Assignment Brief
| Course/Programme: | Assignment Brief – Business Foundation | |||
| Level: | 3 | |||
| Module Title: | Study Skills for Higher Education | |||
| Module Leader: | ||||
| Assignment title: | Study Skills for Higher Education | |||
| Intake | 2022 | |||
| Term | Oct 2022 | |||
| Weighting: | Individual Essay (review of article) – 50% Individual Report – 50% | |||
| Date given out: | April 2020 | |||
| Submission date: | ||||
| Eligible for late submission (3 working days, with penalty)? | ||||
| Method of submission: | X | Online only X | Online and paper copy | |
| Special instructions for submission (if any): | N/A | |||
| Date for results and feedback: | ||||
| Employability skills assessed: | IT and Communication SkillsTime Management and Goal Setting SkillsAnalytical skills | |||
| Learning outcomes assessed: | As indicated in assignments tasks |
| Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) | Late Submission Penalties (tick if appropriate) | Capped at 40% 100 % |
| Up to 72 hours | ||
| Over 72 hours late |
TASK DESCRIPTION – Assignment 1 (50%) |
Assessment 1 – Individual essay (1500 words maximum)
Read the article below and do further research to answer the questions that follow:
Note-taking Strategies Every College Students Should Know
Before Each Class
Effective note-taking begins even before your classes start. As much as possible, start reading the assigned chapter for the upcoming session so you will have an idea of what your profession will discuss in class. You may also read the notes that you wrote during the previous sessions.
It will also help if you can sit in the first few rows in the class so you can see and hear the professor properly. It is also essential to turn off your mobile phone to prevent any distractions, and have all your writing materials like pens, notepads, and textbook handy. You also need to pick the right note-taking method that works well for you.
During Class
While in the middle of the class, write the date and page number of your notes and identify the main topic that you will tackle for that day. Make sure that you listen actively during the discussion. If there are any unclear points, you could raise a question to your professor so he can discuss it.
To help you speed up your note-taking, you may use codes or abbreviations to represent longer words. Some Singapore study notes contain these abbreviated words that allow students to understand what they write without consuming too much time writing. You may also use a recorder so you can look back on your lessons by listening to the recording.
After Class
Meet up with your classmates after class to compare notes and check the accuracy of the points that you had jotted down during the discussion. If you miss out on some points, you can edit your notes to fill in the missing details. Then look back on your notes again to summarise what you had put in it. You may use marginal phrases and pick out some possible test questions so you have an idea of what your professor will include in the exams.
Review everything that you wrote within 24 hours after the class and right before the next one. Also, always make sure that you will keep all your notes in a secure place. You may also invest in a sturdy file case to keep these notes properly.
No matter what note-taking method you choose in class, always see to it that you will use those notes as part of your active learning process. These notes will not be useful if you are not reviewing it regularly, especially during the days leading to the exams week. Therefore, make sure to utilize all your study notes properly.
Sylvia James, (2020).Note-taking Strategies Every College Students Should Know. Communal News. Available from: https://communalnews.com/note-taking-strategies-every-college-students-should-know/ [Accessed 12 March 2020]
Students learn a lot of new information in every class and it can be hard to remember everything. Taking notes can significantly improve students’ understanding and their ability to retain and recall information.
Questions:
1. Discuss the importance of taking notes and the significance of the stages mentioned in the article above: before, during and after.
2. Note taking is an essential feature of academic life. Identify and evaluate some of the different methods students can use to take notes.
| Assessment Criteria Applied – This assessment addresses the following learning outcomes: | Marks available |
| Discuss the importance of taking notes and the significance of the stages mentioned in the article above: before, during and after. | 35 |
| Note taking is an essential feature of academic life. Identify and evaluate some of the different methods students can use to take notes. | 35 |
| Essay style and academic writing | 15 |
| Referencing | 15 |
Essay Structure:
Ensure that the essay has the following structure and contains the details outlined:
- Cover page: essay title, student ID, name of course and university
- Introduction
- Main body – consisting of well-written paragraphs
- Conclusion
- In-text citations throughout (minimum 10)
- Reference List (minimum 6 references)
- Academic writing throughout
Assessment 2 – Individual report (1500 words maximum)
1. Students attend regular lectures and need to learn a lot of new information. Evaluate some strategies that students can use to improve their listening ability.
