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Assessment Briefing Template 2020-2021

Module Code & Title: ACC2015M – Financial Management

Contribution to Final Module Mark: 30%

Description of Assessment Task and Purpose:

This is a 2,500-word assignment that requires you to comment critically on the role of the financial managers in determining the suitable capital structure and relevant sources of finance of their organisations.

(The question and assessment guidance will be uploaded on the Blackboard in Week 2)

 

Learning Outcomes Assessed:

LO1     Explain the characteristics of various financial markets

LO2     Analyse the advantages and disadvantages of different financial products to investors and fund users

LO3     Comment critically on the role of the financial manager in the context of the organisation and the wider business environment

 

Knowledge & Skills Assessed:

Knowledge: Theoretical framework of corporate finance and the application to real world situation.

Skills: Organisation, Communication, Learning & Adaptability, Commercial Awareness, Research and Analysis, Problem Solving.

 

Assessment Submission Instructions:

The soft copy of your coursework must be submitted through Turnitin link in Blackboard (hard copy is not required) no later than 12:00pm on Friday 08th January 2021.

Please note if your coursework misses this deadline, your overall mark will be deducted by 10 marks for each late day.

 

Date for Return of Feedback: 29nd January 2021

 

Format for Assessment:

The report is limited to 2,500 words. Evidence of task completion should be included within an appendix and is separate from the word count.

 

Please follow to the formatting guidelines:

– Font / Size:                           Arial or Times New Roman / 12

– Spacing / Sides:                  1.5 / Single Sided

– Pagination required? Yes

– Margins:                               At least 2.54 to left and right and text ‘justified’

– Referencing:             Full compliance with Harvard protocols

 

Marking Criteria for Assessment:

 

Criterion                                                                                             Maximum mark

Structure: ability to synthesise material

and present your ideas coherently                                                                  10%

Show understanding of theories                                                          20%

Use of relevant examples                                                                                20%

Development of ideas and evidence of wider reading                        30%

Analysis and conclusions                                                                                 20%

Your performance will be graded on a continuous numerical scale which ranges from 0 to 100 and is expressed in percentage terms (%). You will see below the division of the scale into the classifications used within the University of Lincoln together with an indication of the standard required to achieve each classification.

>79-100%: (exceptionally strong pass – first class honours standard) a range of marks which are consistent with a first where the work is of outstandingly high quality.

>69-79%: (excellent pass – first class honours standard) a range of marks consistent with a first. Work which shows excellent content, organisation and presentation, reasoning and originality; evidence of independent reading and thinking and a clear and authoritative grasp of theoretical positions; ability to sustain an argument, to think analytically and/or critically and to synthesise material effectively.

>59-69%: (strong pass – upper second class honours standard) a range of marks consistent with an upper second. Well-organised and lucid coverage of the main points in an answer; intelligent interpretation and confident use of evidence, examples and references; clear evidence of critical judgement in selecting, ordering and analysing content; demonstrates some ability to synthesise material and to construct responses, which reveal insight and may offer some originality.

>49-59%: (sound pass – lower second class honours standard) a range of marks consistent with a lower second; shows a grasp of the main issues and uses relevant materials in a generally business-like approach, restricted evidence of additional reading; possible unevenness in structure of answers and failure to understand the more subtle points: some critical analysis and a modest degree of insight should be present.

> 39-49%: (basic pass – third class honours standard) a range of marks which is consistent with third class; demonstrates limited understanding with no enrichment of the basic course material presented in classes; superficial lines of argument and muddled presentation; little or no attempt to relate issues to a broader framework; lower end of the range equates to a minimum or threshold pass.

>34-39%: (marginal fail) achieves most of the learning outcomes required for a mark of 40% but falls short in one or more areas; not a pass grade but sufficient to warrant compensation.

>29-34%: (clear fail) a fail; may achieve some learning outcomes but falls short in most areas; shows considerable lack of understanding of basic course material and little evidence of research.

0-29%: (weak fail) a fail; basic factual errors of considerable magnitude showing little understanding of basic course material; falls substantially short of the learning outcomes for compensation. Source: University Marking and Grading Policy: (available on University Portal under University Registry / Secretariat and Legal Services / Academic Policies)

 

Please note that all work is assessed according to the University of Lincoln Management of Assessment Policy and that marks awarded are provisional on Examination Board decisions (which take place at the end of the Academic Year.

 

Feedback Format:

Feedback & grades will be available electronically on Blackboard. If you have any specific questions relating to the feedback comments email the module co-ordinator to discuss.

 

Additional Information for Completion of Assessment:

The relevant topics are covered briefly in the Lectures. Students will need to do their own additional reading and research in order to achieve a good grade. Higher marks will be awarded to essays making considered use of appropriately referenced work. A good essay will (almost) certainly contain a clear description of relevant theory. A useful further consideration is the implications of the theory. Where appropriate, diagrams can be a good addition to your essay.

 

Assessment Support Information:

Your assignment should:

  1. Include detailed references to a variety of literature sources;
  2. Include real-world examples supported by published reports and data you have used in your research;
  • Be submitted via Blackboard, using Turnitin.

 

Important Information on Dishonesty & Plagiarism:

University of Lincoln Regulations define plagiarism as ‘the passing off of another person’s thoughts, ideas, writings or images as one’s own…Examples of plagiarism include the unacknowledged use of another person’s material whether in original or summary form. Plagiarism also includes the copying of another student’s work’.

