Plymouth University Academic Partnerships cornwall college, Camborne Programme Quality Handbook



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Referencing Guides


https://intranet.cornwall.ac.uk/intranet/learning-services/documents/Harvard_Referencing_July13.pdf


  1. Assessment Schedules and Feedback


Each Programme has a designated Moodle page which houses further details of each of the modules contained with a programme. A full assessment schedule will be available via Moodle. Any changes made to the schedule will be done in consultation with the student body and will be fully communicated to the students that are affected.


FORMATIVE AND SUMMATIVE ASSESSMENT DETAILS
A range of assessment modes are used across your programme.
Formative assessment is used to support your development of academic skills.
You are strongly advised to make the most of formative assessment opportunities.
Your performance in a module will be assessed during the academic year, normally through a combination of coursework and end of year examinations. You must pass the assessments in order to be credited with that module for your award.
The method of assessment varies between modules and your lecturers will advise you of the method(s) to be used. This reflects the need to develop a range of different knowledge, understanding and skills. Various sources of guidance and support are available for undertaking different types of assessments.
During your programme you may experience some, or all, of the following types of assessment:


  • Coursework essay questions

  • Coursework group reports

  • Coursework case study problems

  • Group presentations

  • Individual presentations

  • Practical work

  • Formal examinations

  • Online assessments

  • Portfolios

  • Independent research projects

  • Individual reflective reports

  • Logbooks

  • industry facing publications


ASSESSMENT HAND-IN PROCESS, ASSESSMENT CRITERIA AND GUIDANCE, MODIFIED ASSESSMENT PROVISION
ASSESSMENT FORMAT

You are expected to submit your work in standardised format for all written submissions (unless advised otherwise) as per the guidance below and also to use the standardized front sheet:



GENERAL PRESENTATION, FORMAT AND FONT GUIDANCE
Please ensure that UK English is used.
Use a 2.5cm margin on the left, and 2cm margins on the top, right and bottom.

Use 1.5 line spacing.


Use Arial 12pt font.

The first line of paragraphs must not be indented.


Paragraphs must be separated by a 1.5 line space.

Text in the main body of the document must be fully justified.

Use a 10pt Arial footer left justified containing only your student number.
Use page numbers positioned bottom, centre in Arial 10pt font.
Do not use a header unless instructed otherwise (e.g. for business reports).

Ensure that a consistent style is used throughout the document (e.g. for section headings, numbering and bullet point styles).



PRESENTATION OF TABLES, FIGURES AND IMAGES
Tables and Figures should be referred to in the preceding text.
Table headings should be positioned above the Table.
Text within tables should be single line spaced and unjustified.
Figure headings should be positioned below the Figure.
Only use pictures, photographs or images to demonstrate a point. Do not use pictures solely for aesthetic purposes. These should be referred to as Figures.
Ensure that images used are of reproducible quality. (Avoid over expanding images resulting in a low quality pixelated/grainy image.)
Tables and Figures should be understandable without preceding text, therefore may benefit from the addition of a legend containing explanatory text.

REFERENCING
The Harvard Referencing System must be used. (Refer to Plymouth University’s Cite Them Rite http://www.citethemrightonline.com for definitive guidance)
NEVER use bullet points in the reference list.
It is acceptable to use single line spacing for the reference list.

Do NOT use bibliographies (unless specifically required to do so).



WORD COUNT
Include the word count on the front sheet
A tolerance of 10% can be applied to the stipulated word count. Deviations exceeding ±10% will be penalised.

Table 1 describes what is and is not included in the word count.


Table 1. Summary of words included in and excluded from the word count.

Table 1. Summary of words included in and excluded from the word count. Included

Excluded

All in-text citation (including those in parentheses)

All direct quotes

All table headings

Numerical data in tables

All diagram headings and labels

Reference list & Bibliography

All textural footnotes

Contents and Cover/Title pages

All headings and sub-headings

Appendices

ASSESSMENT SUBMISSION PROCESS
The majority of your assessments should be submitted via the VLE (moodle) by the time specified on the assessment brief. You are strongly discouraged from emailing assessments to staff and this should only be done in exceptional circumstances with prior agreement. For hard copy submissions (such as log books, portfolios and posters) you will be given the exact time and location of the submission.

For some of your assessments you may be required to submit your work to anti- plagiarism software, such as Turnitin®, prior to submission. This is a useful academic development tool, it is not that we think you are cheating! You will be informed when this is a requirement and given the appropriate training to enable you to do so.


