Study Skills for Higher Education
London School of Commerce
In Association with the University of Suffolk Assignment Brief
|Course/Programme:||Assignment Brief – Business Foundation|
|Module Title:||Study Skills for Higher Education|
|Module Leader:||Sarah Gibbons|
|Assignment title:||Study Skills for Higher Education|
|Term||Jan 2020 – March 2020|
|Weighting:||Individual Essay (review of article) – 30% Individual Report – 70%|
|Date given out:||Jan 2020|
|Submission date:||Individual Essay (review of article) – 30% – 3rd March 2020 Individual Report – 70% – 6th April 2020|
|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 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 (30%)
Assessment 1 – Individual essay (1000 words maximum)
Read the article below and do further research to answer the questions that follow:
Pursuing A Vision Through Academic Goals
Academic goals may either be long or short term. Short-term academic goals are things that will be completed in a relatively short time frame, such as within the next few weeks or the current marking period. For example, the student may want to get a high score on their next assignment or get help understanding a specific topic. Long-term academic goals may include something they want to achieve by the end of the semester, school year, or before graduating. Long-term goals are often performance-based, such as achieving a better grade, qualifying for an advanced class, or getting into a particular college.
The positive effects of achieving short-term goals build upon each other to put the student in a position to be successful in the long run. As they take each step down this path, they get closer to achieving their long-term goals, which also generate compounding benefits. As the student begins to see these results become their new reality, they will develop a deeper appreciation for the power for setting and pursuing academic goals.
Dr. Patrick Capriola., How to Set and Follow Through on Academic Goals; Examples for Success. Academics School, USA. Available from: https://strategiesforparents.com/how-to-follow-through-on-academic-goals-examples-for-success/ [Accessed 16 December 2019]
1. Discuss why it is important to set goals. Identify some important short-term and long-term goals for university students.
2. Students learn a lot of new information at university and have regular exams and assignments to submit. Evaluate some methods students can use to improve how much they remember new information.
Marks will be awarded for answering the following questions and your ability to provide a well-written essay with references. There is a more detailed description of how marks are achieved on pages 7-9. You are advised to support your discussion with at least six sources published during the last ten years.
|Assessment Criteria Applied – This assessment addresses the following learning outcomes:||Marks available|
|LO1: Set short term and long-range goals and to design an appropriate plan of study||40|
|LO2: Identify techniques for building comprehension and retention||40|
|Essay style and referencing||20|
Assessment 2 – Individual report (1500 words maximum)
1. Studying at university can be difficult for many reasons. Students often find it difficult to manage their time due to other commitments such as work and family. Identify and evaluate some of the main challenges that students experience when they start university.
2. Provide recommendations that could help students to overcome these challenges.
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. There is a more detailed description of how marks are achieved on pages 7-9.
|Assessment Criteria applied – This assessment addresses the following learning outcomes:||Marks available|
|LO3: Acquire knowledge of learning strategies and techniques to improve memory retention and understanding how people learn||35|
|LO4: Use of library information and media services||35|
|Quality of referencing (LO4)||15|
|Use of academic writing and drawing conclusions||15|
Ensure that the report has the following structure and contains the details outlined:
- Table of contents
- Literature review
- Analysis and discussion of all questions
- Reference List
|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.
- Formatting: Typed in Times New Roman or Garamond font 12, with pages numbered in the footer.
- 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
- Bibliography: 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.
Assessment 1: 1000 words (+/1 10%).
Assessment 2: 1500
words (+/- 10%).
|1. Discuss why it is important to set goals. Identify and evaluate some important short-term and long-term goals for university students. (LO1) TASK 1||The work accurately discusses the importance of goals. It evaluates a wide range of short-term and long-term goals demonstrating their relevance to university students. It shows thorough interpretation and analysis.||The work discusses the importance of goals and evaluates some short-term and long-term goals and mostly demonstrates their relevance to university students. It shows competent interpretation and analysis.||The work provides some discussion on the importance of goals and identifies some of the short-term and long-term goals relevant to university students but little analysis is provided.||The work identifies a few of the short-term and long-term goals relevant to university students however is descriptive rather than analytical. There may be some errors or misunderstandings.||The work attempts to identify some of the short-term and long-term goals however there are significant errors and misunderstandings.|
|2. Students learn a lot of new information at university and have regular exams and assignments to submit. Evaluate some methods students can use to improve how much they remember new information. (LO2) TASK 1||The work provides a detailed evaluation of methods that students can use to build retention skills. The arguments are logical and thorough.||The work provides some discussion of methods students can use to build retention skills. There are some logical and relevant arguments.||The work identifies some of ways students can build retention skills, but little analysis is provided.||The work identifies a few ways to build retention skills however the analysis is mostly superficial and lacks justification. Some errors may be present.||The work shows some awareness of learning and retention 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.|
|1. Studying at university can be difficult for many reasons. Students often find it difficult to manage their time due to other commitments such as work and family. Identify and evaluate some of the main challenges that students experience when they start university. (LO3) TASK 2||The work accurately identifies a wide range of challenges and provides competent interpretation and analysis.||The work identifies a range of challenges and provides some interpretation and analysis.||The work identifies some of challenges but this section lacks detail and there is limited analysis.||The work identifies a couple of challenges however is descriptive rather than analytical. There may be errors or misunderstandings.||The work attempts to identify challenges however there are significant errors or misunderstandings.|
|2. Provide recommendations that could help students to overcome these challenges. (LO3) TASK 2||The work identifies and evaluates a wide range of strategies to overcome the challenges. The arguments are logical and thorough.||The work identifies and evaluates a range of strategies and mostly relates them to the challenges that are discussed. The arguments are logical and thorough.||The work identifies some strategies for overcoming challenges. The arguments are mostly descriptive and lack analysis.||The work shows some awareness of strategies but provides little detail. The arguments are mostly descriptive and there may be errors or inaccuracies.||The work shows some awareness of strategies however there are significant errors or omissions.|
|Use of academic writing and drawing conclusions 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 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 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.|