2. How can teachers help students understand their lectures? Make some recommendations.
You are advised to support your discussion with at least ten sources published during the last ten years.
marking criteria – Assignment 2 |
Marks will be awarded for answering the following questions and your ability to provide a well-written report with references.
| Assessment Criteria applied – This assessment addresses the following learning outcomes: | Marks available |
| Students attend regular lectures at university and need to learn a lot of new information. Evaluate some strategies that students can use to improve their listening ability. | 35 |
| How can teachers help students understand their lectures? Make some recommendations. | 35 |
| Report style and academic writing | 15 |
| Quality of referencing | 15 |
Report Structure:
Ensure that the report has the following structure and contains the details outlined:
- Cover page: essay title, student ID, name of course and university
- Abstract
- Table of contents
- Introduction
- Analysis and discussion of questions
- Recommendations
- Conclusion
- In-text citations throughout (minimum 10)
- Reference List (minimum 6 references)
| FORMATTING AND LAYOUT FOR ASSIGNMENTS: |
Please note the following when completing your written assignments:
- Writing: Written in academic English
- Focus: Focus only on the tasks set in the assignment.
- Document format: Essay for task 1 and Report for task 2
- Cover sheet: For each assignment provide a clear title, course, and name or ID number on a cover sheet
- Reference List: using Harvard referencing throughout.
- Research: Research should use reliable and relevant sources of information e.g. academic books and journals that have been peer reviewed. The research should be extensive.
- Font: size 12, Times New Roman
| MAXIMUM LENGTH |
Assessment 1: 1500 words (+/- 10%).
Assessment 2: 1500 words (+/- 10%).
| Marks Awarded | (70%+) | (60-69%) | (50-59%) | (40-49%) | (30-39%) |
| Discuss the importance of taking notes and the significance of the stages mentioned in the article above: before, during and after. (LO1) TASK 1 | The work competently discusses the importance of taking notes and provides a wide variety of reasons. It also focuses on the significance of the stages: before, during and after. It shows very thorough interpretation and analysis. | The work competently discusses the importance of taking notes and provides a good selection of reasons. It also focuses on the significance of the stages: before, during and after. It shows competent interpretation and analysis. | The work discusses some of the reasons that it is important to take notes. It also focuses on the significance of the stages: before, during and after. However, the work is mostly descriptive and little analysis is provided. | The work shows some awareness of why taking notes is important but is descriptive rather than analytical. It may not focus sufficiently on the stages: before, during and after. There may be some errors or misunderstandings. | The work shows some awareness of notetaking but lacks detail and relevance. There are significant errors and misunderstandings. |
| Note taking is an essential feature of academic life. Identify and evaluate some of the different methods students can use to take notes. (LO2) TASK 1 | The work provides a detailed evaluation of notetaking methods. The arguments are logical and thorough. | The work provides some discussion of notetaking methods. There are some logical and relevant arguments. | The work identifies a range of different note taking methods, but little analysis is provided. | The work identifies a few note taking methods however the analysis is mostly superficial and lacks justification. Some errors may be present. | The work shows some awareness of different note taking methods but does not present adequate analysis or justification. |
| Essay style and referencing TASK 1 | The work competently analyses and evaluates a range of academic sources in order to identify and develop a wide range of relevant conclusions. References are correctly provided following Harvard style. The work is clearly structured with well written sentences and paragraphs throughout. | The work shows some evaluation and analysis of a variety of sources in order to identify and develop some relevant conclusions. References are provided following Harvard style. The work is clearly structured with mostly well written sentences and paragraphs throughout. | The work shows some analysis of several sources in order to identify some relevant conclusions. References are provided following Harvard style though there may be errors and omissions. The work shows some organisation and sentences and paragraphs are relatively clear. There may be some errors and misunderstanding or the arguments may not be sufficiently relevant. | The work shows some understanding but little attempt to utilise sources. There is an attempt at referencing but with serious errors and omissions. The work lacks organisation and sentence and paragraph structure need development. There may be some errors and misunderstanding or the arguments may not be sufficiently relevant. | The work lacks organisation and there is poor sentence and paragraph structure. There is no evidence of research or attempt at referencing. The work makes some suggestions but these lack relevance with frequent errors and misunderstanding. |
