| Category | Assignment | Subject | Management |
|---|---|---|---|
| University | University College of Estate Management (UCEM) | Module Title | QSP7PCM Professional Cost Management |
| Module name | Professional Cost Management |
| Module code | QSP7PCM |
| Module start month and year | September 2025 |
| Module pass mark | 50 |
| Assignment | 2 |
| Assignment due time and date | 10.00 a.m. (UK time), Wednesday 4 February 2026 |
| Word count | 3,000 (or equivalent) |
| Assignment weighting | 60% |
| Module learning outcomes assessed | LO1, LO2, LO3, LO4, LO5
(see ‘Assessment’ page in ‘Module orientation’ for details) |
For this assignment, you are required to submit online via Turnitin:
Further information to support you with this assignment:
Assignment forum (in the relevant ‘Assessment preparation week’). Use these opportunities to ask any questions you may have about the assessment.
You are an assistant quantity surveyor working for a large quantity surveying practice called PHR Associates. You are working with your manager on the preparation of tender documents for a project to construct a new private boarding school for a client who is new to the construction industry. As part of the project the school is also building two houses to accommodate staff that will be working at the school.
You are currently working on the substructure for one of the houses on the project. The drawings include plans, sections and details, with some specification details, further specification is provided below.
As part of the traditional procurement route, you have been asked to take-off quantities for selected substructure items for House A to progress the preparation of tender documents.
The PDF drawings listed below are available on the VLE.
Your director has asked you to take off quantities for selected items of construction works for House A. A take-off template including a query sheet is available on the VLE. You should use this template to complete your take-off. You should ensure that you have completed all the tabs of the template.
Using a Standard Method of Measurement (SMM) and following the traditional method of measurement, take-off quantities for the following substructure items as shown on the drawings:
List of items to be measured:
Your submission should include:
600mm wide x 1500mm deep C20 mass concrete foundation footing. Taken down to 2.2m below structural floor level.
Walls below ground 100mm semi engineering brick outer leaf. 100mm standard dense concrete block inner leaf bedded in 1:3 cement mortar.
Notes
Assume the construction of the walls below ground is the same all the way around the building.
A bill of quantities is not required.
You are lead Quantity Surveyor on a mixed-use development project procured under the traditional procurement route with a JCT Standard Building Contract. You are working with a junior apprentice to support you with your role and you are required to provide them with training by explaining the processes that you are undertaking. The project is at RIBA Stage 5 Manufacturing and Construction in the post contract stage of the project.
You worked on the precontract stage of the project developing cost plans, advising on the procurement strategy and selecting the valuation mechanism. Some key decisions made during the Pre contract stage were:
Privately, the contractor reveals they are experiencing financial difficulty, and they have overestimated the amount to be paid. They ask you to overlook this and agree the valuation.
The junior apprentice is aware of the situation and has asked you to explain how the issue would be managed and what the appropriate reporting channels are.
You are required to produce a briefing note for the junior apprentice that:
Outlines the process for producing interim valuations and critically discusses how interim valuations contribute to effective financial management in a construction project. With reference to the scenario, explain how decisions made during the precontract stage influence post contract valuation accuracy, cashflow and stakeholder confidence. As part of your discussion include critical commentary on how digital tools such as BIM may support this process from client and contractor perspective.
Critically discusses how the quantity surveyor should manage the issue with regards to the overvaluation. You should make reference to the five rules contained in the RICS Rules of Conduct 2021 as part of your discussion.
The conclusions and recommendations sections of your briefing note should discuss the advice your will provide to the client.
Reference List And Bibliography
You should include a reference list with a minimum of six separate relevant and appropriate sources that you have written about and cited within your work.
A bibliography of uncited sources is not required.
Are you facing a QSP7PCM Professional Cost Management Assignment 2?
Hire Assignment Helper Now!This guidance is designed to help you to do as well as possible in your assessment by explaining how the person marking your work will be judging it.
Your work will be assessed in relation to the requirements set out in the assessment criteria marking guide shown below and the grading guidance section below.
It is recommended that you read both of these sections before starting your assessment to learn what will help you to achieve the highest marks. Before submitting your assessment you should review it to check you have produced what is required to achieve the highest marks.
When you receive your feedback from your tutor you should be able to see where you gained marks and, where relevant, recommendations about how to improve your performance going forward.
This grading guidance section explains in more detail what a submission for this assignment should include in order to achieve a mark at the threshold, good and excellent standards.
