MANAGEMENT ECONOMICS What is the total expenditure combines the graphs of a quadratic function Experimental and theoretical inve…

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LEVEL 5 ASSESSMENT SPECIFICATION
Programme:
BA Business Management
Module:
MANAGEMENT ECONOMICS
Module code:
LCBB5003
Contribution to
Overall Module
Assessment (%):
50%
Lecturer:
Mr. Riaz Bhatti
Internal Verifier:
Isaiah Oino
Assignment Title:
Assessment 1
Word count (or
equivalent):
2500 words
Submission
deadline:
To be announced by the
Assessment team
Please refer to the
assessments schedule
published on Students’ Hall
in Moodle
Return date of
provisional marks
& written feedback:
After the Exam
Board
Submission
method:
All written assessments, where practical and possible, must be submitted via
Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this
assessment specification into Turnitin or it will match many similarities with
other students’ submissions.)
Alternative submission method (if applicable):
Late submission of the assessment will result in a late penalty mark.
Penalties for late submission: Up to one week late, maximum mark of 40%.
Over one week late, 0%. Only the Extenuating Circumstances Panel may
approve a change to submission dates.
Academic
honesty /
referencing:
Academic honesty is required. In the main body of your submission you must
give credit to authors on whose research and ideas your work is based. Append
to your submission a reference list that indicates the books, articles, etc. that
you have used, cited or quoted in order to complete this assessment.
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Module Learning Outcomes
(from module syllabus)
1. Critically evaluate economic data as a guide to policy making within an international,
national and organisational context.
2. Apply a number of different economic concepts (supply and demand, price elasticity, cost
analysis) with respect to managerial decision making in organisations.
3. Analyse the impact of government policy on markets and its effect on the managerial
decisions.
TASK DESCRIPTION
Assignment Guide
The overall aim of the report is to convey just how significant the management economic function is within
an organisation in order to support sound decision making, ensure appropriate control systems are in place,
maximize economic performance and help ensure long term sustainable growth.
You are to work individually on your report and in order to complete this assignment can easily be found on
past news articles about your chosen company – I expect you to become avid business news readers by the
time you finish this assignment.
Your analysis should start with the study of the company’s history, overview about its activities, the
industry it operates in, types of services and products it produces, business environment it operates in, main
markets and other aspects of company’s business profile.
You should choose a product or a product range as a first step. For example, Procter and Gamble has
gazillions of products, you will not have time and resources to study its products. Thus, choose, say, baby
wipes product range and keep your focus on it.
1. Select a business entity that you know something about or can find information on. Describe the
nature of the chosen business with its main product(s) or service(s).
 Research-informed Literature about the role of Management of economics in an economy
(10 marks)
(200 – 220 words)
 What is your chosen product or service?
 What is the rationale behind selection of product or service?
(20 marks)
(200 – 220 words)
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2. Identify Demand and Market Equilibrium. For each of the factors that influence Demand,
describe how your main product or service is affected. Does the factor indicate that demand
is increasing or decreasing?
 Price of substitutes – What is a substitute for the product or service? Is the substitute’s price
 increasing or decreasing? How does this affect demand for your product or service?
 Price of complements – What is a complement for the product or service? Is the complement’s price
 increasing or decreasing? How does this affect demand for your product or service?
 Consumer Income – Is consumer income increasing or decreasing? How does this affect
 demand for your product or service?
 Consumer tastes & preferences – How are consumer preferences changing? How does this
 affect demand for your product or service?
 Consumer expectations of price (of your product or service.) – Looking ahead, do consumers
expect the price of your product or service to increase or decrease? How does this affect
 demand for your product or service?
 Demographics – Number of Consumers (Buyers) – Is the number of buyers increasing or
decreasing? How does this affect demand for your product or service?
(30 marks)
(1,050 – 1,155 words)
3. For each of the factors that influence the Price Elasticity of Demand, describe how your main
product or service (described in 2 above) is affected. Does the factor indicate demand is more
elastic or more inelastic?
