| Module Title: | Aviation Psychology and Human Factors | ||
| Module Leader: | Contact No.: | N/A | |
| Assignment Title: | Group assignment | Weighting: | 70% |
| Submission Deadline: | *=Assessment Must be Passed in Order to Pass the Module |
| Learning Outcomes | |
| Evaluate the diverse nature of areas for human factors application within commercial aviation Assess the importance of human factors awareness both in initial and ongoing training and continuous operation in the industry for pilots and cabin crew Apply psychology principles in determining the root causes of aviation incidents and accidents. |
| Task | |
| In the early days of flight, approximately 80 percent of accidents were caused by the machine and 20 percent were caused by human error. Today that statistic has reversed. Approximately 80 percent of airplane accidents are due to human error (pilots, air traffic controllers, mechanics, etc.) and 20 percent are due to machine (equipment) failures (Boeing,2007). It is vital for air accident investigators the root causes of why Human factors(HF) contribute significantly to aviation accidents. Investigators use models to help them arrive at root and contributory causes and also to come up with relevant and effective mitigation. With this in mind, the task of this assignment is to: Identify an accident (which took place in the last twenty years) that was caused by human factors and give a brief summary of the events leading to the accident. [10 marks] Read the accident report carefully and apply at least three HF models studied in this module or any other HF models that you know, to find out the root and contributory factors to the accident. Include the HF elements involved. [ 60 marks] Assess the effectiveness of the recommendations given and where possible, suggest further recommendations. [30 marks] Word count: 2000 words | |
| Format | |
| This assignment is to be written in a report format and should include appropriate diagrams. Please submit your work through the module Turnitin link provided. | |
Grading Criteria
| General | Critically review, consolidate and extend a body of knowledge using specialised skillsCritically evaluate concepts and evidence from a range of sources Transfer and apply skills and exercise significant judgement in a range of situations |
| 70-100 (A) | Excellent – Outstanding (for use at far end of range) Outstanding understanding, exploration and insight Strong evidence of originality and development of own ideas Develop a highly complex argument Outstanding ability to communicate topics clearly and concisely Advanced organisation, structure and presentation of work Good references, appropriate sources (quality and quantity). No errors in reference list or citations. References well utilised and critiqued |
| 60-69 (B) | Very Good Advanced scholarship Goes beyond the material provided Very good link to research Very good analysis, synthesis, evaluation and critical appraisal Very good evidence of preparation Comprehensive and critical understanding of the topic Very good ability to communicate clearly and effectively Very good organisation, structure and presentation of work Good references, appropriate sources (quality and quantity). No errors in reference list or citations. |
| 50-59 (C) | Adequate- Satisfactory Evidence of thinking independently to develop own ideas Evaluation of relevant theories or literature Ability to communicate clearly and effectively Report information in a structured way Use of an appropriate format Reasonably Accurate, quite comprehensive knowledge Satisfactory evidence of preparation Coherent and well presented – minor errors Satisfactory referencing, appropriate sources. Minor errors in references |
| 40-49 (D) | Competent (practical) May be incomplete in knowledge (some errors or omissions) Weak or no analysis, evaluation or synthesis Some application of theories/knowledge An awareness of appropriate principles/theories/techniques Irrelevance to the task at times Disorganised work with weak standard of presentation Aberrations from the requirements of the task Referencing is attempted although may be inconsistent, many errors, weak sources |
| Condoned Pass 30-39 (F1) | Learning outcomes not met Little relevant knowledge Lacking structure Numerous errors in structure and form Limited understanding of concepts/theories No appropriate analysis, evaluation or synthesis Significant inaccuracies/omissions Not competent Little or no attempt to use references and if so very weak with errors |
| Under 30 (F2) | Little engagement with the task No basic understanding of the subject matter Poor communication (written or verbal) Lacking or no structure Significant errors in structure and form Many significant inaccuracies/omissions – very little correct Little or no attempt to use references and if so very weak with many significant errors |
| (0%) | No submission Nothing of relevance in the work submitted |
ASSIGNMENT CHECKLIST
This brief assignment checklist is designed to help you avoid some of the most common mistakes students make in their coursework.
HAVE YOU READ THE ASSIGNMENT BRIEF? IF NOT, DO IT NOW!
In it you will find details of the assessment task, word count (where applicable), the assessment criteria your work is marked against, and the learning outcomes – the basis for the assessment strategy in each module.
Students often lose marks by forgetting some of the more straightforward elements of their assignments. We recommend that you “tick off” each of the points below as you prepare your work for submission. If you need any help, ask your tutor.
TICK
- Have you read and understood the assessment criteria?
- Have you met the learning outcomes? You will lose marks and your work may even be failed if you have not.
- Have you demonstrated you can think and write critically in the completed work? This means you have supported your arguments/explanations appropriately e.g. using relevant academic sources and you have offered discussion points which extends your own or others’ viewpoints to make reasoned conclusions/judgements.
- Have you maintained an academic tone throughout your work? Is your work formal, focused, developed and clear?
- Have you checked that the referencing in your assignment is in line with your programme requirements?
- Have you proof-read your work and used a spellcheck software to check your spelling and grammar?
- Have you checked the presentation of your work is as specified by your tutor, for example, are font size, colour, style, line spacing and margins as the tutor specified?
- Have you kept to the word count (or equivalent)? If you are not sure, check with your tutor.