Threshold – Threshold submissions should provide:
Task 1
Task 2
Good – Good submissions should provide the following in addition to the ‘threshold’ requirements
Task 1
Task 2
Excellent – Excellent submissions should provide the following in addition to the ‘Good’ requirements
Task 1
Task 2
Criteria 1 and 2 relate to the measurement in Task 1 and criteria 3, 4, 5 and 6 relate to the briefing note in Task 2.
| LEVEL_7_QSP7PCM | ||||||||
| _Ass_2_2021_SEP | ||||||||
| 1. PRESENTATION OF MEASUREMENT AND CONSTRUCTION
TECHNOLOGY |
10 | 0–1
Inadequate |
2–3
Limited |
4 Below threshold | 5 Threshold | 6
Good |
7 Excellent | 8–10
Outstanding |
| Provision of Q&A sheet, take off list (SMM), Marked up drawings, Bill of Quantities, where relevant | Presentation format is inappropriate and communication is obstructed | Presentation format is ineffective and communication is hindered.
|
Presentation format is confused and communication is only partially effective | Presentation format is satisfactory and communication is sufficient to meet the learning outcomes | Presentation format is effective and communication is sound. | Presentation format is sophisticated and communication is articulate. | Presentation format is innovative and communication is insightful. | |
| Understanding of construction technology, materials and related specification content structure. | Inadequate understanding of construction technology, materials and related specification content structure. | Limited understanding of construction technology, materials and related specification content structure. | Insufficient understanding of construction technology, materials and related specification content structure. | Sufficient understanding of construction technology, materials and related specification content structure to meet the learning outcomes. | Good understanding of construction technology, materials and related specification content structure. | Excellent understanding of construction technology, materials and related specification content structure. | Outstanding understanding of construction technology, materials and related specification content structure. | |
| Clarification of assumptions and linkage between elements of the submission | Inadequate clarification of assumptions and approach made. | Limited clarification of assumptions and approach made. | Insufficient clarification of assumptions and approach made. | Sufficient clarification of assumptions and approach made to meet the learning outcomes. | Good clarification of assumptions and approach made. | Excellent clarification of assumptions and approach made. | Outstanding clarification of assumptions and approach made. | |
| Minimal cross referencing of information to support the measure. | Ineffective cross referencing of information to support the measure. | Inaccurate and inconsistent cross referencing of information to support the measure. | Satisfactory cross referencing of information to support the measure. | Clear and competent cross referencing of information to support the measure. | Complete and accurate cross referencing of information to support the measure. | Comprehensive and thorough cross referencing of information to support the measure. | ||
| 2. ACCURACY OF
DESCRIPTION AND MEASUREMENT |
20 | 0–3
Inadequate |
4–7
Limited |
8–9
Below threshold |
10–11
Threshold |
12–13 Good | 14–15
Excellent |
16–20
Outstanding |
| All items have been measured properly in
accordance with the SMM |
Measurement of items is inaccurate, minimal and do not comply with SMM requirements.
|
Measurement of items is unsatisfactory and ineffective and has limited compliance with SMM requirements. | Measurement of items is inconsistent and inaccurate and only partially complies with SMM requirements. | Measurement of items is sufficiently clear and accurate, and sufficiently complies with SMM requirements to meet the learning outcomes. | Measurement of items is competent and clear. Compliance with SMM requirements is mostly correct with minor omissions or errors. | Measurement of items is complete and accurate. Compliance with SMM requirements is correct with minimal omissions or errors. | Measurement of items is comprehensive and thorough. Full compliance with SMM requirements. | |
| Adequacy, clarity and completeness of descriptions in accordance with the
chosen and approved SMM |
Descriptions are inaccurate, minimal and do not comply with SMM requirements. | Descriptions are unsatisfactory and ineffective and have limited compliance with SMM requirements. | Descriptions are inconsistent and inaccurate and only partially comply with SMM requirements. | Descriptions are sufficiently clear and accurate, and there is sufficient compliance with SMM requirements to meet the learning outcomes. | Descriptions are competent and clear. Compliance with SMM requirements is mostly correct with minor omissions or errors. | Descriptions are complete and accurate. Compliance with SMM requirements is correct with minimal omissions or errors. | Descriptions are comprehensive and thorough. Full compliance with SMM requirements. | |
| 3. COMMUNICATION | 10 | 0–1 | 2–3 | 4 | 5 | 6 | 7 | 8–10 |
| Inadequate | Limited | Below threshold | Threshold | Good | Excellent | Outstanding | ||||
| Relevance to task
• The relevance of the information provided to the context of the task • The way the needs of the intended audience have been addressed. |
