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Talk to an Expert| Category | Assignment | Subject | Management |
|---|---|---|---|
| University | Anglia Ruskin University (a.r.u | London) | Module Title | MOD009379 Principles of International Project Management |
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Assessment: |
Practical – Individual Presentation (Serbia Primary Education Project) |
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Assessment code: |
010 |
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Trimester: |
3 |
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Module Title: |
Principles of International Project Management |
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Module Code: |
MOD009379 |
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Level: |
7 |
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Module Leader: |
Titus Kehinde Olaniyi |
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Weighting: |
40% |
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Time Limit: |
9 minutes, or equivalent, per student |
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Assessed Learning Outcomes: |
Knowledge and Understanding: 1. Analyse the business environment(s), and their governance, within which projects are formulated and the importance of aligning project scope with business need. Intellectual, practical, effective and transferable skills 4. Demonstrate a critical awareness of how ‘management by project’ within business is conducted and how project management professionalism adds value to an enterprise. |
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Assessment Date: |
Please refer to the deadline on the VLE |
The assessment will be evaluated on the content of your presentation. Your presentation MUST be prepared using Microsoft PowerPoint software submitted electronically with the file name as follows: MOD9379, Group Number, First Name, Last Name, Student ID, Campus ID.
UCL Institute of Education, (https://www.ucl.ac.uk/ioe/), is generally recognised as one of the best Universities for teacher training. For this assessment, you will assume the role of a faculty member of UCL’s Department of Curriculum, Pedagogy and Assessment, (https://www.ucl.ac.uk/ioe/departments-and-centres/curriculum-pedagogy-and-assessment), who through the UCL Consultants’, (https://www.ucl.ac.uk/consultants/work-ucl-consultants), Service wish to bid for the ‘Serbia Inclusive Primary Education Improvement Project’.
(see page 6 of the Serbia Project overview on the VLE (and also available at https://projects.worldbank.org/en/projects-operations/document-detail/P181557?type=projects).The Association for Project Management, (APM), asserts that appropriate contract management should be a proactive process that critically evaluate the impact of size, complexity, and significance of a project on managing contract performance
You are required to deliver a 9-minutes in-person oral presentation through with use of power-point to the leadership team of UCL Consultants, covering the following tasks:
Review the profile of UCL’s Department of Curriculum, Pedagogy and Assessment and critique their ability to deliver the proposed work, clearly showing both the strengths and gaps in the firm’s capabilities.
(40 Marks)
(a)Propose a governance structure for UCL’s Department of Curriculum, Pedagogy and Assessment relating to their delivery of the consultancy work clearly showing both the internal lines of reporting within the company and the line(s) of reporting into the client Serbia Ministry of Education.
You should assume that the project is co-sponsored by the Ministry of Education of the Republic of Serbia ministry’s Assistant Minister for Preschool and Primary Education and the ministry’s Assistant Minister of Finance; (See https://prosveta.gov.rs/o-ministarstvu/, and also available on the VLE).
(20 Marks)
(b)Critique some of the benefits of your proposed governance structure, discussing any possible challenges, considering the contract delivery context.
(20 Marks)
(a)Introduction (setting the scene for the board, including a broad outline of the main and subsidiary aspects of the presentation).
(10 Marks)
(b)Presentation (content, style, professionalism, creativity, and cohesion).
(10 Marks)
Total: 100 Marks.
Do You Need Help with MOD009379 Assessment 010: Practical – Individual Presentation?
Order Non Plagiarized AssignmentYour presentation consists of two elements:
1.Appropriate slides developed using presentation software such as Microsoft PowerPoint, Google Slides, Apple Keynote, Prezi, Canva, etc. The deck of slides must be uploaded to TurnitIn by the submission due date, indicated on the VLE.
You will not be able to present orally if you have not uploaded your deck of slides to Turnitin by the submission due date., and therefore yours will be recorded as a failed attempt.
2.In-person oral presentation, with time to answer questions, The date for the oral presentation will be posted on the VLE.
