Summative and Formative assessments

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Assessment Overview: Summative and Formative
assessments
100% of available marks for this course come from one essay
assignment i.e. the summative assessment. The assignment must
be word-processed, double spaced and paginated. Marks will be
lost if you fail to follow this basic instruction. You will submit via
the Drop Box system and there will be a practice opportunity to
get this right. No credit will be awarded for ANY illustration used
in the lectures: you must use your own illustration and examples.
The essay will be 2000 words in length (excluding bibliography)
and submitted to the module Dropbox no later than 2 pm on
Friday 13 May 2016. Failure to submit by the hand-in date/time
will be penalised. Please see Liz Heale in the ground floor admin
office if you plan to ask for an extension. She will refer you to the
relevant form for NECs.
There are also ONE piece of FORMATIVE assessment. The
University defines a formative assessment task as "one which is
developmental for students’ learning but does not contribute to
credit points". The purpose of the formative assessment on this
module, then, is for you to submit a short piece of work in
relation to your chosen essay so that Simon Cross can provide
you with some feedback on it (in this case, principally in the form
of suggestions for how you might develop, or improve upon, your
plan). You won't get a grade for your formative work: it is, rather,
an opportunity for you to seek some feedback on your ideas. Of
course, you may prefer to receive feedback on your essay in the
seminar set aside for discussing the essay or office hour meeting
as as well over the course of module. The details of the formative
assessment tasks are as follows:
Formative work will consist of: (a) an introductory paragraph
(maximum 200 words), which may be used in the
coursework/essay itself; and (b) a bullet-pointed essay plan
identifying the principal points, issues, examples, etc., your
coursework/essay will explore. You will then submit the formative
plan to the drop box named 'Formative assessment drop box' by
2pm on 3 May 2016. I will reply within 3 days.
Assess
ment
type
Weigh
ting
Due
date
Description Marking
matrix
Dropbox
folder
Essay
2000
word
100
%
13
May
201
you will choose
ONE question
from the set list
Essay
marki
ng
Essay –
Final
Submis
s 6 at
2pm
under the heading
'Assessment'
found under
'Content'.
matrix
201
6
sion
Assess
ment
type
Weigh
ting
Due
date
Description Marking
matrix
Dropbox
folder
Essay
2000
word
s
100
%
13
May
201
6 at
2pm
you will choose
ONE question from
the set list under
the heading
'Assessment'
found under
'Content'.
Essay
marki
ng
matri
x
Essay –
Final
Submis
sion
Please attach this  Essay marking matrix  2016 document
to your essay before you place it in drop box.
Choose ONE of the following essay titles for your assessment.
1. Write a critical response to those who insist on making value
judgements about “good” and “bad” music?
2. Assess the impact of music technologies on the production and
performance of popular music. (Your answer must include at least
THREE detailed examples of recorded music not previously
discussed in either the lecture or seminar.)
3. "The production of musical commodities undermines creativity
in popular music production". Discuss.
4. Who makes music stars: the fans or the industry?
5. What influence has television had on the mediation of popular
music? Your answer must refer to at least FOUR TV shows from at
least three different decades.
6. Why is popular music used as a symbolic resource by “insider”
and “outsider” groups, and how should we conceptualize moral
assaults on popular music? (You are not allowed to use examples
given in the lecture.)
7. Is ‘punk’ a valid category of popular music? Your answer must
engage with issues relating to the valuing and devaluing of
popular music.
8. To what extent is folk music an invented tradition?
9. ‘Music that works politically is not necessarily music that makes
political change its self-consciously ascribed goal’ (John Street).
Discuss.
10. Drawing on examples of 'offensive' songs critically discuss
whether censoring of music can ever be justified. (Your response
to must discuss at least three songs not cited in the lecture or
seminar.)