Irrelevant and addresses neither the task nor the needs of the intended audience. | Largely irrelevant and does not effectively address the task or the needs of the intended audience. | Partially relevant and attempts to address the task and the needs of the intended audience with significant irrelevance or omissions. | Sufficiently relevant to the task and the needs of the intended audience to meet the learning outcomes. | Mostly relevant to the task and the needs of the intended audience, with some minor irrelevance or omissions. | Highly relevant to the task and precisely focussed on the requirements of the intended audience. | Completely relevant to the task and fully focussed on the requirements of the intended audience. | |||
| Structure and presentation
• Organisation and presentation of ideas |
A lack of structure beyond a loosely connected list of points. | Largely unstructured and does not have a clear logical flow. | Inconsistent structure and logical flow. | Adequate structure and logical flow. | Reasonable structure and logical flow. | Advanced structure and logical flow. | Proficient structure and logical flow. | |||
| • Format appropriate to the intended audience and/or industry protocols
• How structure and presentation enable communication. |
Presentation format is inappropriate and communication is obstructed. | Presentation format is ineffective and communication is hindered. | Presentation format is confused and communication is only partially effective. | Presentation format is satisfactory and communication is sufficient to meet the learning outcomes. | Presentation format is appropriate and communication is clear. | Presentation format is sophisticated and communication is articulate. | Presentation format is innovative and communication is insightful. | |||
| Grammar
• Selection of words, sentence construction, spelling and punctuation. |
Use of grammar is deficient and meaning is obstructed. | Significant grammatical errors and meaning lacks clarity. | Several grammatical errors and meaning conveyed insufficiently clearly. | Notwithstanding some minor errors and oversights, grammar and clarity of meaning are sufficient to meet the learning outcomes. | Grammar usage is fair and conveys meaning clearly. | Grammar usage is advanced and conveys meaning precisely. | Grammar usage is exceptional and conveys meaning eloquently. | |||
| 4. KNOWLEDGE AND
UNDERSTANDING |
20 | 0–3
Inadequate |
4–7
Limited |
8–9
Below threshold |
10–11
Threshold |
12–13 Good | 14–15
Excellent |
16–20
Outstanding |
||
| Systematic knowledge and understanding of the key aspects of the field of study | Inadequate systematic knowledge and understanding of the field of study. | Limited systematic knowledge and understanding of the field of study. | Insufficient systematic knowledge and understanding of the field of study. | Sufficient systematic knowledge and understanding of the field of study to meet the learning outcomes. | Good systematic knowledge and understanding of the field of study to meet the learning outcomes. | Excellent systematic knowledge and understanding of the field of study to meet the learning outcomes. | Outstanding systematic knowledge and
understanding of the field of study to meet the learning outcomes. |
|||
| Critical analysis Analysis of source materials | Analysis of the source materials is superficial, deficient or minimal. | Analysis of the source materials is shallow ineffective or incomplete. | Analysis of the source materials is insubstantial, inaccurate or inconsistent. | Analysis of the source materials is adequate and of sufficient depth to meet the learning outcomes. | Analysis of the source materials is substantial clear and competent. | Analysis is effectively applied to the demands of the task. | Analysis is perceptively applied to the demands of the task. | |||
| • Application of analysis to the demands of the task. | Analysis is not applied to the demands of the task. | Analysis is applied unsatisfactorily to the demands of the task. | Analysis is partially applied to the demands of the task. | Analysis is satisfactorily applied to the demands of the task. | Analysis is reasonably applied to the demands of the task. | Proposed solutions are consistent and effective. | Proposed solutions are
advanced and sophisticated. |
|||
| • Development of solutions | Proposed solutions are incoherent and deficient. | Proposed solutions are unsatisfactory and ineffective. | Proposed solutions are confused and inaccurate. | Proposed solutions are satisfactory and sufficient to meet the learning outcomes. | Proposed solutions are clear and reasonable. | Proposed solutions are
advanced and sophisticated. |
Proposed solutions are ambitious and exceptional. | |||
| 5 | . USE AND
APPLICATION OF SOURCE MATERIAL |
20 | 0–3
Inadequate |
4–7
Limited |
8–9
Below threshold |
10–11
Threshold |
12–13 Good | 14–15
Excellent |
16–20
Outstanding |
|
| Application of UCEM Harvard referencing style | A minimal number of sources have been referenced. The referencing system is applied incoherently. | Referencing is unsatisfactory due to significant omissions, inaccuracies or inconsistencies in the application of the referencing system. | Referencing is insufficient due to several omissions, inaccuracies or inconsistencies in the application of the referencing system. | Referencing is sufficiently complete, accurate and consistent in the application of the referencing system to meet the learning outcomes. | Referencing is competent with mostly complete, accurate and consistent application of the referencing system. | Referencing is comprehensive with complete, accurate and consistent application of the referencing system with minimal errors. | Referencing is comprehensive and applied faultlessly. | |||
| Source Materials
Selection of course materials |
|
Minimal and incoherent selection of course materials. |
Ineffective selection of course materials with significant omissions. |
Inconsistent and inaccurate selection of course materials. |
Adequate selection of course materials. |