It is suggested that you use the available time of 9 minutes as follows:
oPresentation (using slides) 6 minutes
oQuestion and answer session 3 minutes
BE WARNED THAT YOU HAVE NO ETHICAL APPROVAL TO, AND THEREFORE YOU SHOULD NOT, CONTACT ANY ORGANISATION, OR PERSONELL WORKING IN ORGANISATIONS METIONED IN AID OF COMPLETING THIS ASSIGNMENT
THE TIME LIMIT FOR YOUR PRESENTATION WILL BE STRICTLY APPLIED, AND YOU WILL BE STOPPED IF YOU REACH THE ALLOWED MAXIMUM TIME
Your presentation will be marked and graded with reference to Table 1.
Required reading for the assignment includes APMBOK7 & APMBOK8, APM Competency framework (2023) and other core reading texts for the module plus a minimum of ten researched academic sources.
Note the following are links to information, that is critical to completing the assignment.
The work will be assessed in an integrative manner as indicated in the marking rubric that is consistent with Anglia Ruskin University generic assessment criteria and marking standards
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GRADE à .
CRITERIA ↓ |
0 - 29: No, or at best little, evidence of knowledge. Of key issues/concepts/ethics , research skills and academic / intellectual skills. No, or at best, little demonstration of expressive, Team/ practical/ professional skills. |
030- 39: Inadequate, evidence of knowledge. Of key issues/concepts/ethics , research skills and academic / intellectual skills., inadequate demonstration of expressive, Team/ practical/ professional skills. |
40 - 49: Limited research skills impede the use of learning resources and problem-solving. Significant problems with structure/accuracy in expression. The work is fairly descriptive. . Team/Practical/Profes sional skills not yet secure. Limited academic/ intellectual skills. Limited use of scholarly conventions.: |
50 - 59: Sound knowledge of key issues/concepts/ ethics in the discipline. Occasionally descriptive but has some ability to synthesize scholarship and argument. Minor lapses in the use of scholarly conventions. |
60 - 69: Good analysis-consistent use of scholarly conventions.: Good Academic/ Expressive/ Professional skills.: |
70 - 79: Excellent analysis-high level of intellectual rigor and consistency.: Excellent Academic/ Expressive/ Professional skills. Demonstrates excellent independence of thought and intellectual rigour. |
80 - 89: Outstanding analysis: work pushes the boundaries of the discipline and may be considered for external publication.: Outstanding Academic /Expressive /professional skills and creativity |
90 - 100: Exceptional analysis: work pushes the boundaries of the discipline and may be considered for external publication.: Exceptional Academic /Expressive /professional skills and creativity |
|
Task 1 Demonstrate an understanding of the client organisation and their ability to deliver the case study project work, clearly critiquing both their strengths and challenges (in terms of upside /downside risks). |
The task was not followed, and there was little to no evidence of the assessment criteria having been met. For example, the student did not submit the correct content or practically demonstrate an understanding of the topic. There is little to no use of appropriate theories and models to critically analyse the scenario. There is little to no knowledge of key issues / concepts of the discipline. |
The task was followed only to an inadequate degree and there was inadequate evidence of the assessment criteria having been met. For example, the student demonstrated only inadequate or inappropriate knowledge of the topic. There is Inadequate use of appropriate theories and models to critically analyse the scenario and present appropriate responses. There is inadequate evidence of knowledge of key issues / concepts of the discipline. |
The task was followed to a limited degree. For example, the student demonstrated only limited understanding of or research into the topic area through several appropriate sources. There is limited use of appropriate theories and models to critically analyse the scenario and present appropriate responses. There is limited knowledge of key issues / concepts of the discipline. Work is descriptive but may be able to list several relevant concepts. |
The task was followed to a sound degree. For example, the student demonstrated sound understanding of or research into the topic area through several appropriate sources. There is sound use of appropriate theories and models to critically analyse the scenario and present appropriate responses. There is sound knowledge of key issues / concepts of the discipline. Work is somewhat descriptive, but able to evidence understanding of several relevant concepts. |
Good knowledge of the tools / techniques required to undertake the task, with good secondary research, into the topic area through several appropriate sources. There is good use of appropriate theories and models to critically analyse the scenario and present appropriate responses. There is good knowledge of key issues / concepts of the discipline. Work applies analysis and evaluation of scenario data (or data derived therefrom) and presents clear and appropriate conclusions. |
Excellent knowledge of the tools / techniques required to undertake the task, with excellent secondary research, into the topic area through several appropriate sources. There is an excellent use of appropriate theories and models to critically analyse the scenario and present appropriate responses. There is excellent knowledge of key issues / concepts of the discipline. Work applies comprehensive analysis and evaluation of scenario data and presents clear and appropriate conclusions. |
Outstanding knowledge of the tools / techniques required to undertake the task with evident originality and autonomy of research skills. There is an outstanding use of appropriate theories and models to critically analyse the scenario and present appropriate responses. The work exceeds the taught material in many areas, demonstrating intellectual originality. Work is able to analyse and evaluate the scenario data, and creatively synthesise predictive hypotheses. |
Exceptional knowledge base of their discipline with extraordinary originality and autonomy.
