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| Category | Assignment | Subject | Business |
|---|---|---|---|
| University | University of Huddersfield | Module Title | BIO0265 Data Analysis for Business |
| Word Count | 2000 |
|---|---|
| Assessment Type | Individual Written Assignment (Task 2) |
| Academic Year | 2025/26 |
In today’s business landscape, data plays a pivotal role in decision-making processes. With a focus on ethical considerations and effective communication strategies, you will critically analyse the significance of data in business.
This report is worth 60% of the final module mark. References are not included in the word count.
Format: Write in academic style with Arial font 11, 1.5 spacing. Include a title page.
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Hire Assignment Helper Now!Level 1- Not Permitted. The use of AI tools is not permitted in any part of this assessment.
Level 2 – Some use Permitted. Some use of AI tools is permitted in the research/early stages of this assignment but you must ensure that the work you submit is your own. If you use AI tools, you should acknowledge or reference this in your work. Use the Text reference builder to learn how to reference AI generated ideas. The sorts of questions to consider when using AI are:
Level 3 – Integrated. The use of AI tools is integrated in this assessment. Further guidance is included in this assessment brief.
Duration N/A: Word Count 2000
Your work will be evaluated on your ability to:
Detailed criteria are in Appendix 1. Your tutor will explain how these apply. The Learning Innovation Development Centre (busstudenthub@hud.ac.uk) can help clarify criteria.
The assessment task addresses the following validated learning outcomes:
| Word/Time Limit: | 2000 Words |
| Submission Date: | 1212/2025 |
| Feedback Date: | 09/01/2026 |
| Submission Time: | 15.00 |
These criteria are intended to help you understand how your work will be assessed. They describe different levels of performance of a given criteria.
Criteria are not weighted equally, and the marking process involves academic judgement and interpretation within the marking criteria.
The grades between Pass and Very Good should be considered as different levels of performance within the normal bounds of the module.
The Exceptional and Outstanding categories allow for students who, in addition to fulfilling the Excellent requirements, perform at a superior level beyond the normal boundaries of the module and demonstrate intellectual creativity, originality and innovation.
|
|
90-100 |
80-89 |
70-79 |
60-69 |
50-59 |
40-49 |
30-39 |
20-29 |
10 - 19 |
0 – 9 |
|
Level |
Exceptional (Outstanding+) |
Outstanding (Excellent +) |
Excellent |
Very good |
Good |
Pass |
Unsatisfactory |
Unacceptable |
Unacceptable |
Unacceptable |
|
Fulfilment of relevant learning outcomes |
Met |
Met |
Met |
Met |
Met |
Met |
Not met or partially met |
Not met or partially met |
Not met or minimal |
Not met or minimal |
|
Response to the question /task |
Full command of assessment task; imaginative approach demonstrating flair and creativity |
Clear command of assessment task; sophisticated approach |
Very good response to task; elements of sophistication in response |
Well-developed response to assessment task with evident development of ideas |
Secure response to assessment task but not developed sufficiently developed to achieved higher grade |
Adequate response that meets minimum threshold, but with limitations of development |
Nearly a sufficient response but lacks key aspects. |
Insufficient response |
Little response |
No response |
| Knowledge and understanding | ||||||||||
|
Detailed knowledge and critical understanding of relevant knowledge in the subject (I) |
Skilfully integrate ideas from beyond the module or disciplinary areas to provide original/ creative insights into the subject, tensions, and ambiguities in a considered individual voice. Shows an ease with contingency and ambiguity. |
Skilfully integrates extended knowledge/ ideas from beyond the module, and disciplinary areas to provide excellent critical insights. Shows a level of comfort with contingency and ambiguity. |
Comprehensively draws on an extended knowledge to show well-developed critical insights and good knowledge integration. No major errors or misunderstandings or gaps.
|
Accurately demonstrates extended knowledge showing good critical insights and some knowledge integration. No major errors or misunderstandings or gaps.
|
Accurately demonstrates most basic knowledge offers a basic critical understanding. Lacks depth of integrating ideas. Few errors and/or gaps in coverage and relevance.
|
Adequately demonstrates relevant basic knowledge and some, but limited, critical understanding No integration of ideas. Some errors and/or gaps in coverage and relevance |
Mentions some terminology relating to theories, concepts Little critical understanding of relevant well-established area(s) of knowledge with a many of errors, misunderstandings, and omissions |
Very poor knowledge or critical understanding of relevant well-established theories / principles. Major misunderstandings or omissions. |
Negligible coverage of knowledge or critical understanding of well-established / major theories / principles |
Wholly irrelevant. |
|
Cognitive / Intellectual skills A range of means of framing cognitive and intellectual skills are provided to reflect the variety of assessment tasks across the School. Module leaders should consider the following criteria and select the one(s) that best reflect the assessment tasks. Assessment task briefs should be designed with sufficient information to provide students with a clear understanding of the core intellectual skills expected within the bounds of the module– corresponding with the appropriate level of study Module leaders should be clear about the nature of information / data to be analysed, as well as the ‘tools’ of analysis expected. Analytical tools can be based on logic (comparison, connection, categorisation, evaluation, justification) and/or numerical (e.g. statistics, financial) or other. |
||||||||||
|
Argument, reasoning |
Intellectually coherent and comprehensive argument that articulates authentic, considered stance in own voice |
Compelling argument that shows intellectual agility and captures ambiguity. Wholly relevant. |
Sharply focused and complex argument. All points wholly relevant Convincing and coherent reasoning. |
Clearly articulated argument with consideration of different perspectives. Mostly relevant points. Logically coherent reasoning. |
Satisfactory argument but limited in complexity. Broadly relevant points. Some limitations in terms of reasoning |
Adequate basic level of argument provided. Some relevant points but also a number of irrelevant points Errors in reasoning. |
Weak argument with substantial errors in reasoning. |
Descriptive or largely incoherent |
Largely incoherent |
No argument is offered |
|
Structure and, style in supporting the development of ideas (criteria relevant for essay-style work) |
Elegant flow and structure is integral to the argument. An exceptional demonstration of academic writing which effectively guides the reader. |
Elegance of flow that skilfully through the work and excellently supports key message.
|
Well-ordered logical flow of material in a fluid style which contributes well to the development of the key messages and guides the reader through the writer’s thinking.
|
Clear logical and structured flow of material that guides the reader and supports the development of key messages. |
Basic logical flow of material with elements of signposting for the reader which supports key messages to some extent, but which can lapse in places. |
Some logical flow of material with some observable elements of signposting for the reader but elements of disorganisation May contain repetition or irrelevant material which obscures the key messages. |
Some attempt at structure, but disorganized and ineffectual in reflecting argument or analysis.
|
No evident intent of structure. Disorganised, irrelevant or repetitive content. |
None |
Insufficient evidence |
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