 
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Aviation Planning and Management: TOU9124M / TOU9147M

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PRESENTATION
Word limit: 3000 words – Individual Report
Weighting: 50%
Referencing: Full compliance with Harvard protocols
Packaging: N/A – online submission via Blackboard
Font / Size: Arial or Times New Roman 12
Spacing / sides: 1.5 / Single sided
Pagination required? Yes
Margins: At least 3.17 to left and right and ‘justified’
Assessment Outline:
An individual report of 3000 words based on a project to be presented in a report
format. Students are expected to prepare a report on one of the following questions:
1) Evaluate the costs and benefits of a third runway at London Heathrow (LHR).
2) Assess the contribution of the aviation sector to sustainable tourism.
3) Evaluate the range of management options designed to minimise traveller
stress and enhance customer experience within the aviation sector.
4) Assess critically any two airport competition strategies implemented to
increase commercial revenues.
5) Analyse how airport ownership models impact the management of airports.
6) Critically examine the changing nature of revenue generation within aviation,
particularly at airports within Europe.
7) Using evidence from more than one airport, critically examine either its
economic or environmental impact upon its surrounding region.
8) Critically evaluate the relationship between aircraft technology and aviation
development since 1980.
Plagiarism – A Warning
The University Regulations define plagiarism as 'the passing off of another person's
thoughts, ideas, writings or images as one's own…Examples of plagiarism include
the unacknowledged use of another person's material whether in original or
summary form. Plagiarism also includes the copying of another student's work'.
Plagiarism is a serious offence and is treated by the University as a form of
dishonest means in assessment. Students are directed to the University Regulations
for details of the procedures and penalties involved. Plagiarism is, however, easily
avoided by the full and correct use of referencing.
Assessment Feedback Form (2015/16)
MODULE:
Name of student:
Academic writing skill 70%
+
60-
69%
59-
50%
Below
50%
Fail
Evidence of competent information
gathering and research
Use of appropriate and varied
sources; good referencing practice
Evidence of clear structure,
introduction and conclusion
Discussion and analysis: ability to
reflect different points of view in a
coherent manner
Relevance of discussion: ability to
address the question set
Style: clarity and conciseness of
expression
Overall Comments:

 
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Theorising Popular Culture

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Theorising Popular Culture: 2700 word critical essay.
 
Worth 100% of final grade
 
 
 

  • ‘New media forms have changed the way we produce and consume culture’. Do you agree? Use two examples of new media forms.

 
 

  • Social media eg: facebook, blogs
  • Internet
  • Compare with old fashion way eg: radio
  • Globalization
  • Culture production
  • Frankfurt school
  • Adorno, T. (1991) The Culture Industry: Selected Essays on Mass Culture London: Routledge
  • New media literature

Structure
IN YOUR ESSAY, YOU SHOULD ENGAGE WITH APPROPRIATE THEORETICAL WORK, WHILST CRITICALLY ADDRESSING SPECIFIC TEXTS, ISSUES OR PRACTICES

  • DON’T JUST LOOK AT THE QUESTION AND SEE ‘A WEEK’
  • ALL THESE DEBATES FEED INTO ONE ANOTHER AND BELONG IN THE SAME NARRATIVE OF CULTURAL THEORY
  • READ THE QUESTION CAREFULLY AND MAKE SURE YOU RESPOND TO IT
  • KEEP REFERRING BACK TO THE TITLE – BOTH MENTALLY AND IN YOUR WORK

 

  • Your task is to write a critical essay – but what does it mean to be critical?
  • This essay requires that you be critical rather than just descriptive – to describe either just the popular culture text or the theory you are drawing on
  • They must be brought together to make a new contribution
  • By being critical, I will hear your academic voice, your argument and your academic issues
  • Don’t let the academic literature speak for itself – instead use it to allow YOU to say things
 
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Assessment – Section A: Strategic Practice