Plagiarism is a serious offence and is treated by the University as a form of academic dishonesty. Students are directed to the University Regulations for details of the procedures and penalties involved.

 

For further information, see plagiarism.org

 

University of Lincoln Assessment Framework

Assessment Briefing Template 2020-2021

Guidance Notes Overview

The assessment briefing template is designed to ensure that all students are given information, advice and support to successfully complete their module assessments and to reach their full academic potential. Consistency and clarity of communication are the guiding principles for completion of assessment briefings, and it is for these purposes that this template has been devised. There are naturally differences in wording and expression in different subject disciplines, as well as different standards and competencies as defined by Professional Statutory and Regulatory Bodies (PSRBs). Therefore, identical documents are not expected. However the good practice guidance provided is seen as a minimum for assessments across the institution.

Assessment briefings should be made available to all students and staff involved in the assessment cycle as well as the relevant external examiners. Briefings, where possible should be made face-to-face with a student cohort and as a minimum included in the Module Briefing/Handbook. In addition to information on written briefings, appropriate support should be made available for students completing assessments to clarify and explain. An important facet of successful assessment is the promotion of assessment literacy amongst the student body. All efforts should be made to ensure that students are aware of the nature and purpose of assessments in a timely fashion and have chance to complete them in the formative mode.

Good educational practice also requires those conducting assessment to ensure that their assessment briefings are as clear as possible to the student body. Partnership working with students to review briefings and ensure they are fit for purpose is to be encouraged

These guidance notes are to be read alongside the policy and practice documents that comprise the University of Lincoln Assessment Framework. It is expected that all staff with oversight and involvement in assessment will have read these documents.

 

Completion of Assessment Briefing Template

Module Code & Title: Give Module Code and Title as per current Programme Specification.

Contribution to Final Module Mark: Specify the contribution made by the mark of this assessment to the final module mark as a percentage.

Description of Assessment Task and Purpose: Information provided here should represent a clear and concise answer to the students’ common question – “What do we have to do and why this type of assessment?” Examples may include:

“You are required to submit an essay, in no more than 2,000 words, that discusses the potential benefits of using stem cells in medical treatments. The purpose of this assessment is to judge your knowledge of the subject area, an ability to find and evaluate accurate and reliable information/evidence and present it in a clear, concise and scientific manner.”

You are required to prepare and deliver an oral presentation on the social and political contexts of the English Civil War (1642-1651). The presentation should be of 10 minutes duration and you should be prepared for a 5 minute period to answer questions from the audience. The purpose of this assessment is to judge your knowledge of the subject area and your ability to communicate your understanding to an audience of your peers.

 

Learning Outcomes Assessed: Specify the Module Learning Outcomes assessed as per the current Programme and Module specifications. This section may also be used to explain the linkage of learning outcomes to any PSRB standard or competency.

Knowledge & Skills Assessed: Here it is important to inform students of the contribution of this assessment to the development and acquisition of knowledge, skills and behaviours that are key outcomes of the module and programme. Refer to the following when providing this information.

Subject Specific Knowledge, Skills and Understanding: e.g. Literature searching, Referencing, Numeracy, Health and Safety, Project Planning, Techniques and Skills Subject-specific knowledge.

Professional Graduate Skills: e.g. independence and personal responsibility, adaptability, verbal communication, written communication, creativity, critical thinking, IT skills, self-reflection and life-long learning, problem solving, group or team skills, effective time management, working under pressure to meet deadlines, negotiation skills, leadership.

Emotional Intelligence: e.g. self-awareness, self-management, awareness of others, managing and supporting others, motivation, resilience, self-confidence.

Career-focused Skills:  An understanding of the range of graduate careers, skills and attributes required by employers, a range of strategies to present skills and attributes to employers.

Assessment Submission Instructions: Here the purpose is to describe as clearly as possible, the date for submission of the assessment as well as how students will submit their work. For example: “you are required to submit your assessment before 3pm on Thursday 11th July 2020 using the online assessment submission facility on the Module Blackboard site. Pay careful attentions to instructions provided at the time of submission” or “your presentation will take place on Monday 8th July in the xxx, you should submit your PowerPoint slides to xxx at least one week in advance to ensure that presentations run smoothly on the day.”

Date for Return of Feedback: Insert a date on or before the 15-day deadline for feedback return

Format for Assessment: Here in this section you are able to clearly specify the format expected for the submitted work, such as file type, media type, fonts, spacing, margins, layouts and referencing conventions accepted. If there are exemplars of the assessment available, this is the place to provide a link to clarify the formatting instructions.

Marking Criteria for Assessment: This is one of the most important components of an effective assessment briefing. Students should be provided ideally with a set of generic marking criteria employed by the School or Subject Discipline as well as a criterion reference grid that shows the criteria utilised in awarding the different categories of pass marks for the assessment in question (which may relate to either award classifications or percentage ranges).

Feedback Format: It is important that our students are aware of the format of the feedback they will receive on their assessments. In this section you should lay out the nature of the feedback e.g. verbally in teaching session (give date), one-to-one with tutor, attached feedback sheet, video or audio. Good practice suggests that face to face feedback is the gold standard.

Additional Information for Completion of Assessment: Here is the place for any further guidance for students to prepare them for the completion of the assessment task. This may include links to learning resources either in print or online. Common resources may relate to subjects such as Essay Writing, Reading and Language Skills and Referencing techniques.

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