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APPENDIX GA36a

LEVEL 4 ASSESSMENT SPECIFICATION

Programme: CertHE Skills for the Workplace

Module: Effective Team Work and Communication

Contribution to
Module code: BMSW4002 50%
Overall Module
Assessment (%):
Module Leader: Lloyd Beharry Internal Verifier: Sylvia Hoffmann

Assignment Title: Effective Team Work and Word count (or 2000 words
Communication equivalent):
Assessment 1

Submission To be announced by the Return date of After the Exam

deadline: Assessment team provisional marks Board
Please refer to the assessments & written feedback:
schedule published on
Students’ Hall in Moodle
All written assessments, where practical and possible, must be submitted via
Submission
Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this
method:
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 Academic honesty is required. In the main body of your submission you must
honesty / give credit to authors on whose research and ideas your work is based. Append
referencing: 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)

MODULE AIM

1. To introduce students to strategies for effective team working.

2. To develop students awareness of the range of communication skills integral to success

within the workplace.

LEARNING OUTCOMES

Upon the successful completion of this module, the student will be able to:

1. Apply the main theories relating to group dynamics, team working and communication
to their own workplace examples.

2. Prepare and deliver a short presentation within a team working context.

ASSESSMENT
Assessment – Component 1 (50%)

Mode of assessment Volume Weighting

Practical portfolio of set in-class exercises
or equivalent (e.g. various
communications such as emails, business
2000 words or equivalent 50%
letters / case study analysis / other
evidence generated during classroom
activities)

TASK DESCRIPTION
Report (2000 words)

Write a report of 2000 words demonstrating your understanding of the models of communication and the
communication skills discussed in class, and refer to any case studies done to show how these helped your
understanding. Give examples of poor communication in your own or your friend’s workplace and suggest
how it could be improved by using your findings from published literature (i.e. refer to theory).

GENERAL SUBMISSION GUIDANCE

1. All of your submissions must include a title page that clearly states
your name, your student number, the module code and title, your
lecturer’s name, and your assignment title.
2. All of your submissions should be typed in Arial font, size 11.
3. All of your submissions should be typed with 1.5 line spacing.

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 4. All of your submissions should have an appropriate structure,
include page numbers and have a reference list.

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-to-
date, 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 4, you should be able to demonstrate knowledge of the underlying concepts and principles associated
with your area(s) of study. 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. 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 present, evaluate and interpret qualitative and quantitative data, in order to develop
lines of argument and make sound judgements in accordance with basic theories and concepts of your
subject(s) of study. You should be able to evaluate the appropriateness of different approaches to solving
problems related to your area(s) of study and/or work. Your work must contain evidence of logical, analytical
thinking. 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? You should provide justification for your arguments and judgements using evidence
that you have reflected upon the ideas of others within the subject area and that you are able to make sound
judgements and arguments using data and concepts. Where relevant, alternative solutions and
recommendations may be proposed.

4. Practical Skills
At level 4, you should be able to apply the basic underlying concepts and principles to evaluate and interpret
these within the context of your area of study. 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. 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 against others based on stated criteria.

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 some personal responsibility. This includes demonstrating: that you can communicate the
results of your study/work accurately and reliably, and with structured and coherent arguments; that you can
initiate and complete tasks and procedures, whether individually and/or collaboratively; fluency of expression;

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clarity and effectiveness in presentation and organisation. Work should be coherent and well-structured 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.

awarded
available

Marks
Marks
Generic Assessment Criteria

1. Engagement with Literature Skills

. 20

2. Knowledge and Understanding Skills

20

3. Cognitive and Intellectual Skills

20

4. Practical Application Skills

20

5. Transferable Skills for Life and Professional Practice

20

Late Submission Penalties (tick if

Assessment Mark (Assessment marks are subject to ratification at the appropriate)
Exam Board. These comments and marks are to give feedback on module work Up to 1 week late (40% Max) 100%
and are for guidance only until they are confirmed. ) Over 1 week late (0%)