| Students attend regular lectures at university and need to learn a lot of new information. Evaluate some strategies that students can use to improve their listening ability. (LO3) Task 2 | The work accurately identifies and evaluates a wide range of strategies to improve listening ability. It provides competent interpretation and analysis. | The work identifies and evaluates a range of strategies to improve listening ability and provides some interpretation and analysis. | The work identifies most of the strategies to improve listening ability but lacks evaluation in parts. | The work identifies some of the strategies to improve listening ability but is descriptive rather than analytical. There may be errors or misunderstandings. | The work attempts to identify how students can improve listening ability however there are significant errors or misunderstandings. |
| 2.. How can teachers help students understand their lectures? Make some recommendations. (LO3) TASK 2 | The work provides a wide range of recommendations that teachers can implement to improve student understanding. The arguments are logical and thorough and competent evaluation is provided. | The work provides a range of recommendations that teachers can implement to improve student understanding. The arguments are logical and thorough, and some evaluation is provided. | The work provides some recommendations that teachers can implement to improve student understanding. There is some evaluation, but the arguments are mostly descriptive. | The work makes some recommendations for teachers but provides little detail. The arguments are mostly descriptive and there may be errors or inaccuracies. | The work shows some awareness of how teachers can improve student understanding in lectures but there are significant errors or omissions. |
| Use of academic writing and drawing conclusions (LO4) TASK 2 | The work draws relevant conclusions based on competent interpretation and analysis. There is a high level of academic writing throughout and the report is highly readable and well-structured. | The work draws some relevant conclusions based on interpretation and analysis. There is a good level of academic writing throughout and the report communicates effectively, with only minor lapses. | The work shows some competent interpretation and analysis. There is a good attempt at academic writing though with some omissions. The report communicates relatively effectively but with some lapses. | The language is mostly descriptive, and the English is not sufficiently academic. The report structure needs improvement. | The writing style is not academic. There is little attempt to follow the structure of a report. |
| Quality of referencing (LO4) TASK 2 | The work utilizes a very expansive range of sources and theorists which are relevant to the task and organises material effectively. Harvard referencing is correctly applied throughout. | The work utilizes a good range of sources and theorists which are relevant to the task and mostly organises material effectively. Harvard referencing is correctly applied through with occasional exceptions. | The work utilizes a range of sources and theorists which are mostly relevant to the task and shows some organisation. Harvard referencing is mostly applied correctly though errors occur. | The work provides some evidence of a few sources and theorists though relevance to the task is limited and the material is not well organised. Harvard referencing may be attempted but there are frequent errors. | There is little evidence of sources and Harvard referencing is not attempted. |
Assessment Criteria:
| An outstanding Distinction | 90 – 100 | Work which fulfils all the criteria of the grade below, but at an exceptional standard. | |
| A very strong distinction | 80 – 89 | Work of distinguished quality which is based on a rigorous and broad knowledge base, and demonstrating sustained ability to analyse, synthesise, evaluate and interpret concepts, principles and data within field of study, using defined principles, techniques and/or standard formats and applications. This will form the basis for the development of sound arguments and judgements appropriate to the field of study/ assessment task. There will be strong evidence of competence across a range of specialised skills, using them to plan, develop and evaluate problem solving strategies, and of the capability to operate autonomously and self-evaluate with guidance in varied structured contexts. Outputs will be communicated effectively, accurately and reliably. | |
| A clear Distinction | 71 – 79 | Work of very good quality which displays most but not all of the criteria for the grade above. | |