There is exceptional use of appropriate theories and models to critically analyse the scenario and develop detailed solutions and recommend course(s) of action
The work significantly exceeds the taught material, demonstrating intellectual originality. Work is able to analyse and evaluate the scenario data, and creatively synthesise predictive hypotheses, recognising anomalies. |
|
40 Marks |
0-11 |
12-15 |
16-19 |
20-23 |
24-27 |
28-31 |
32-35 |
36-40 |
|
GRADE à . CRITERIA ↓ |
0 - 29: No, or at best little, evidence of knowledge. Of key issues/concepts/ethics , research skills and academic / intellectual skills. No, or at best, little demonstration of expressive, Team/ practical/ professional skills. |
030- 39: Inadequate, evidence of knowledge. Of key issues/concepts/ethics , research skills and academic / intellectual skills., inadequate demonstration of expressive, Team/ practical/ professional skills. |
40 - 49: Limited research skills impede the use of learning resources and problem-solving. Significant problems with structure/accuracy in expression. The work is fairly descriptive. . Team/Practical/Profes sional skills not yet secure. Limited academic/ intellectual skills. Limited use of scholarly conventions.: |
50 - 59: Sound knowledge of key issues/concepts/ ethics in the discipline. Occasionally descriptive but has some ability to synthesize scholarship and argument. Minor lapses in the use of scholarly conventions. |
60 - 69: Good analysis-consistent use of scholarly conventions.: Good Academic/ Expressive/ Professional skills.: |
70 - 79: Excellent analysis-high level of intellectual rigor and consistency.: Excellent Academic/ Expressive/ Professional skills. Demonstrates excellent independence of thought and intellectual rigour. |
80 - 89: Outstanding analysis: work pushes the boundaries of the discipline and may be considered for external publication.: Outstanding Academic /Expressive /professional skills and creativity |
90 - 100: Exceptional analysis: work pushes the boundaries of the discipline and may be considered for external publication.: Exceptional Academic /Expressive /professional skills and creativity |
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Task 2
Demonstrate an understanding of corporate and project governance and the inter-relationship between the two including lines of reporting. |
The task was not followed, and there was little to no evidence of the assessment criteria having been met. For example, the student did not submit the correct content or practically demonstrate an understanding of the topic. There is little to no use of appropriate theories and models to critically analyse the scenario. There is little to no knowledge of key issues / concepts of the discipline. |
The task was followed only to an inadequate degree and there was inadequate evidence of the assessment criteria having been met. For example, the student demonstrated only inadequate or inappropriate knowledge of the topic. There is Inadequate use of appropriate theories and models to critically analyse the scenario and present appropriate responses. There is inadequate evidence of knowledge of key issues / concepts of the discipline. |
The task was followed to a limited degree. For example, the student demonstrated only limited understanding of or research into the topic area through several appropriate sources. There is limited use of appropriate theories and models to critically analyse the scenario and present appropriate responses. There is limited knowledge of key issues / concepts of the discipline. Work is descriptive but may be able to list a number of relevant concepts. |
The task was followed to a sound degree. For example, the student demonstrated sound understanding of or research into the topic area through several appropriate sources. There is sound use of appropriate theories and models to critically analyse the scenario and present appropriate responses. There is sound knowledge of key issues / concepts of the discipline. Work is somewhat descriptive, but able to evidence understanding of several relevant concepts. |
Good knowledge of the tools / techniques required to undertake the task, with good secondary research, into the topic area through several appropriate sources. There is good use of appropriate theories and models to critically analyse the scenario and present appropriate responses. There is good knowledge of key issues / concepts of the discipline. Work applies analysis and evaluation of scenario data (or data derived therefrom) and presents clear and appropriate conclusions. |
Excellent knowledge of the tools / techniques required to undertake the task, with excellent secondary research, into the topic area through several appropriate sources. There is an excellent use of appropriate theories and models to critically analyse the scenario and present appropriate responses. There is excellent knowledge of key issues / concepts of the discipline. Work applies comprehensive analysis and evaluation of scenario data and presents clear and appropriate conclusions. |
Outstanding knowledge of the tools / techniques required to undertake the task with evident originality and autonomy of research skills. There is an outstanding use of appropriate theories and models to critically analyse the scenario and present appropriate responses. The work exceeds the taught material in many areas, demonstrating intellectual originality. Work is able to analyse and evaluate the scenario data, and creatively synthesise predictive hypotheses. |
Exceptional knowledge base of their discipline with extraordinary originality and autonomy.