SUBMISSION DEADLINES
Remember that deadlines are deadlines and they should always be met. If a piece of work is up to 24hours late a maximum mark of 40% will be awarded. Work that is more than 24 hours late will be given a zero. If however there are extenuating circumstances you should let your programme manager know as soon as possible.
RESITTING ASSESSMENTS
A fee is not charged for referral work if it is done during the referral period. Resit modules are free if they are being undertaken following approved extenuating circumstances. Modules that have to be re-sat as a second attempt are likely to attract a fee.
ASSESSMENT FEEDBACK FORMS
A generic feedback form is used for all HE assessments. This will be accompanied by standard appropriate assessment grading matrices. The most commonly used is the Reports/Essays matrix shown below. Other assessment matrices may be used depending on the nature of the assessment and these will be issued with the assessment brief. Take time to examine these carefully – it will help you to know what is expected of you!

ASSESSMENT GRADING MATRIX FOR ESSAYS/REPORTS

BAND

Select and deploy relevant knowledge showing understanding of relevant literature/resources.

Analyse and evaluate information, arguments and explanations, and apply theory to practice.


Construct arguments and explanations using a range of available evidence and communicate these in a clear, structured manner, making use of appropriate vocabulary, citation and referencing.


(85-100%)

Outstanding

.. in addition to criteria in the 70-84% band the student


demonstrates comprehensive understanding of information extracted from recent / current thinking in the subject area


suggests original interpretations or applications of theory
evaluates, analyses and interprets information, arguments and explanations with outstanding clarity and skill


reasons effectively towards a comprehensive and original conclusion

distils and critically evaluates evidence and communicate this concisely




(70-84%)

Excellent



a thorough, accurate knowledge with a clear and detailed understanding that meets module specific learning outcomes and assessment criteria

coverage of a wide range of relevant literature/resources




a high level of skill in interpretation, analysis and evaluation

rigorous and consistent application of relevant theory to practice




correctly distinguish relevant and important factors

integrate these factors into a balanced, well-focused and convincing argument/explanation

reason effectively towards an individual and informed conclusion

contain detailed citation and referencing


correctly use grammar, punctuation and spelling


(60-69%) Very Good

A very good, accurate knowledge and understanding that meets module specific learning criteria

a very good awareness of a range of relevant literature/resources




A very good level of skill in interpretation, analysis and evaluation
Consistent application of relevant theory to practice

Identify the most important factors

present a relevant argument/explanation clearly if, at times, lacking incisiveness


contain accurate citation and referencing
may contain occasional errors of grammar, punctuation and spelling


(50-59%)

Good


a good knowledge and confident understanding that meets module specific learning outcomes and assessment criteria
a good awareness of relevant literature/resources


a good level of skill in interpretation, analysis and evaluation

application of some theory to practice




identify some important factors

present a logical argument/explanation


contain correct citation and referencing
may contain some errors of grammar, punctuation and spelling


(40-49%)

Adequate


an adequate knowledge and understanding that meets module specific learning outcomes and assessment criteria
a limited awareness of relevant literature/resources


an adequate level of skill in interpretation, analysis and evaluation
adequate application of theory to practice


make an adequate attempt to distinguish relevant material
assemble it into a limited argument/explanation

contain adequate citation and referencing that is generally accurate

may contain some errors of grammar, punctuation and spelling


(25-39%)

Unsatisfactory



Poor and generalised

knowledge and understanding that does not meet module specific learning outcomes and assessment criteria

little or no awareness of relevant literature/resources


A poor level of skill in interpretation, analysis and evaluation
inappropriate or inadequate application of theory to practice



Make an inadequate attempt to shape an argument/explanation at a basic level

lack logical structure and/or be unselective

be uncited/unreferenced or display frequent errors in citation/referencing

may contain intrusive errors of grammar, punctuation and spelling




(0-25%)

Inadequate at HE level.. X



No attempt to use relevant literature
Little or no relevant factual content

Has little apparent understanding of the concepts relevant to this area of study




Little or no interpretation or analysis of information

Little or no idea of relevant theoretical background or its application




No conventional structure to report
Spelling / grammatical errors make report incomprehensible