| A Distinction | 70 | Work of highly commendable quality which clearly fulfils the criteria for the grade below, but shows a greater degree of capability in relevant intellectual/subject/key skills. | |
| A very strong Merit | 67 – 69 | Work of commendable quality based on a strong factual/conceptual knowledge base for the field of study, including an assured grasp of concepts and principles, together with effective deployment of skills relevant to the discipline and assessment task. There will be clear evidence of analysis, synthesis, evaluation and application, and the ability to work effectively within defined guidelines to meet defined objectives. There will be consistent evidence of capability in all relevant subject based and key skills, including the ability to self-evaluate and work autonomously under guidance and to use effectively specified standard techniques in appropriate contexts. | |
| A strong merit | 64 – 66 | Work of good quality which contains most, but not all of the characteristics of the grade above. | |
| A clear Merit | 61 – 63 | Work which clearly fulfils all the criteria of the grade below, but shows a greater degree of capability in relevant intellectual/subject/key skills. | |
| Merit | 60 | Work of sound quality based on a firm factual/ conceptual knowledge base for the field of study, demonstrating a good grasp of relevant principles/concepts, together with the ability to organise and communicate effectively. The work may be rather standard, but will be mostly accurate and provide some evidence of the ability to analyse, synthesise, evaluate and apply standard methods/techniques, under guidance. There will be no serious omissions or inaccuracies. There will be good evidence of ability to take responsibility for own learning, to operate with limited autonomy in predictable defined contexts, selecting and using relevant techniques, and to demonstrate competence in relevant key skills. | |
| A very strong Pass | 55 – 59 | Work of capable quality which contains some of the characteristics of grade above. | |
| A strong Pass | 50 – 54 | Work of satisfactory quality demonstrating a reliable knowledge base and evidence of developed key skills and/or subject based skills, but containing limited evidence of analysis, synthesis, evaluation or application. | |
| A Pass | 41 – 49 | Work of broadly satisfactory quality covering adequately the factual and/or conceptual knowledge base of the field of study and appropriately presented and organised, but is primarily descriptive or derivative, with only occasional evidence of analysis, synthesis, evaluation or application. There may be some misunderstanding of key concepts/principles and limitations in the ability to select relevant material or techniques and/or in communication or other relevant skills, so that the work may include some errors, omissions or irrelevancies. There will be evidence of ability to operate with limited autonomy in predictable defined contexts, using standard techniques, and to meet threshold standards in relevant key skills. | |
| A bare Pass | 40 | Work of bare pass standard demonstrating some familiarity with and grasp of a factual/conceptual knowledge base for the field of study, together with evidence of some ability to employ specialist skills to solve problems within area of study, but only just meeting threshold standards in e.g. evaluation and interpretation of data and information, reasoning and soundness of judgment, communication, application, or quality of outputs. Work may be characterised by some significant errors, omissions or problems, but there will be sufficient evidence of development and competence to operate in specified contexts taking responsibility for the nature and quality of outputs. | |
| A marginal Fail | 30 – 39 | Work which indicates some evidence of engagement with area of study in relation to acquisition of knowledge and understanding of concepts and principles, and of specialist skills, but which is essentially misinterpreted, and misapplied and/or contains some significant omission or misunderstanding, or otherwise just fails to meet threshold standards in e.g. communication, application or quality of outputs. | |
| A Fail | 20 – 29 | Work that falls well short of the threshold standards in relation to one or more area of knowledge, intellectual, subject based or key skills. It may address the assessment task to some extent, or include evidence of successful engagement with some of the subject matter, but such satisfactory characteristics will be clearly outweighed by major deficiencies across remaining areas. | |
| A comprehensive Fail | 0 – 19 | Work of poor quality which is based on only minimal understanding, application or effort. It will offer only very limited evidence of familiarity with knowledge or skills appropriate to the field of study or task and/or demonstrate inadequate capability in key skills essential to the task concerned. | |
| Non-submission/Nil attempt | 0 | Nothing, or nothing of merit, presented. | |
