| Category | Assignment | Subject | Management |
|---|---|---|---|
| University | University of Sussex | Module Title | 940N1 Infrastructure, Innovation and Sustainability |
| Word Count | 2500 words |
|---|---|
| Assessment Type | Essay |
| Academic Year | 2024-25 |
The module uses two modes of assessment to develop and test different types of knowledge, skills and aptitudes, and module learning outcomes. Your grade for the module will be based on an individual essay up to 2500 words, which accounts for 70% of your mark and a group presentation, which accounts for 30% of your overall mark for the module. Both assessments will address issues covered in the sessions and in the essential readings.
The essay aims to allow students to apply what they have learnt in the module creatively and critically to produce an original piece of writing. The main conceptual focus of your essay should draw on ideas and frameworks featured within this module (teaching and materials); you are welcome to include relevant concepts from outside the module’s teaching, but this should be supplementary and a small proportion of your argument. The assessments will focus more on your ability to use your knowledge of the subject, rather than simply testing your memory for facts.
In a good essay, a student will have:
Essays should be professionally presented, well-structured and proofread. Workshops and online resources available from the university are recommended.
|
Overview |
Guidance |
Mark |
School criteria |
|
Selection, description and application of conceptual ideas
|
- Use of conceptual ideas from the module - Appropriate application of the concepts - Clarity of description and demonstration of understanding of the concepts |
30% |
Knowledge & Understanding; Application |
|
Selection, description and application of empirical cases |
- Selection of appropriate cases/examples - Clearly described and well-evidenced examples/cases - Demonstrate own research and present sources |
30% |
Reading & research |
|
Argument and response to the question |
- Addresses the question. - Argument communicated in a clear and accessible way? (Consider: structure of the narrative; clarity of the argument; clarity and quality of the information included) - Reaches meaningful conclusions traced to the literature and evidence used; - Reflects on limitations of the approach and recommendations |
30% |
Critical Thinking |
|
Communication and layout |
- Appropriate structure and style of report - Communication of ideas and clarity of writing
|
10% |
Presentation & Style |
Distinction
Exceptional 90-100: In addition to the requirements for outstanding, the work has very substantial elements of originality and exhibits a professional quality. As such, it represents an original contribution to knowledge which would, in principle, be publishable in an academic journal.
Outstanding 80-89: The work demonstrates a systematic mastery of the subject that critically explores alternative perspectives and evidence. It critically reflects on, evaluates and/or synthesises relevant theoretical frameworks, concepts and/or empirical perspectives. It excels in rigorously analysing or interpreting appropriate data or evidence. The argument presented is very well developed, clearly structured, complete and consistent, and is written compellingly. Perhaps most importantly, an 80+ piece of work is characterised by a spark of creativity in problem-solving, an extension of existing theories or concepts, original empirical work on existing data, and/or by deep insights that emerge from the student’s reading and experience.
Very good 70-79: The work demonstrates a proficient systematic understanding of the subject based on some critical analysis of competing perspectives and evidence. It draws effectively on relevant theoretical frameworks, concepts and/or empirical perspectives to build a comprehensive and cohesive argument that demonstrates an awareness of the nuances and assumptions of the question or assignment. The work draws on appropriate data or evidence and makes excellent use of appropriate, fully referenced, detailed examples. It is well argued, well organised, well-structured and well-documented. Work graded at 70 and above is characterised by persuasive problem solving, and/or independent thinking with some critical reasoning.
Merit
Good 60-69: The work demonstrates a reasonably systematic understanding of the subject. Major themes, frameworks, concepts and debates within the theoretical and/or empirical literature are recognised and at least partly synthesised, yet with only limited evidence of critical independent thinking. The work provides some relevant data or evidence, and arguments are illustrated by reference to relevant examples. The assignment is adequately structured, in most instances argued and tends to be accurately documented. Many relevant points are made, and/or a sound solution to a policy or management problem is proposed, but some minor shortcomings may be present.
Pass
Satisfactory 50-59: The work demonstrates a basic competence in the subject, but with a rather limited systematic understanding of the theoretical literature and/or empirical evidence. It draws on relevant theoretical frameworks, concepts and/or empirical evidence, but provides only a very limited critical analysis and synthesis of this material. It makes a few good points addressing the essay title or question posed, but contains some gaps in argumentation, numerous shortcomings in the documentation, significant factual errors, internal or logical contradictions and/or structural weaknesses. The line of argument may often lack clarity, and/or the evidence needed to sustain it may be largely absent. Some examples are used to support the argument, but these may not be fully documented or detailed enough, or there might be weaknesses in their interpretation. Work of this grade is characterised by a sufficient coverage of the subject, and/or a reasonable attempt in problem-solving.
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Unsatisfactory 40-49: The work demonstrates an unsystematic and limited degree of understanding of the subject, but makes some reference to relevant academic or policy debates. There is a tendency towards reportage rather than any form of critical interpretation of relevant theoretical frameworks, concepts and/or empirical evidence. The work may be poorly directed at the essay title or question asked, and/or characterised by inadequate problem-solving. The arguments developed and the solutions proposed are not clear, incompetent or incomplete. The assignment is poorly structured, poorly documented and/or poorly articulated. It may contain major factual errors.
Poor 20-39: The work demonstrates a lack of understanding of the subject. There are significant gaps in the interpretation of the literature and/or hardly any critical awareness of relevant theoretical frameworks, concepts and/or empirical evidence. The work fails to provide an argument and/or problem-solving that adequately addresses the topic or question asked. It utilises inadequate evidence, is poorly designed, only provides a superficial analysis and may be flawed in conception.
Very poor 0-19: The work demonstrates a lack of understanding of the subject. There are large gaps in the interpretation of the literature and almost no awareness of relevant theoretical frameworks, concepts and/or empirical evidence. The work is seriously flawed in conception, organisation, data analysis, presentation, reasoning and/or evidence. It fails to address the essay title or question asked, and/or shows an inability of problems. The reasoning is inconsistent, incomplete and/or contradictory.
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