 Substitution Effects. Luxury vs. Necessity – From the consumers point of view is this a luxury or
 a necessity? Does this factor indicate demand is more elastic or more inelastic?
Income effects. Percentage of income – Does the purchase of the good or service represent a
large or small portion of the consumer’s income? Does this factor indicate demand is more
elastic or more inelastic?

 Given your analysis, what pricing policy should the business employ? Why?
(30 marks)
(1,050 – 1,155 words)
4. Your report must be referenced using Harvard Referencing conventions [Refer to
Harvard Referencing Handbook on the Library Resource]
Hint: [How to avoid plagiarism There are four simple ways to avoid plagiarism: • Do not
copy from other students’ work. • Do not ‘cut and paste’ information from the Internet, or
another source, without properly referencing it and showing it as a quotation.
It is easy to avoid plagiarism. ‘Forgetting’ is a common issue in plagiarism to reference
material obtained from elsewhere. This can be avoided by keeping the list of references as
progress in research]
(10 marks)
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Try to use graphs or tables plotting/showing the trends for the past five years. Data on sales, costs, profit
margin, employee numbers, market share etc. could be used. These are easily collected or computed using
the annual reports of the companies. Below, I provided a list of the sources of data, the list is not exhaustive.
So, try using other data sources.
Markets and firms for consideration (the list is not exhaustive)
Accountancy
Air travel
Automobile
Aircraft engineering
Aircraft
Banking & Financial
Brewers
Electrical retail
Fast food
Food retail
Food and personal care
Furniture
PwC, E&Y
Virgin, British Airways
GM, Ferrari
Rolls Royce, Boeing
Airbus, Boeing
Barclays, Goldman Sachs
Carlsberg, Diageo
Curries, Best Buy
McDonalds, Burger King
Wall Mart, Tesco
Procter & Gamble
Ikea
Handset
Apple, Samsung
Home DIY
B&Q, Homebase
Hospitality
Accor Hotels, Radisson Hotels
Household Appliances
Zanussi, Indesit Company
Microprocessors
Mobile phone network
Oil & Gas Extraction
PC
Intel, AMD
Vodafone, Verizon
BP, ConocoPhillips
HP, Dell
Pharmaceuticals
Astra-Zeneca, Pfizer
Restaurants
Soft drinks
Sportswear
Domino’s, Itsu
Cadbury Schweppes, Coca Cola
Nike, Adidas
Sugar
British Sugar, Tate & Lyle
Tobacco
BAT, Imperial Tobacco Group
Tyres
Goodyear, Michelin Group
TVs
Samsung, Panasonic
Publishing
Penguin Random House, Hachette Livre
Bookies
Paddy Power Betfair, William Hill
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Source of Data/Information
https://www.warc.com/ContentandPartners/EuromonitorInternational.info
https://www.census.gov/ – data on US businesses
https://fred.stlouisfed.org/ – data on macroeconomic indicators
https://www.ons.gov.uk/ – data on UK businesses
http://www.statista.com/ – data on various indicators for various countries
http://stats.oecd.org/ – data on social and economic indicators, OECD countries
http://www.oecd-ilibrary.org/statistics – statistical tables, reports, etc.
Useful web sites/links
http://marketrealist.com/page/12/?tx=content-type&tm=overviews#article-919858
http://www.oecd.org/economy/
https://www.retaildetail.eu/en
http://finance.yahoo.co.uk
http://www.farmbusinesssurvey.co.uk/
Suggested Readings
Aigner-Walder, B. (2015) Effects of the Demographic Changes on Private Consumption: An Almost
Ideal Demand System Analysis for Austria. Journal of Economic and Social Studies, 5, 1, 33-57
Andreyeva, T., Long, M. and Brownell, K. (2010) The Impact of Food Prices on Consumption: A Systematic
Review of Research on the Price Elasticity of Demand for Food. American Journal of Public Health, 100,
2, 216-222.
Bagwell, K. (2005) The Economic Analysis of Advertising. Columbia University Discussion Papers No. :
0506-01
Baker, J. (2003) Competitive Price Discrimination: The Exercise of Market Power Without
Anticompetitive Effects (Comment on Klein and Wiley). Articles in Law Reviews & Other Academic
Journals. Paper 278.