There is exceptional use of appropriate theories and models to critically analyse the scenario and develop detailed solutions and recommend course(s) of action
The work significantly exceeds the taught material, demonstrating intellectual originality. Work is able to analyse and evaluate the scenario data, and creatively synthesise predictive hypotheses, recognising anomalies. |
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40 Marks |
0-11 |
12-15 |
16-19 |
20-23 |
24-27 |
28-31 |
32-35 |
36-40 |
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GRADE à . CRITERIA ↓ |
0 - 29: No, or at best little, evidence of knowledge. Of key issues/concepts/ethics , research skills and academic / intellectual skills. No, or at best, little demonstration of expressive, Team/ practical/ professional skills. |
030- 39: Inadequate, evidence of knowledge. Of key issues/concepts/ethics , research skills and academic / intellectual skills., inadequate demonstration of expressive, Team/ practical/ professional skills. |
40 - 49: Limited research skills impede the use of learning resources and problem-solving. Significant problems with structure/accuracy in expression. The work is fairly descriptive. . Team/Practical/Profes sional skills not yet secure. Limited academic/ intellectual skills. Limited use of scholarly conventions.: |
50 - 59: Sound knowledge of key issues/concepts/ ethics in the discipline. Occasionally descriptive but has some ability to synthesize scholarship and argument. Minor lapses in the use of scholarly conventions. |
60 - 69: Good analysis-consistent use of scholarly conventions.: Good Academic/ Expressive/ Professional skills.: |
70 - 79: Excellent analysis-high level of intellectual rigor and consistency.: Excellent Academic/ Expressive/ Professional skills. Demonstrates excellent independence of thought and intellectual rigour. |
80 - 89: Outstanding analysis: work pushes the boundaries of the discipline and may be considered for external publication.: Outstanding Academic /Expressive /professional skills and creativity |
90 - 100: Exceptional analysis: work pushes the boundaries of the discipline and may be considered for external publication.: Exceptional Academic /Expressive /professional skills and creativity |
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Task 3 (a) Setting the scene: Introduction (setting the scene for, and presenting a broad outline of, the presentation |
The task was not followed, and there was little to no evidence of the assessment criteria having been met. Scene setting is confusing, irrelevant, or overly brief. Audience struggles to connect. There is little to no knowledge of key issues / concepts of the discipline. |
The task was followed only to an inadequate degree and scene-setting is vague or minimally descriptive. minimally relevant or weak transition into content. Audience interest may not be captured. There is inadequate evidence of knowledge of key issues / concepts of the discipline. |
The task was followed to a limited degree. Scene-setting is such that context is understandable but underdeveloped. Limited audience engagement. Transition feels functional rather than smooth. There is limited knowledge of key issues / concepts of the discipline. Work is descriptive but may be able to list several relevant concepts. |
The task was followed to a sound degree. Scene-setting provides context but is somewhat generic or lacks descriptive richness. Connection to audience and transition to the main presentation is moderate. There is sound knowledge of key issues / concepts of the discipline. |
Good scene-setting. Presentation includes good and clear and relevant detail, although at times there is lack of compelling detail. Transition into the main body could be smoother. There is good knowledge of key issues / concepts of the discipline. |
Excellent scene-setting. is clear and contains excellent detail, engages audience although some elements could be stronger. There is excellent knowledge of key issues / concepts of the discipline. |
Outstanding Scene-setting is highly engaging and relevant, with strong descriptive elements. Smooth transition into main content, minor room for enhancement. The work exceeds the taught material in many areas, demonstrating intellectual originality. |
Exceptional and masterful scene-setting. The presentation is fully relevant and engaging. Details create a strong sense of the content of the forthcoming presentation, and there is seamlessly transition into the main content, The work significantly exceeds the taught material, demonstrating intellectual originality. |
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10 Marks |
0-2 |
3 |
4 |
5 |
6 |
7 |
8 |
9-10 |
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Task 3 (b) Presentation (content, style, professionalism, creativity, and cohesion). Use of academic conventions: E x a m p l e s i n c l u d e t h e u s e of recognized academic conventions including in-text citations. |
