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Business School

Module: Employability Skills


Code: UGB 116

Assessment Element 1: PDP Poster 1- Initial Career


Portrait (Total 20 module marks)
Present in class during week commencing 27 th October 2014 AND
Submit in Sunspace by close of 7th November 2014.
This is an INDIVIDUAL piece of work
( This assignment covers the following skills learning outcomes, taken from the Module
Guide: K3, S6, S7)
Preparation for Task
Before you attempt this task you should first complete the workshop Initial Career Planning
and do the online test on Prospect Planner www.prospectplanner.ac.uk
Task
Using the Job Occupation Pie model (Gallagher 2011) given in lectures (and available in
the module Sunspace site), your findings from the Prospect Planner website, and your own
investigations (you should note all sources of information), create and present a powerpoint
poster entitled An Initial Career Portrait of a [insert career role] by [Insert your name].
Your poster should consist of TWO powerpoint SLIDE(S) and contain the following:

Title
The occupational pie elements and how they relate to you.
Unknown areas and Known areas you wish to learn more about bearing in
mind that your final element of your portfolio will be asking you to review your Initial
Career Portrait at the end of the year
Use as many of the following; Words, diagrams, photographs, pictures, free hand
drawings, cartoons and any other visual display capable of being shown on
powerpoint
List of Sources of Information
A paper copy of your slide should be provided to your tutor in class when you present
A powerpoint file copy should be submitted on Sunspace by the agreed date

Important note on choice of Initial Career Portrait


At this stage in your life you may or may not have decided upon the direction of your future
career. However, doing the Prospect Planner exercise may have given you some further
thoughts. Your Initial Career Portrait should be one of the areas you are actively
considering for your future career. Of course, you may well change your mind over the
course of the coming year, but for now we would like you to use this opportunity to explore a
likely career avenue.

Assessment Criteria
Your work will be marked against the following criteria, which have been mapped against the University generic criteria (please see module guide). You
should note that the overall grade for this element of your work, while based upon these criteria, is not always a simple arithmetical summation of the
Extremely weak

Very weak

Weak

Basic

Competent

Good

Excellent

Outstanding

Exemplary

your tutors feedback on these criteria for further explanation of what you are doing well and what you need to improve upon.

Borderline fail

component parts (unless otherwise stated, as in this case) but seeks to show some of the strengths and weaknesses in your submission. You should refer to

Learning Outcome and Criteria Assessed in this Element of Work

86 - 76 - 70 - 60 - 50 - 40 - 35 - 30 - 15 100 85
75
69
59
49
39
34
29

(a)

(b)

(c)

(d)

K3: Personal reflective processes


Eg for this assignment this would assess the thought processes and
reflection evidenced by the poster..
( nearest equivalent criteria in generic criteria is Critical Evaluation)
S6: Research appropriate areas of personal development relating to
employability
( nearest equivalent criteria in generic criteria is Analysis
S7: Pathfinding of potential resources relating to ongoing/ future work
experience/ career choice
( nearest equivalent criteria in generic criteria is Argument
and structure)
K3, S6, S7
Poster Design
( nearest equivalent criteria in generic criteria is Presentation)

An average % mark of ((a) +(b) +(c) + (d)) / 4 will be awarded for this assignment

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014

Generic Assessment Criteria Undergraduate


These should be interpreted according to the level at which you are working
Categories
Grade

Relevance

86
100%

The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the
qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level
it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of
argument, interpretation or discourse.

76-85%

The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also
excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be
outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.

Pass

70
75%

60
69%

50
59%

Knowledge

Analysis

Argument and Structure

Critical Evaluation

Presentation

Reference to Literature

The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also
excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the work will be
excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.

Directly relevant to
the requirements
of the assessment

A substantial
knowledge of
relevant material,
showing a clear
grasp of themes,
questions and
issues therein

Good analysis,
clear and orderly

Generally coherent and


logically structured, using
an appropriate mode of
argument and/or
theoretical mode(s)

May contain some


distinctive or
independent thinking;
may begin to
formulate an
independent position
in relation to theory
and/or practice.

Well written, with


standard spelling
and grammar, in a
readable style with
acceptable format

Critical appraisal of up-todate and/or appropriate


literature. Recognition of
different perspectives.
Very good use of source
material. Uses a range of
sources

Some attempt to
address the
requirements of
the assessment:
may drift away
from this in less
focused passages

Adequate
knowledge of a fair
range of relevant
material, with
intermittent
evidence of an
appreciation of its

Some analytical
treatment, but
may be prone to
description, or to
narrative, which
lacks clear
analytical

Some attempt to construct


a coherent argument, but
may suffer loss of focus
and consistency, with
issues at stake stated only
vaguely, or theoretical
mode(s) couched in

Sound work which


expresses a coherent
position only in broad
terms and in uncritical
conformity to one or
more standard views
of the topic

Competently
written, with only
minor lapses from
standard grammar,
with acceptable
format

Uses a variety of literature


which includes some
recent texts and/or
appropriate literature,
though not necessarily
including a substantive
amount beyond library
texts. Competent use of

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Fail

significance

purpose

simplistic terms

source material.

40
49%

Some correlation
with the
requirements of
the assessment
but there is a
significant degree
of irrelevance

Basic
understanding of
the subject but
addressing a
limited range of
material

Largely
descriptive or
narrative, with
little evidence of
analysis

A basic argument is
evident, but mainly
supported by assertion
and there may be a lack
of clarity and coherence

Some evidence of a
view starting to be
formed but mainly
derivative.

A simple basic style


but with significant
deficiencies in
expression or format
that may pose
obstacles for the
reader

Some up-to-date and/or


appropriate literature
used. Goes beyond the
material tutor has
provided. Limited use of
sources to support a point.
Weak use of source
material.

35
39%

Relevance to the
requirements of
the assessment
may be very
intermittent, and
may be reduced
to its vaguest and
least challenging
terms

A limited
understanding of a
narrow range of
material

Heavy
dependence
on description,
and/or on
paraphrase, is
common

Little evidence of coherent


argument: lacks
development and may be
repetitive or thin

Almost wholly

Numerous
deficiencies in
expression and
presentation; the
writer may achieve
clarity (if at all)
only by using a
simplistic or
repetitious style

Barely adequate use of


literature. Over reliance
on

derivative: the
writers contribution
rarely goes beyond
simplifying
paraphrase

material provided by the


tutor.

The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied for compensation consideration.
30
34%

The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided
shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.

15-29%

The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence
shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.

0-14%

The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The
evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the
indicators.
Ver 1.3 13/02/2008 SJS

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