Ellickson, P. (2013) Market Structure and Performance. International Encyclopedia of the Social &
Behavioral Sciences, Forthcoming; Simon School Working Paper No. 13-21
Foot, D. and Gomez, R. (2006) Population aging and sectorial growth: the case study of the UK, 2006-2026.
OJBE, 5:1
Griffith, G. (2003) The Impact of Supermarkets on Farm Suppliers. The Australian Economic Review, 37,
3, 329–336
OECD (2015), OECD Employment Outlook 2015, OECD Publishing, Paris.
Available at: http://ifuturo.org/documentacion/Employment%20outlook%202015.pdf
OECD (2015) GENERAL ASSESSMENT OF THE MACROECONOMIC SITUATION. OECD
Economic Outlook Volume 2015/1
Rauch, D. and Schleicher, D. (2015) Like Uber, But for Local Governmental Policy: The Future of Local
Regulation of the ‘Sharing Economy’. George Mason Law & Economics Research Paper No. 15-01.
Available at: http://ssrn.com/abstract=2549919
Cigliano, J. (1980) Price and Income Elasticities for Airline Travel: The North Atlantic Market,
Business Economics, pp. 17–21.
Page 6 of 13
Heien, D. and Pompelli, G. (1989) The Demand for Alcoholic Beverages: Economic and
Demographic Effects, Southern Economic Journal, pp. 759–769.
Shapiro, M. (1987) Measuring Market Power in U.S. Industry, NBER Working Paper, No. 2212.
Further Guidelines
The report should be well structured and presented, making appropriate use of reading materials, graphs
and footnotes, and with full referencing.
In general, all pieces of work should display the following desirable characteristics as much as possible:
  Answer focuses on question(s) asked
  Degree to which the answer covers all aspects of question
 Degree to which answer exhibits understanding and knowledge of relevant theoretical (and

empirical) literature and of policy issues
Degree to which answer demonstrates consistency, coherence and purposeful analysis


 Appropriate use of graphs (and statistical methods)
 Analytical and critical ability – ability to go beyond the descriptive and the immediately obvious
  Depth and breadth of the analysis
 Originality (i.e. synthesis of a fair amount of material and being more than a rehash of some text or

texts)
 Assessment of the importance of the topic under discussion


Evidence of the use of a variety of sources
  Clarity of explanation

Conclusions that cover the main issues and which offer a critical assessment of the work
undertaken and relevant policy implications

 Appropriate referencing
 Use Harvard style (find the Harvard style guide on blackboard)
 Overall quality of presentation
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GUIDANCE FOR STUDENTS IN THE COMPLETION OF
TASKS
NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf.
1. Engagement with Literature Skills
Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s)
set. You should provide evidence that you have accessed an appropriate range of sources, which may be
academic, governmental and industrial; these sources may include academic journal articles, textbooks,
current news articles, organisational documents, and websites. You should consider the credibility of your
sources; academic journals are normally highly credible sources while websites require careful
consideration/selection and should be used sparingly. Any sources you use should be current and up-todate, mostly published within the last five years or so, though seminal/important works in the field may be
older. You must provide evidence of your research/own reading throughout your work, using a suitable
referencing system, including in-text citations in the main body of your work and a reference list at the end of
your work.
2. Knowledge and Understanding Skills
At level 5, you should be able to demonstrate: sound knowledge and critical understanding of the wellestablished concepts and principles of the subject area and the way in which those principles have
developed; knowledge of the main methods of enquiry in the discipline. Knowledge relates to the facts,
information and skills you have acquired through your learning. You demonstrate your understanding by
interpreting the meaning of the facts and information (knowledge). This means that you need to select and
include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You
should be able to explain the theories, concepts, etc. meaningfully to show your understanding. Your
mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding.
3. Cognitive and Intellectual Skills
You should be able to critically analyse information, and propose solutions to problems arising from that
analysis, including the critical evaluation of the appropriateness of different approaches to solving problems.
Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to
examine and break information down into parts, make inferences, compile, compare and contrast information.
This means not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? At
all times, you must provide justification/evidence for your arguments and judgements. Evidence that you
have reflected upon the ideas of others within the subject area is crucial to you providing a reasoned and
informed debate within your work. Furthermore, you should provide evidence that you are able to make
sound judgements and convincing arguments using data and concepts, with an understanding of the limits
of knowledge, and how this influences analyses and interpretations. Sound, valid conclusions are necessary
and must be derived from the content of your work.
recommendations may be proposed.
Where relevant, alternative solutions and
4. Practical Skills
At level 5, you should be able to use/deploy a range of established techniques within the discipline, and apply
underlying concepts and principles outside the context in which they were first studied, including, where
appropriate, the application of those principles in an employment context. You should be able to demonstrate
how the subject-related concepts and ideas relate to real world situations and/or a particular context. How
do they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, to
assess current situations, perhaps to formulate plans or solutions to solve problems, or to create artefacts,
some of which may be creative. This is likely to involve, for instance, the use of real world artefacts, examples
and cases, the application of a model within an organisation and/or benchmarking one theory or organisation
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against others based on stated criteria. You should show awareness of the limitations of concepts and
theories when applied in particular contexts.
5. Transferable Skills for Life and Professional Practice
Your work must provide evidence of the qualities and transferable skills necessary for employment requiring
the exercise of personal responsibility and decision-making. This includes demonstrating: professional
development to advance existing skills and acquire new competences that will enable you to assume
significant responsibility within organisations; that you can initiate and complete tasks and procedures,
whether individually and/or collaboratively; that you can use appropriate media to effectively communicate
information, arguments and analysis in a variety of forms to specialist and non-specialist audiences; fluency
of expression; clarity and effectiveness in presentation and organisation. Work should be coherent and wellstructured in presentation and organisation.
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STUDENT FEEDBACK FORM
This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your
mark. The marks available for each category of skill are shown. Lecturers will use the space provided to comment on
the achievement of the task(s), including those areas in which you have performed well and areas that would benefit
from development/improvement.
Generic Assessment Criteria
Marks
available
Marks
awarded
1. Engagement with Literature Skills
.
Research-informed Literature about the role of Management of economics in an economy. Extent of
research and/or own reading, selection of credible sources, application of appropriate referencing
conventions.
10
2. Knowledge and Understanding Skills
Extent of knowledge and understanding of concepts and underlying principles associated with the
discipline. Describe the nature of the chosen business with its main product(s) or service(s).
20
3. Cognitive and Intellectual Skills
Identify Demand and Market Equilibrium in the context of the chosen organisation. For each of the
factors that influence Demand, describe how your main product or service is affected. Does the factor
indicate that demand is increasing or decreasing?
30
4. Practical Application Skills
For each of the factors that influence the Price Elasticity of Demand, describe how the chosen product
or service is affected. Does the factor(s) indicate demand is more elastic or more inelastic?
30
5. Transferable Skills for Life and Professional Practice
Attributes in professional practice: individual and collaborative working; deployment of appropriate
media. presentation and Organisation.
10
Assessment Mark (Assessment marks are subject to ratification at the
Exam Board. These comments and marks are to give feedback on module work
and are for guidance only until they are confirmed. )
Late Submission Penalties (tick if
appropriate)
100%
Up to 1 week late (40% Max)
Over 1 week late (0%)
GENERIC ASSESSMENT CRITERIA
Level 5
In accordance with the Framework for Higher Education Qualifications, at the end of Level 5 students will be expected to have developed sound knowledge
and critical understanding of the well-established concepts and principles in their field of study, and of the way in which those principles have developed.
They will have learned to apply those concepts and principles more widely outside the context in which they were first studied, including, where appropriate,
the application of those principles in an employment context. They will have knowledge of the main methods of enquiry in the subject area, and ability to
evaluate critically different approaches to problem solving. They will possess an understanding of the limits of their knowledge, and how this influences their
analyses and interpretations. They will be able to use a range of established techniques to initiate and undertake critical analysis of information, and to
propose solutions to problems arising from that analysis. They will be able to effectively communicate information, arguments and analysis in a variety of
forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. They will be able to undertake further training,
develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations. They will have the
qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.