The task was not followed, and there was little to no evidence of the assessment criteria having been met. There is little or no use of academic conventions such as Harvard referencing, naming, and referencing tables and figures. |
The task was followed only to an inadequate degree and there was inadequate evidence of the assessment criteria having been met. There is Inadequate use of academic conventions such as Harvard referencing, naming, and referencing tables and figures. |
Limited to satisfactory use of recognized academic conventions e.g., not all claims have referenced citations. |
Adequate to satisfactory use of recognized academic conventions e.g., not all claims have referenced citations. |
Good u s e of recognized academic conventions, e.g., nearly all claims have referenced citations. Nearly all tables and figures are named and referenced in-text. including for in-tex. |
Excellent use of recognized academic conventions, e.g., all claims are referenced, however, there may be missing elements in the references list |
Outstanding use of recognized academic. All claims are referenced, and sources are listed. There may be errors in listing/in-text citation conventions at the lower end.
. |
Exceptional use of recognized academic. All claims are referenced, and sources are listed. There may be errors in listing/in-text citation conventions at the lower end. |
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GRADE à .
CRITERIA ↓ |
0 - 29: No, or at best little, evidence of knowledge. Of key issues/concepts/ethics , research skills and academic / intellectual skills. No, or at best, little demonstration of expressive, Team/ practical/ professional skills. |
030- 39: Inadequate, evidence of knowledge. Of key issues/concepts/ethics , research skills and academic / intellectual skills., inadequate demonstration of expressive, Team/ practical/ professional skills. |
40 - 49: Limited research skills impede the use of learning resources and problem-solving. Significant problems with structure/accuracy in expression. The work is fairly descriptive. . Team/Practical/Profes sional skills not yet secure. Limited academic/ intellectual skills. Limited use of scholarly conventions.: |
50 - 59: Sound knowledge of key issues/concepts/ ethics in the discipline. Occasionally descriptive but has some ability to synthesize scholarship and argument. Minor lapses in the use of scholarly conventions. |
60 - 69: Good analysis-consistent use of scholarly conventions.: Good Academic/ Expressive/ Professional skills.: |
70 - 79: Excellent analysis-high level of intellectual rigor and consistency.: Excellent Academic/ Expressive/ Professional skills. Demonstrates excellent independence of thought and intellectual rigour. |
80 - 89: Outstanding analysis: work pushes the boundaries of the discipline and may be considered for external publication.: Outstanding Academic /Expressive /professional skills and creativity |
90 - 100: Exceptional analysis: work pushes the boundaries of the discipline and may be considered for external publication.: Exceptional Academic /Expressive /professional skills and creativity |
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Audience engagement:
Questions and Answers: |
e.g., no slides or slides unrelated or little related to the oral presentation. At best the presentation will be inadequate, e.g., the slides will be unreadable due to the choice of font type or font color. It will be very difficult to discern the presenter’s oration Wholly inaudible or language use wholly detracts comprehension of meaning |
e.g., slides are inadequately related to the oral presentation. At best the presentation will be inadequate, e.g., the slides will be unreadable due to the choice of font type or font color. It will be very difficult to discern the presenter’s oration Wholly inaudible or language use wholly detracts comprehension of meaning |
Limited eye-contact due to consistent reading from notes. slides will be too detailed and include all that is being narrated. Speech will largely be unclear, with some segments inaudible or difficult to discern due to poor language skills |
Poor eye-contact may include consistent reading from notes. slides may be too detailed and include all that is being narrated. Speech may be unclear, with some segments inaudible or difficult to discern due to poor language skills. |
Minimal eye-contact due to extensive reading. However, there is evidence of a good grasp of content. slides may include a large element of what is orated. Largely audible but may demonstrate some poor language skills. |
Maintains effective eye-contact; there may be minimal reading if any; excellent grasp of content. A higher mark would indicate an increasing quality of presentation/ skill. slides include most of the significant points orated and is engaging; may include good use of color and imagery. A significant part of the presentation is audible and clear |
