a limited word count will encourage such style and also serve to guide you on the amount of work expected.
All assignments have deadlines, which must be met if the work is to be graded. All work must be submitted to the University Registrar’s Office and never directly to your lecturer using the appropriate assessment submission form.
It is vital that students retain a copy of all course work they hand in. Whilst every care is taken, it is inevitable, even in the best-regulated organisation that some instances of work being mislaid will occur. In such cases, you will be required to produce your copy for assessment. It is unfortunate but it must remain the responsibility of individual students to ensure that they have a copy of any work submitted.
As an academic community, all students and staff at the University are expected to demonstrate the highest standards of academic conduct. The University’s expectation is that all grades obtained by students must result form the student’s own efforts to learn and develop. If carried out knowingly, cheating and plagiarism have the objectives of deceiving examiners and gaining an unfair advantage over other students. This is unethical. It also threatens the integrity of the assessment procedures and the value of the University’s academic awards.
While you are studying here your academic performance will be assessed on the basis of your own work. Anyone caught cheating in exams/in-class tests or through coursework assignments will be subject to formal investigation in accordance with Section 10 of the University of Westminster’s Academic Regulations.
It is your responsibility to ensure that you are not vulnerable to any allegation that you have breached the assessment regulations. Serious penalties are imposed on those who cheat.
These may include failure in a module or an element of a module, suspension or exclusion from your course and withdrawal of academic credits awarded previously for modules, which have been passed.
Typical breaches of assessment regulations are described below.