Level 5
FAIL
MARGINAL FAIL
SATISFACTORY
(3rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1st / Distinction)
EXCEPTIONAL
(1st / Distinction)
Category
0-29%
30-39%
40-49%
50-59%
60-69%
70-84%
85-100%
Engagement
with literature
(including
reading,
referencing,
academic
conventions and
academic
honesty)
Little or no
evidence of
reading and/or
reliance on
inappropriate
sources.
Views and
findings mostly
unsupported and
non
authoritative.
Referencing
conventions
used
incoherently or
largely absent.
Poor
engagement
with essential
reading. No
evidence of
wider reading.
Reliance on
inappropriate
sources, and/or
indiscriminate
use of sources.
Heavily reliant
on information
gained through
class contact.
Inconsistent and
weak use of
referencing.
Engagement
with a limited
range of mostly
relevant and
credible sources.
Some omissions
and minor
errors.
Referencing
conventions
evident though
not always
applied
accurately or
consistently.
Engagement
with an
appropriate
range of
literature,
including
sources
retrieved
independently.
Some over
reliance on texts.
Referencing may
show minor
inaccuracies or
inconsistencies.
Engagement
with a wide
range of
literature,
including
sources
retrieved
independently.
Selection of
relevant and
credible sources.
Very good use of
referencing, with
no/very few
inaccuracies or
inconsistencies.
Engagement
with an
extensive range
of relevant and
credible
literature.
Consistently
accurate
application of
referencing.
Exceptional
engagement
with an
extensive range
of relevant and
credible
literature. High
level referencing
skills
consistently
applied.
Knowledge
and
understanding
(Sound
knowledge and
Major gaps in
knowledge with
unsatisfactory,
uncritical
understanding of
Fragmentary
knowledge, with
only superficial
critical
understanding.
Limited but
adequate
knowledge and
critical
understanding of
Knowledge is
reasonably
detailed and
accurate. A good
critical
Knowledge is
reasonably
extensive.
Exhibits very
competent
Excellent,
detailed
knowledge and
highly critical
understanding of
Exceptionally
detailed
knowledge and
outstanding
critical
Level 5
FAIL
MARGINAL FAIL
SATISFACTORY
(3rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1st / Distinction)
EXCEPTIONAL
(1st / Distinction)
Category
0-29%
30-39%
40-49%
50-59%
60-69%
70-84%
85-100%
critical
understanding of
the well
established
concepts and
principles in their
field of study;
knowledge of the
main methods of
enquiry in the
discipline.)
the subject
matter. Much
irrelevant
material.
Substantial
inaccuracies.
Significantly
flawed
understanding of
the main
methods of
enquiry in the
discipline.
Some significant
inaccuracies
and/or irrelevant
material.
Incomplete or
partially flawed
understanding of
the main
methods of
enquiry in the
discipline.
the well
established
concepts and
principles within
the subject area,
with a few gaps
in the selection
of material. A
narrow critical
understanding of
the main
methods of
enquiry.
understanding of
the well
established
concepts and
principles and
the main
methods of
enquiry, with
minor gaps in
the selection of
material.
critical
understanding of
the well
established
concepts and
principles of the
subject and the
main methods of
enquiry.
Breadth and
depth of
knowledge.
the well
established
concepts and
principles of the
subject and the
main methods of
enquiry.
understanding of
the well
established
concepts and
principles of the
subject and the
main methods of
enquiry. May go
beyond
established
theories.
Cognitive and
intellectual
skills
(Critical
evaluation and
analysis of
concepts and
principles;
argument and
judgement; the
limits of their
knowledge, and
how this
influences their
analyses and
interpretations.)
Wholly or almost
wholly
descriptive work.
Little or no
critical
evaluation and
analysis of
concepts and
principles.
Failure to
develop
arguments,
leading to
illogical or invalid
judgements.