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The assessment for this element of the module is an essay-based piece of coursework worth 50% of the
overall module grade.
Task: “Systems thinking essentially seeks to understand phenomena as a whole formed by the
interaction of parts.” (Stacey, 2011)
Critically appraise the above statement in relation to changing ideas of strategic thinking and explain
how it exists within YOUR company’s approach to strategic management.
A strong essay must use the key themes addressed in the first part of the module to develop the
analysis, namely:
Approaches to Strategic Thinking
Systems Thinking
Complexity Perspective: New Ways of Thinking About Strategy?
Complex Adaptive Systems: Modelling Complexity
The Practice Perspective:
Organisational examples can be used to illustrate the themes covered in the essay. However, the essay
is not a case study, it is a theoretical paper.
Remember that a critical study aims to provide a balanced analysis of differing perspectives, and points
of view, before drawing the argument to a coherent conclusion
Required: A word processed essay with referencing to literature. The essay will be 3,000 (+/- 10%)
words (inclusive of appendices, NOT inclusive of references).
In order to complete this activity you need to undertake three principal tasks:
(1) Utilise academic research using literature from journals, books, etc.
(2) Undertake a critical evaluation making effective use of evidence and sources
(3) Present findings in an appropriate format (ensure that Harvard referencing is used)
General Considerations
70+ A confident and well written essay that answers the question and relates the ideas well. Good case
studies are used and there is awareness of key authors to illustrate points
60-69 A good essay that looks to answer the question and uses cases and authors to strengthen the
discussion. The main themes are clearly addressed but there are some gaps in the answer and a little
less comfort in the way that the themes are discussed
50-59 A solid essay that recognises the question but does not use it as a thread all the way through. The
main themes are covered clearly but in a more descriptive way and the links between ideas are less
explored. There are examples and authors included to expand the points
40-49 The essay does not address the question directly but does provide the main aspects of the
themes, but in a more ‘information dump’ manner; taking a more general approach to the topics. At the
lower end of this band there are likely to be essays that do not cover all of the main points but do look
to explain the ideas covered to a degree; these are bare passes as there is an attempt to do more than
just list a series of bullet points.
30-39 A weak essay that lists points related to the theme but there is no attempt at the question. Also,
at the lower end there may be essays that touch on general ideas of strategy and source them but do
not provide an analysis that develops the relevant themes Less than
30 There is no clear understanding of the ideas covered in the essay and the questions is not considered
at all. Examples at this level are likely to have written very general material that is very descriptive
showing no sign of analysis.
Marking criteria:
(i) Introduction to the assignment describing scope, objectives, methods of investigation
etc.
a. Clear structure to the essay providing the course of the analysis
b. The essay should display a coherent introduction; analysis & conclusion
(ii) Identification of key areas
a. The main themes Approaches to Straetgy, Systems Thinking, Complexity,
Adaptive systems and Strategy as Practice principles need to be clearly addressed
within the structure of the essay
b. Establishing the traditional ideas of strategy as a basis to work from can help
structure the analysis. Impacts of systems thinking should be brought in to
illustrate the themes covered, notably Adaptive Systems and The Practice
Perspective
c. The links between the main themes must be explored and critically understood in
the stronger pieces of work
d. The shift from thinking of individual actions to systems as a collective activity
must be addressed in order to answer the set question
e. Essays should avoid unnecessary description of the themes, particularly the
activities covered in Soft Systems Methodology and Strategy as Practice thinking
(iii) Application of theory
a. Clear awareness of the relevant authors in developing the analysis of the main
themes e.g. Checkland, Whittington, Jarzabkowski, Mintzberg, Wilson, etc.
(iv) Structured analysis
a. The essay needs to display a coherent analysis drawing the themes together in
order to explore the question in a relevant way
b. The essay is not meant to be separate sections that should be left to the conclusion
to link. Weaker essays will fall into this pattern
(v) Creativity of thought
a. The essay needs to display a clear analysis drawing on the main theory being
explored to display the comfort with the ideas being covered
b. Examples from organisations can be effective in illustrating the thought of the
analysis
(vi) Presentation of document including clarity of expression and referencing.
a. The essay must be clearly set out and well written
b. Avoidance of confusing arguments and messy content e.g. overly long sentences
c. Consistent Harvard referencing is essential to support the analysis

 
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