Competent selection of course materials. |
Sophisticated selection of course materials. |
Innovative selection of course materials. |
||
| Independent research | Independent research is minimal and has not been informed by scholarship at the forefront of the academic discipline. | Independent research is incomplete and unsatisfactory. It has not been informed by any notable scholarship at the forefront of the academic discipline. | Independent research is basic and has partially been informed by appropriate scholarship at the forefront of the academic discipline. | Independent research is sufficient and has been at least partially
informed by appropriate scholarship at the forefront of the academic discipline, sufficient to meet the learning outcomes. |
Independent research is competent and has been informed by a reasonable amount of appropriate scholarship at the forefront of the academic discipline. | Independent research is advanced and has been informed by a comprehensive range of authoritative scholarship at the forefront of the academic discipline. | Independent research is proficient and has been informed by the full range of authoritative scholarship at the forefront of the academic discipline. | |||
| Use of industry practice and personal experience. | Industry practice and personal experience omitted or irrelevant. | Limited and incomplete reference to industry practice and personal experience. | Simple reference to industry practice and personal experience. | Satisfactory reference to industry practice and personal experience. | Clear reference to industry practice and personal experience. | Perceptive reference to industry practice and personal experience. | Insightful reference to industry practice and personal experience. | |||
| Originality in the application of knowledge | Originality in the application of knowledge is inadequate and incoherent. The assessed work is not informed or improved by the source materials. | Originality in the application of knowledge is ineffective and unsatisfactory. The assessed work is informed and improved in a limited manner by the source materials. | Originality in the application of knowledge is inconsistent and partial. The assessed work is informed and improved in a basic manner by the source materials. | Originality in the application of knowledge satisfactory and adequate. The assessed work is informed and improved in an adequate manner by the source materials, sufficient to meet the learning outcomes. | Originality in the application of knowledge is competent and clear. The assessed work is informed and improved in a reasonable manner by the source materials. | Originality in the application of knowledge is perceptive and accurate. The assessed work is informed and improved in a comprehensive manner by the source materials. | Originality in the application of knowledge is innovative and insightful. The assessed work is informed and improved in an exceptional manner by the source materials. | |||
| 6. INSIGHT,
INTERPRETATION AND EVALUATION |
20 | 0–3
Inadequate |
4–7
Limited |
8–9
Below threshold |
10–11
Threshold |
12–13 Good | 14–15
Excellent |
16–20
Outstanding |
| Systematic and creative approaches to complex issues | Inadequate selfdirection and originality in tackling and solving problems and in implementing tasks at a professional level. | Ineffective selfdirection and originality in tackling and solving problems and in implementing tasks at a professional level. | Insufficient selfdirection and originality in tackling and solving problems and in implementing tasks at a professional level. | Sufficient selfdirection and originality in tackling and solving problems and in implementing tasks at a professional level to meet the learning outcomes. | Competent selfdirection and originality in tackling and solving problems and in implementing tasks at a professional level. | Successful selfdirection and originality in tackling and solving problems and in implementing tasks at a professional level. | Exceptional self-direction and originality in tackling and solving problems and in implementing tasks at a professional level. | |
| Critical evaluation of current research and advanced scholarship in the discipline | Any evaluation of current research and advanced scholarship in the discipline is unsubstantiated and unstructured. | Evaluation of current research and advanced scholarship in the discipline is unsatisfactory in its reasoning. | Evaluation of current research and advanced scholarship in the discipline is simple in its reasoning. | Evaluation of current research and advanced scholarship in the discipline is adequate in its reasoning. | Evaluation of current research and advanced scholarship in the discipline is competent in its reasoning. | Evaluation of current research and advanced scholarship in the discipline is sophisticated in its reasoning. | Evaluation of current research and advanced scholarship in the discipline is ambitious and convincing in its reasoning. | |
| Judgements in the absence of incomplete data | Judgments in the absence of incomplete data and/or conclusions are deficient. | Judgments in the absence of incomplete data and/or conclusions are inaccurate. | Judgments in the absence of incomplete data and/or conclusions are confused. | Judgments in the absence of incomplete data and/or conclusions are satisfactory and sufficient to meet the learning outcomes. | Judgments in the absence of incomplete data and/or conclusions are clear and appropriate. | Judgments in the absence of incomplete data and/or conclusions are perceptive. | Judgments in the absence of incomplete data and/or conclusions are insightful. |
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