Maintains outstanding eye-contact, minimally discernible reading. outstanding grasp of content. A higher mark would indicate an increasing quality of presentation/ skill. Skilled use of advanced presentation techniques to engage an audience and communicate significant points; examples include the use of creative transitions, color, and imagery. The presentation is wholly audible, clear, and succinct. |
Maintains exceptional eye-contact, no reading. outstanding grasp of content. A higher mark would indicate an increasing quality of presentation/ skill. Skilled use of advanced presentation techniques to engage an audience and communicate significant points; examples include the use of creative transitions, color, and imagery. The presentation is wholly audible, clear, and succinct. |
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Questions are wholly not answered, or answers are unrelated or little related to questions. At best Questions are only partially answered, or answers are wholly incomplete. |
Questions are inadequately answered, or answers are largely incomplete. |
Questions will sometimes be well answered, or on balance answers will be complete. |
Questions are generally well answered, or answers are largely complete. |
Questions are fully answered, or answers are complete and demonstrate a substantial grasp of what was taught |
Questions are fully answered, or answers are complete and demonstrate knowledge beyond what has been taught and offered in the rest of the presentation. |
Answers demonstrate outstanding knowledge and understanding and competency and creativity. |
Questions are fully answered, or answers are complete and demonstrate insight and creativity substantially beyond what has been taught or offered in the rest of the presentation |
|
|
10 Marks |
0-2 |
3 |
4 |
5 |
6 |
7 |
8 |
9-10 |
ARU Generic Assessment Criteria and Marking Standards: Level 7 – Postgraduate Taught (24/25)
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Mark Bands |
Outcome |
Characteristics of Student Achievement by Marking Band for ARU’s Generic Learning Outcomes (Academic Regulations, Section 2) |
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Knowledge & Understanding |
Intellectual (thinking), Practical, Affective and Transferable Skills |
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90- 100% |
Achieves module outcome(s) |
Exceptional analysis of key issues/ concepts/ethics with very clear originality and autonomy. Exceptional development of conceptual structures and argument making an exceptional use of scholarly conventions. Demonstrates exceptional independence of thought and a very high level of intellectual rigour and consistency. Work pushes the boundaries of the discipline and may be considered for external publication. |
Exceptional analysis of key issues/concepts/ ethics. Exceptional development of conceptual structures and argument, making consistent use of scholarly conventions. Exceptional research skills, independence of thought, an extremely high level of intellectual rigour and consistency, exceptional expressive/professional skills, and substantial creativity and originality. Exceptional academic/ intellectual skills. Work pushes the boundaries of the discipline and may be considered for external publication. |
|
80- 89% |
Outstanding analysis of key issues/ concepts/ethics with clear originality and autonomy. Outstanding development of conceptual structures and argument making an exemplary use of scholarly conventions. Demonstrates outstanding independence of thought and a very high level of intellectual rigour and consistency |
Outstanding analysis of key issues/concepts/ ethics. Outstanding development of conceptual structures and argument, making consistent use of scholarly conventions. Outstanding research skills, independence of thought, a high level of intellectual rigour and consistency, outstanding expressive/professional skills, and considerable creativity and originality. Outstanding academic/intellectual skills |
|
|
70- 79% |
|
Excellent analysis of key issues/ concepts/ethics. Excellent development of conceptual structures and argument making excellent use |
Excellent analysis of key issues/concepts/ethics. Excellent development of conceptual structures and argument, making consistent use of scholarly conventions. Excellent research |
|
|
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of scholarly conventions. Demonstrates excellent independence of thought and a high level of intellectual rigour and consistency. |
skills, independence of thought, excellent level of intellectual rigour and consistency, excellent expressive/ professional skills, and considerable creativity and originality. Excellent academic/ intellectual skills, and considerable creativity and originality. |
|
60- 69% |
Good analysis of key issues/concepts/ ethics. Development of conceptual structures and argument making consistent use of scholarly conventions |
Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument, making consistent use of scholarly conventions |
|
|
50- 59% |
A marginal pass in module outcome(s) |
Sound knowledge of key issues/ concepts/ethics in discipline. Occasionally descriptive but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions. |
Sound knowledge of key issues/concepts/ ethics in discipline. Occasionally descriptive but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions. |
|
40- 49% |
A marginal fail in module outcome(s) . Satisfies default qualifying mark |
Limited knowledge of key issues/ concepts/ethics in discipline. Fairly descriptive, with restricted synthesis of existing scholarship and limited argument. Limited use of scholarly conventions. |
Limited research skills impede use of learning resources and problem solving. Significant problems with structure/accuracy in expression. Team/Practical/Professional skills not yet secure. Limited academic/ intellectual skills. Limited use of scholarly conventions. |
|
30- 39% |
Fails to achieve module outcome(s) . Qualifying mark not satisfied |
Inadequate evidence of knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with little synthesis of existing scholarship and inadequate evidence of argument. Inadequate evidence of use of scholarly conventions. |
Inadequate evidence of research skills, use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Team/ Practical/Professional skills virtually absent. Inadequate evidence of academic/intellectual skills. Inadequate evidence of use of scholarly conventions. |
|
20- 29% |
Little evidence of knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with little synthesis of existing scholarship and little evidence of argument. Little evidence of use of scholarly conventions. |
Little evidence of research skills, use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Team/ Practical/Professional skills virtually absent. Little evidence of academic/intellectual skills. Little evidence of use of scholarly conventions |
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|
|
Deficient knowledge of key |
Deficient use of research skills, learning |
|
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issues/concepts/ethics in |
resources and problem solving. Major |
|
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10- 19% |
discipline. Wholly descriptive, with deficient synthesis of existing scholarship and |
problems with structure/accuracy in expression. Team/Practical/Professional skills absent. Deficient |
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|
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deficient argument. Deficient |
academic/intellectual skills. Deficient use |
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use of scholarly conventions. |
of scholarly conventions |
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|
|
No evidence of knowledge of |
|
|
|
|
key issues/concepts/ethics in |
No evidence of use of research skills, |
|
|
|
discipline. Incoherent and |
learning resources and problem solving. |
|
|
|
completely but poorly |
Incoherent structure/accuracy in |
|
|
1-9% |
descriptive, with no evidence of |
expression. Team/ Practical/Professional |
|
|
|
synthesis of existing scholarship |
skills non-existent. No evidence of |
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|
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and no argument whatsoever. |
academic/intellectual skills. No evidence |
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No evidence of use of scholarly |
of use of scholarly conventions |
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conventions. |
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Awarded for: (i) non-submission; (ii) dangerous practice and (iii) in situations |
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0% |
where the student fails to address the assignment brief (e.g., answers the |
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wrong question) and/or related learning outcomes |
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Achieve Higher Grades of MOD009379 Principles of International Project Management Assignment 010
Order Non Plagiarized AssignmentStruggling with the MOD009379 Principles of International Project Management (Assessment Code: 010) Practical – Individual Presentation? If you are finding it difficult to prepare a clear, well-organised presentation while managing other coursework, our Assignment Help UK service is here to support you. Our experienced experts provide reliable Project Management Assignment Help with simple explanations that make every topic easier to understand. You can also explore our Free List of Assignment Sample Answers For Students to learn the correct structure, improve your presentation skills, and complete your assessment with confidence.
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