PUB003-1 Introduction to Community health Assessment One: Practical- oral presentation

Assessment deadline

Marks and feedback

To be submitted Before 10 a.m. on:

20 working days after deadline (L3,4, 5,6 and 7)

15 working days after deadline (block delivery)

16/12/2025

21/01/2026

Please note, for Exams the date is arranged centrally aligned to the academic calendar. Exams timetables will be released 6 weeks before the exam period.

 70%+

(1st Class)

60-69%

(2:1)

50-59%

(2:2)

40-49%

(3^rd Class)

Threshold Standard

30-39%

(Fail)

0-29%

(Fail)

1.Originality of the public health service issue 20%

The public health issue was well described, and unmet needs clearly identified comprehensively. The idea for the improved service is sound and novel and of wider reading.

The public health issue was well described, and unmet needs clearly identified explicitly. However, the rationale for the improvement could have been clearer.

The public health issue was well described, and unmet needs identified but the improvement identified lacks coherence. E.g it does not really match the unmet need identified

There is an attempt to describe public health issue and present an unmet need/need, but a clear improvement idea is difficult to identify

A public health issue has been identified but the unmet need is not clearly outlined, and improvement idea does not have a rationale or is not realistic

A specific health service and unmet need is very vague or has not been identified. There is no clear rationale.

2 Data Analysis/Gathering and public health approaches/ model (20%)

There is evidence that a wide range of credible sources have been used to inform the intervention under consideration, and the analysis of sources is rigorous. An appropriate public health approaches/ model has been considered to underpin the design c Referencing is of an excellent standard and 6 or more academic sources, including the core text, have been used to inform the design of the poster.

There is evidence that a good range of credible sources have been used to inform the service under consideration, and the analysis is good but lacks criticality, An appropriate public health approaches/ model has been considered to underpin the design, but its explanation could have been made more relevant to the service under consideration. Referencing is of a good standard and at least 6 academic sources, including the core text, have been used to inform the design of the poster.

There is evidence that some sources have been used to inform the service under consideration but some of the analysis is largely descriptive and lacks rigor. A public health approaches/ model has been considered to underpin the design, but it does not seem appropriate to explain the service under consideration Referencing is of a fair standard but not at least 6 academic sources, including the core text, have not been used to inform the design of the poster. Some sources are generic online sources.

There are very few sources used to underpin the data gathering process. Analysis is barely present and the public health approaches/ model, although present, has not been explored to any depth. Referencing may be incorrect or poorly formatted. Although at least 6 academic sources, including the core text, generic online sources dominate the design

There is limited evidence of sources used to underpin data gathering. There is little analysis and there is no clear presentation or demonstration of understanding of a public health approaches/ model. Referencing is mainly incorrect, and the required number of academic sources has not been met, although there may be mention of at least one of the core texts. There is an over-reliance on online sources.

There is very limited evidence of sources used in the data gathering process. There is a lack of understanding of public health approaches/ model. Referencing is very poor and there is a lack of reference to academic sources and/or core text.

3. Presentation Skills (20%)

The presenter used excellent pitch, engaged the audience, and presented to a professional standard. The audio-visual aids were well prepared and used effectively. The presentation ran expertly to time.

The presenter was clearly audibly. throughout the presentation and made use of audio-visual aids to increase effectiveness of the presentation. The presentation was well paced and ran well with the allocated time.

The presenter is audible throughout the presentation but there was evidence of lack of planning or incorporation of the poster content in the presentation.

There was some evidence of preparation for the presentation, but the presenter was mostly confused and or inaudible during the presentation. Time was under used/ overly used with presentation exceeding the allocated time

There is little evidence of preparation for the presentation. The presenter lacked coherence and relied mainly on a script. They were inaudible at times and either finished their presentation early or it was incomplete due to over-running of time.

The presenter seemed to lack knowledge of their work and lacked coherence. It was difficult to understand at times with much of the presentation being disjointed. Presentation time was under or overused.

4. Referencing and the use of appropriate academic sources (20%)

10 or more relevant academic sources are used, and the sources are referenced according to the Harvard style both in the reference list and the text of the work.

10 or more relevant academic sources are used. The student made a good attempt to reference the sources according to the Harvard style but there are occasional referencing mistakes.

8 or more relevant academic sources and other credible sources are used (in total, 10 or more sources used). There are some referencing mistakes, but the sources are referenced according to the Harvard style.

6 or more relevant academic sources and other credible sources are used (in total, 10 or more sources used). A clear attempt has been made to reference according to the Harvard style but there are a number of referencing mistakes

5 academic sources are used (in total, 8 or more sources used). There are referencing mistakes throughout. The reference list is not in the Harvard style.

4 or less academic sources are used. In-text references hardly exist OR in-text references do not match sources in the reference list. References are not in the Harvard style. Evidence of poor academic practice.

5. Grammar, spelling, written expression (15%)

The work is both highly literate and articulate; the student communicates her/his ideas effectively. Sentences are clear, accurate and expressive. There are very few grammatical or spelling errors.

The work is largely written in clear and effective English, however there may be a small number of poor choices of words and phrasing and some uncorrected errors

The student’s writing is comprehensible, but the student’s ideas are not communicated effectively in some parts due to grammatical mistakes or the way work is written.

The student’s writing is generally comprehensible, but the work is poorly structured and written. There are grammatical and spelling errors and poor choice of words and phrasing in many places.

Expression is often unclear, and meanings may not be satisfactorily communicated. There are regular errors of grammar, spelling and punctuation that should have been addressed by this stage.

Student’s work is incomprehensible. It is difficult to follow the students writing