Study Skills for Higher Education POL401

Course/Programme:

Assignment Brief - Business Foundation

Level:

3

Module Title:

Study Skills for Higher Education

Module Leader:

Sarah Gibbons

Assignment title:

Study Skills for Higher Education

Intake

January 2025

Term

1

Weighting:

Individual Report 50%

Date given out:

February 2025

Submission date:

7^thApril 2025

Eligible for late submission (3 working days, with penalty)?

Yes

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 Skills

Time Management and Goal Setting Skills

Analytical 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 2 (50%)

marking criteria Assignment 2

Assessment Criteria applied -This assessment addresses the following learning outcomes:

Marks available

What is VARK? Discuss the learning strategies associated with VARK(LO3)

35

Provide recommendations to help teachers create lessons that build comprehension and retention (LO2)

35

Quality of referencing (LO4)

15

Use of academic writing and drawing conclusions

15

FORMATTING AND LAYOUT FOR ASSIGNMENTS:

MAXIMUM LENGTH

Marks Awarded

(70%+)

(60-69%)

(50-59%)

(40-49%)

(30-39%)

Discuss three of the advantages of e-learning mentioned above(LO1)

TASK 1

The work discusses three of the advantages mentioned in the article and provides a wide variety of reasons for why they are important. It shows very thorough interpretation and analysis.

The work discusses two or three of the advantages mentioned in the article and provides a decent variety of reasons for why they are important. It shows some competent interpretation and analysis.

The work discusses at least two of the advantages mentioned in the article. However, the work is mostly descriptive and little analysis is provided.

The work shows some awareness of why the advantages are important for student success but is descriptive rather than analytical. It may not focus sufficiently on the advantages mentioned in the article.

There may be some errors or misunderstandings.

The work shows some awareness of the advantages needed for student success

but lacks detail and relevance. There are significant errors and misunderstandings.

Discuss three of the disadvantages of e-learning mentioned above(LO2)

TASK 1

The work discusses three of the disadvantages mentioned in the article and provides a wide variety of reasons for why they are important. It shows very thorough interpretation and analysis.

The work discusses two or three of the disadvantages mentioned in the article and provides a decent variety of reasons for why they are important. It shows some competent interpretation and analysis.

The work discusses at least two of the disadvantages mentioned in the article. However, the work is mostly descriptive and little analysis is provided.

The work shows some awareness of why the disadvantages are important for student success but is descriptive rather than analytical. It may not focus sufficiently on the disadvantages mentioned in the article.

There may be some errors or misunderstandings.

The work shows some awareness of the disadvantages needed for student success

but lacks detail and relevance. There are significant errors and misunderstandings.

Create a study plan for online learners including short and long-term goals (LO1)

The work creates an effective study schedule and shows competent understanding of short and long term goals.

The work creates an effective study schedule and shows competent understanding of short and long term goals.

The work creates a relatively effective study schedule and shows some understanding of short and long term goals.

The work shows some understanding of what a study schedule requires and some awareness of goals. There may be some errors or misunderstandings.

The work shows some understanding of what a study schedule requires and some awareness of goals but lacks detail and relevance.

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.

What is VARK? Discuss the learning strategies associated with VARK(LO3)

TASK 2

The work accurately identifies and discusses the learning strategies associated with VARK. It provides competent interpretation and analysis.

The work accurately identifies and discusses the learning strategies associated with VARK. and provides some interpretation and analysis.

The work identifies some of the learning strategies associated with VARK but lacks evaluation in parts.

The work identifies some of the learning strategies associated with VARK but is descriptive rather than analytical. There may be errors or misunderstandings.

The work attempts to discuss VARK however there are significant errors or misunderstandings.

Provide recommendations to help teachers create lessons which build comprehension and retention (LO2)

TASK 2

The work provides a wide range of recommendations to help teachers create lessons which build comprehension and retention. The arguments are logical and thorough and competent evaluation is provided.

The work provides a range of recommendations to help teachers create lessons build comprehension and retention. The arguments are logical and thorough, and some evaluation is provided.

The work provides some recommendations to help teachers create lessons which build comprehension and retention. There is some evaluation, but the arguments are mostly descriptive.

The work makes some recommendations to help teachers create lessons which build comprehension and retention 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 create lessons which build comprehension and retention but there are significant errors or omissions.

Use of academic writingand 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.

An outstanding Distinction

90 100

Work which fulfils all the criteria of the grade below, but at anexceptionalstandard.

A very strong distinction

80 89

Work ofdistinguishedquality 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 ofvery goodquality 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 agreater degree of capabilityin relevant intellectual/subject/key skills.

A very strong Merit

67 69

Work ofcommendablequality 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 ofgoodquality 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 showsa greater degree of capabilityin relevant intellectual/subject/key skills.

Merit

60

Work ofsoundquality 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 ofcapablequality which contains some of the characteristics of grade above.

A strong Pass

50 54

Work ofsatisfactoryquality 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 ofbroadly satisfactoryquality 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 ofbare passstandard 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 indicatessome evidence of engagementwith 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 thatfalls well short of the threshold standardsin 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 ofpoor qualitywhich 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.