Unsubstantiated
generalisations
or opinion, made
without use of
any credible
evidence.
Largely
descriptive work,
with superficial
use of critical
evaluation and
analysis of
concepts and
principles. Weak
development of
arguments and
judgements.
Information
accepted
uncritically, uses
generalised
statements
made with scant
evidence and
unsubstantiated
opinions. Ideas
sometimes
illogical and
contradictory.
Limited attempt
at critical
evaluation and
analysis of
concepts and
principles,
tending towards
description.
Some evidence
to support
arguments and
judgements but
these may be
underdeveloped,
with a little
inconsistency /
mis
interpretation or
failure to fully
recognise limits
of knowledge.
Some critical
evaluation and
analysis of
concepts and
principles,
though
descriptive in
parts.
An emerging
awareness the
limits of their
knowledge and
ability to use
evidence to
support the
argument though
with some
tendency to
assert/state
opinion rather
than argue on
the basis of
reason and
evidence.
Mostly valid
arguments and
logical
judgements.
Sound critical
evaluation and
analysis of
concepts. Is
selective in the
range of
evidence used
and synthesises
rather than
describes. Ability
to devise
arguments that
show awareness
of different
stances, and use
evidence
convincingly, to
support
appropriate and
valid
judgements.
Excellent critical
evaluation and
analysis of
concepts and
principles
leading to
logical,
evidence-based,
reasoned
arguments and
judgements.
Explicit
recognition of
other stances
and a strong
awareness of
the limits of their
knowledge.
A capacity for
independent
thought and
ability to ‘see
beyond the
question’,
suggesting some
grasp of the
broader field and
wider concepts.
Outstanding
critical
evaluation and
analysis of
concepts and
principles. Uses
evidence
exceptionally
well to connect
ideas, and
support highly
logical and
persuasive,
arguments and
judgements.
Evidence of
independent
thought and
ability to ‘see
beyond the
question’,
suggesting a
clear grasp of
the broader field
and wider
concepts.
Perceptive
recognition of
Level 5
FAIL
MARGINAL FAIL
SATISFACTORY
(3rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1st / Distinction)
EXCEPTIONAL
(1st / Distinction)
Category
0-29%
30-39%
40-49%
50-59%
60-69%
70-84%
85-100%
the limits of their
knowledge, and
how this
influences their
analyses and
interpretations.
Practical skills
(Apply underlying
concepts and
principles more
widely outside the
context in which
they were first
studied; use a
range of
established
techniques;
propose solutions
to problems
arising from
analysis.)
Limited or no
use of
established
methods,
materials, tools
and/or
techniques.
Little or no
appreciation of
the context of
the application.
Limited
understanding of
the application of
theory to
practice or
making
appropriate links
between the two.
Very weak
problem-solving
skills outside the
context in which
they were first
studied.
Rudimentary
application of
established
methods,
materials, tools
and/or
techniques but
without
consideration
and
competence.
Flawed
appreciation of
the context of
the application.
Weak
understanding of
the application of
theory to
practice, with
only occasional
evidence of
making
appropriate links
between the two.
Weak problem
solving skills
outside the
context in which
they were first
studied.
An adequate
awareness and
mostly
appropriate
application of
established
methods,
materials, tools
and/or
techniques.
Basic
appreciation of
the context of
the application.
Theoretical
knowledge and
understanding
applied in
practice, but not
always making
logical links
between the two.
Can identify
problems and
propose basic
solutions outside
the context in
which they were
first studied.
A good and
appropriate
application of
established
methods,
materials, tools
and/or
techniques.
Clear
appreciation of
the context of
the application.
Mainly
consistent,
accurate and
logical
application of
theory to
practice, making
appropriate links
between the two.
Can identify
problems and
propose mostly
appropriate
solutions outside
the context in
which they were
first studied.
A very good
application of a
range of
established
methods,
materials, tools
and/or
techniques.
Very good
consideration of
the context of
the application,
with perceptive
insights.
Consistent,
accurate and
logical
application of
theory to
practice, making
appropriate links
between the two.
Can identify
problems and
propose
appropriate
solutions outside
the context in
which they were
first studied.