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GENERIC ASSESSMENT CRITERIA

Level 4
In accordance with the Framework for Higher Education Qualifications, at the end of Level 4 students will be expected to have demonstrated knowledge of
the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that area of study. They should
be able to present, evaluate and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements in accordance
with basic theories and concepts of their subject(s) of study. They will have learned how to evaluate different approaches to solving problems, and will be
able to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. They will be able to undertake further
training and develop new skills within a structured and managed environment and will have the qualities and transferable skills necessary for employment
requiring the exercise of some personal responsibility.

Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL

FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement Little or no Poor Engagement Engagement Engagement Engagement Exceptional
with literature evidence of engagement with a limited with an with a wide with an engagement
(including reading and/or with essential range of mostly appropriate range of extensive range with an
reading, reliance on reading. No relevant and range of literature, of relevant and extensive range
referencing, inappropriate evidence of credible sources literature, including credible of relevant and
academic sources. wider reading. but with some including sources literature. credible
conventions and Views and Reliance on reliance on sources retrieved Consistently literature. High-
academic findings mostly inappropriate information retrieved independently. accurate level referencing
honesty) unsupported and sources, and/or gained through independently. Selection of application of skills
non- indiscriminate class contact. Some over- relevant and referencing. consistently
authoritative. use of sources. Some omissions reliance on texts credible sources. applied.
Referencing Heavily reliant and minor rather than other Generally sound
conventions on information errors. sources. referencing, with
used gained through Referencing Referencing may no/very few
incoherently or class contact. conventions show minor inaccuracies or
largely absent. Inconsistent and evident though inaccuracies or inconsistencies.
weak use of not always inconsistencies.
referencing. applied
accurately or
consistently.
Knowledge Major gaps in Gaps in Limited Knowledge of Competent Excellent Exceptional,
and knowledge and knowledge of the knowledge and the basic knowledge of the knowledge and detailed
understanding understanding of basic underlying understanding of underlying basic underlying understanding of knowledge and
(Knowledge of the the basic concepts and the basic concepts and concepts and the basic understanding of
basic underlying underlying principles, with underlying principles is principles. underlying the basic
concepts and concepts and flawed or concepts and accurate with a Exhibits very concepts and underlying
principles of the superficial principles within good
Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
principles of a subject matter. understanding. the subject area. understanding of good principles of the concepts and
subject.) Inclusion of Some significant Some elements the field of study understanding. subject. principles
irrelevant inaccuracies may be missing. but lacks depth
material. and/or irrelevant and/or breadth.
Substantial material.
inaccuracies.
Cognitive and Wholly or almost Largely Limited attempt Good evaluation Sound Excellent Exceptional
intellectual wholly descriptive work, at evaluation of of the underlying evaluation of the evaluation of the evaluation of the
skills descriptive work. with superficial the underlying concepts and underlying underlying underlying
(Evaluate Little or no evaluation of the concepts and principles. Can concepts and concepts and concepts and
underlying evaluation of the underlying principles, interpret principles. Can principles. Can principles based
concepts and underlying concepts and tending towards qualitative and interpret interpret evidence.
principles of a concepts and principles. Weak description. quantitative qualitative and qualitative and Outstanding
subject and principles. interpretation of Can interpret data, with minor quantitative data quantitative data interpretation of
interpret Failure to data, flawed qualitative and errors. accurately. accurately and qualitative and
qualitative and
develop development of quantitative data An emerging Ability to devise with some quantitative
quantitative data
in order to arguments, arguments and but with some ability to use arguments using insight. Excellent data.
develop lines of leading to judgements. errors. Some evidence to evidence to ability to devise Exceptional
argument and illogical or invalid Information evidence to support the make mostly arguments using ability to devise
make sound judgements. accepted support argument. appropriate and evidence and arguments using
judgements.) Minimal or no uncritically, uses emerging Mostly valid valid make evidence and