Explanations illogical or non-existent




MODIFIED ASSESSMENT PROVISION
If you think that you should receive any modified assessment provision you must notify your module leaders and programme manager as soon as possible.
In all cases these are chosen and designed to assess your achievement of the particular learning outcomes for the module. You will be given Assessment Criteria on each of your assessments which are used to judge the extent of your achievement.
Please reference the Benchmarking Skills Map in the Programme Specification in the programme Quality handbook for further details on how the teaching, learning and assessments are achieved within each module.
Please note that ALL assessment marks and results are provisional until confirmed by the Subject Assessment Panel and verified by the Award Assessment




Examination

Coursework

Practical

MODULE CODE

Examination

Test

Coursework Type

Coursework Type

Practical Type

Practical Type

Level 4 Year 1 Stage 1

CORC1013 Personal and Employability Skills Development







Essay 50%

Report 50%







CORC1114 Foundations of Healthcare Practice







Reflective Account 50%




Work based competencies 50%




CORC1115 The Patient Journey: Practice and Principles







Reflective Account 50%




Work based competencies 50%




CORC1207 Biology of Health and Illness




Test 100%













HEAA125M Issues in Health and Wellbeing







Assignment 100%










HEAA127M Understanding Practice







Multimedia Presentation 100%










Level 5 – Stage 2

HEA273M Evidence Based Practice







Written Assignment 100%










HEAB219M The Context of Care







Debate 30%

Research 70%







HEAB221M Changing Practice







Project & Report 70%

Presentation 30%







CORC2165 Competence in Practice







Assignment 50%




Practice Competencies 50%




Students to choose either 2x20 credit modules or 1x40 credit module

CORC267 Independent Study (20)







Written Assignment 100%










CORC2093 Work Based Learning (20)







Portfolio 50%




Competencies 50%




OPP204 End of Life Care for Older Persons 1 (20)







Written Assignment 70%

In class debate 30%







HEA201M Tissue Viability (20)







Theory 50%




Practice 50%




HEA202M Long Term Conditions Care Management (20)







Written Assignment 100%










HEA203M Rehabilitation (20)







Assignment 50%

Competencies 50%







HEA204M Dementia and Cognitive Dysfunction: Care Management and Rehabilitation Strategies (20)







Written Assignment 50%

Portfolio 50%







HEA276M The Practice and Principles of Infection Control (20)







Coursework 50%




Practice 50%




CORC2166 Core Skills for the Care of Critically Ill Adults in Acute Care Areas (20)







Coursework 50%




Practice 50%




HEAB205M Integrating Physical, Psychological and Social Care (20)







Written Assignment 50%

Portfolio 50%







HEAB206M Introduction to Supportive and Palliative Care (20)







Coursework 50%




Practice 50%




NURB261M Minor Injuries Skills and Practice (20)







Coursework 50%




Practice 50%




NURB280M Short Programme in Nursing for Gastro-Intestinal Endoscopy and Related Procedures (20)







Coursework 50%




Practice 50%




NURB243M Leadership in Practice (20)







Coursework 100%










NURB289M Effective Pain Management – A Key Factor in High Quality Care (20)







Coursework 50%




Practice 50%




HEAB226C Parkinson’s Disease Management (40)







Written Assignment 50%




Practice 50%




HEAB235C Core skills for care of the critically ill adult in non-critical care acute areas (40)







Written Assignment 90%

Presentation 10%







HEAB220C Effective Management of Asthma and Chronic Obstructive Pulmonary Disease (40)







Coursework 50%




Practice 50%






Marking stage





Student submits work / sits test / sits examination




Work collated & passed to

Module Leader

Work is marked by Module Leader

Marks collated by Module Leader & submitted to Programme Manager



Internal moderation stage





Students receive initial UNCONFIRMED mark




Internal moderation sample selected1.

Moderation by second academic

Unconfirmed mark & feedback back to students within 20 working days

Marks collated by Module Leader & submitted to Programme Manager



External moderation stage








External moderation samples selected and moderated by External Examiners

Marks collated by Module Leader & submitted to Programme Manager



Subject Assessment Panel (SAP) (ratification) stage





CONFIRMED marks issued to students




Marks approved by SAP and forwarded to College Award Assessment Board


Marks submitted to SAP for consideration and approval

Marks collated by Module Leader & submitted to Programme Manager



1The sample for the internal moderation comprises 20% or 10 assessment pieces minimum. The sample should include a range of assessment pieces including borderlines and fails. For more guidance see the Plymouth University Marking and Moderation policy 2015


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