Evidence of
some creativity.
An advanced
application of a
range of
established
methods,
materials, tools
and/or
techniques.
The context of
the application is
well considered,
and insightful.
Consistent,
accurate and
logical
application of
theory to
practice, making
well-developed
links between
the two. Can
identify problems
and propose
excellent,
creative
solutions outside
the context in
which they were
first studied.
Exceptional
levels of
application and
deployment
skills using
established
methods,
materials, tools
and/or
techniques.
Consistent,
accurate and
logical
application of
theory to
practice, making
highly developed
links between
the two. Can
identify routine
and non-routine
problems and
propose quite
sophisticated,
creative
solutions outside
the context in
which they were
first studied.
Transferable
skills for life
Communication
medium is
Communication
medium is poorly
Can
communicate in
Can
communicate
Can
communicate
Can
communicate
Can
communicate
Level 5
FAIL
MARGINAL FAIL
SATISFACTORY
(3rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1st / Distinction)
EXCEPTIONAL
(1st / Distinction)
Category
0-29%
30-39%
40-49%
50-59%
60-69%
70-84%
85-100%
and
professional
practice
(Effectively
communicate in a
variety of forms
to specialist and
non-specialist
audiences; the
qualities and
transferable skills
necessary for
employment
requiring the
exercise of
personal
responsibility and
decision-making.)
inappropriate or
misapplied.
Work is poorly
structured,
disorganised
and/or
confusingly
expressed. Very
weak use of
language and/or
very
inappropriate
style. Failure to
work effectively
as part of a
group. Little or
no evidence of
the skills for
employment
requiring the
exercise of
personal
responsibility
and decision
making.
designed and/or
not suitable for
the audience.
Work is poorly
presented in a
disjointed
manner. It is
loosely, and at
times
incoherently,
structured, with
information and
ideas often
poorly
expressed.
Weak use of
language and/or
inappropriate
style. Flawed
approach to
group work,
meeting only
partial
obligations to
others. Limited
evidence of the
skills for
employment
requiring the
exercise of
personal
responsibility
and decision
making.
a suitable
medium for the
audience but
with some room
for improvement.
Mostly ordered
presentation and
structure in
which relevant
ideas / concepts
are reasonably
expressed. Work
may lack
coherence in
places. Can
work as part of a
group, meeting
most obligations
to others but
perhaps with
limited
involvement in
group activities.
Demonstrates
the basic skills
for employment
requiring the
exercise of
personal
responsibility
and decision
making, with
some areas of
minor weakness.
effectively in a
suitable medium
for the audience,
but may have
minor errors.
Mostly coherent,
organised work,
in a suitable
structure and is
for the most part
clearly
expressed. Can
work effectively
independently
and/or as part of
a team, with
clear
contribution to
group activities.
Demonstrates
the skills for
employment
requiring the
exercise of
personal
responsibility
and decision
making, with
some areas of
strength and
some of minor
weakness.
well, confidently
and consistently
in a suitable
medium for the
audience.
Work is
coherent, fluent,
well-structured
and organised.
Can work very
well
autonomously
and/or as part of
a team, with very
good
contribution to
group activities.
Demonstrates
very good skills
for employment
requiring the
exercise of
personal
responsibility
and decision
making, with just
occasional minor
weakness.
professionally
confidently and
consistently in a
suitable medium
for the audience.
Work is
coherent, very
fluent and is
presented
proficiently. Can
work
autonomously
with initiative.
Where relevant
can work
professionally
within a team,
showing
leadership skills
as appropriate,
and meeting
obligations.
Demonstrates
excellent skills
for employment
requiring the
exercise of
personal
responsibility
and decision
making and an
appetite for
further
development.
with an
exceptionally
high level of
professionalism,
highly suitable
for the audience.
Work is
exceptionally
coherent, very
fluent and is
presented
professionally.
Can work
exceptionally
well within a
team, showing
leadership skills.
Demonstrates
exceptional skills
for employment
requiring the
exercise of
personal
responsibility
and decision
making and an
appetite for
further
development.
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