use of generalised arguments and arguments and judgements. appropriate and make wholly
evidence to back statements judgements but logical valid appropriate and
up views. made with scant these may be judgements. judgements. valid
evidence and underdeveloped judgements.
unsubstantiated or with a little
opinions. Ideas inconsistency /
sometimes mis-
illogical and interpretation.
contradictory.
Practical skills Limited or no Rudimentary An adequate A good and A very good An advanced Exceptional
(Different use of taught, application of awareness and appropriate application of a application of a levels of
approaches to basic methods, taught, basic mostly application of range of basic range of taught, application and
solving problems materials, tools methods, appropriate basic methods, methods, basic methods, deployment
in particular and/or materials, tools application of materials, tools materials, tools materials, tools skills in
contexts.) techniques. and/or basic methods, and/or and/or and/or particular
Little or no techniques but materials, tools techniques. techniques. techniques. practical
appreciation of without and/or Clear Very good The context of contexts.
the context of consideration techniques. appreciation of consideration of the application is Outstanding
the application. and Basic the context of the context of well considered, identification of
competence. appreciation of the application. the application. and insightful. problems in
Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Very weak Flawed the context of Good evidence Very good Excellent particular
evidence of appreciation of the application. of different evidence of evidence of contexts and
different the context of Can identify approaches to different different formulation of
approaches to the application. problems in problem-solving approaches to approaches to wholly
problem-solving Weak evidence particular in particular problem-solving problem-solving appropriate,
in particular of different contexts and contexts and in particular in particular thoughtful
contexts. approaches to propose basic proposes mostly contexts and contexts and solutions /
problem-solving alternative appropriate proposes proposes different
in particular approaches or solutions. appropriate appropriate approaches.
contexts. solutions though solutions. solutions.
there may be
errors.
Transferable Work is poorly Work is poorly Mostly ordered Mostly coherent, Work is Work is Work is
skills for life structured, presented in a presentation and organised and accurate, coherent, very accurate,
and disorganised, disjointed structure in accurate work, in coherent, fluent, fluent and is exceptionally
professional inaccurate manner. It is which relevant a suitable well-structured presented coherent, very
practice and/or loosely, and at ideas / concepts structure and is and organised. professionally. fluent and
(Communicate confusingly times are reasonably for the most part Can work Can work presented well.
the results of their expressed. Very incoherently, expressed. Work clearly effectively effectively Can work
study/work weak use of structured, with may lack expressed. Can independently independently effectively
accurately and language and/or information and coherence work effectively and/or as part of and/or as part of independently
reliably, and with very ideas often and/or accuracy independently a team, with very a team, with an and/or as part of
structured and inappropriate poorly in places. Can and/or as part of good excellent a team, with an
coherent
style. Failure to expressed. work as part of a a team, with contribution to contribution to exceptional
arguments; the
qualities needed work effectively Weak use of group, meeting clear group activities. group activities. contribution to
for employment individual or as language and/or most obligations contribution to Demonstrates Demonstrates group activities.
requiring the part of a group. inappropriate to others but group activities. very good skills excellent skills Demonstrates
exercise of some Little or no style. Flawed perhaps with Demonstrates for employment for employment exceptional skills
personal evidence of the approach to limited the skills for requiring the requiring the for employment
responsibility skills for individual or involvement in employment exercise of some exercise of some requiring the
within a structured employment group work, group activities. requiring the personal personal exercise of some
and managed requiring the meeting only Demonstrates exercise of some responsibility, responsibility personal
environment.)
exercise of some partial the basic skills personal with just with an appetite responsibility
personal obligations to for employment responsibility, occasional minor for further with an appetite
responsibility. others. Limited requiring the with some areas weakness. development. for further
evidence of the exercise of some of strength and development.
skills for personal some of minor
employment responsibility, weakness.
requiring the with some areas
exercise of some of minor
weakness.
Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
personal
responsibility.

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