BES6003 Task Assessment Brief
Background
Recognising and eliminating fake products from our global supply chains is a key element of engaging in ethical business practices. However, due to the complexity and length of our global supply chains, this can be challenging.
You are a member of an industry advisory board and have been tasked with developing an information poster to advise businesses on the importance of monitoring and eliminating unethical processes in the supply chains.
Task
Develop a poster aimed at how to identify and communicate potential ethical issues, and the risks associated with unethical practices in the pre-owned passenger car market.
Notes on Academic Integrity:
- All work must be your own. Plagiarism will result in “Academic unfair practice” proceedings.
- Do refer to the section on Artificial Intelligence Models – Guidance for this assessment.
Assessment Criteria
Learning outcomes assessed
- Explain the concept of ethical supply chain management through developing links between strategic operations management, logistics and various supply chain strategies.
- Critically evaluate the concepts, theories and disciplines that underpin Supply Chain management with ethical business practices.
- Engage in a systematic identification, analysis and evaluation of the main variables in a wide range of relevant literature related to ethical supply chain.
Other skills/attributes developed
This includes elements of the Cardiff Met EDGE (Ethical, Digital, Global and Entrepreneurial skills) and other attributes developed in students through the completion of the module and assessment. These will also be highlighted in the module guidance, which should be read by all students completing the module. Assessments are not just a way of auditing student knowledge. They are a process that provides additional learning and development through the preparation for and completion of the assessment.
- Ethical- This module will provide a good discussion and analysis of sustainable supply chains covering wider social, ethical and environmental issues within the global supply chains.
- Digital- this module will discuss the digital transformation of global supply chain operations, including the use of modern technologies.
- Global- this module is developed in the context of global operations and processes. The exam will enable students to critically apply their global supply chain-related knowledge while discussing a global supply chain case.
- Entrepreneurial- This module develops skills in the areas of use of technology, networking, teamwork, problem solving and disruption management; these skills will help students develop their entrepreneurial skills.
MarkingAssessment Criteria
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Marking Scheme |
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<39 |
Unsatisfactory: Little or no evidence of understanding of the topic. Little evidence of synthesis or reflection. Information is largely irrelevant and not contextualised to the given scenario. Structure/ calculations/ graphs /style/grammar wrong and or poor. |
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40-49 |
Bare Pass. Some relevant material is provided, and a partially successful attempt is made to contextualise the information. Little attempt to relate this to the assignment brief, and shows limited understanding of the subject material. Little or no reference to literature. Expression/calculations/graphs/style/grammar/ balance weak. |
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50-59 |
Pass: Shows a satisfactory knowledge and understanding of the essentials of the subject to create a clear, well-structured account. Lacks breadth and/or depth. Demonstrates an ability to solve limited, defined problems. Sources of information other than lecture notes and set texts have been used. Calculations correct |
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60-69 |
Good Pass shows a good knowledge and understanding of the subject with no major gaps or omissions. Displays ability to analyse, interpret and organise information to produce coherent accounts or solve problems. Evidence of wider reading beyond lecture notes and standard texts is provided. |
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70> |
Excellent / Outstanding Work displaying a comprehensive knowledge and understanding of the subject, together with the ability to evaluate critically selected aspects of current knowledge and to suggest original solutions to problems which can be complex. Evidence of wider reading, which includes research papers and reviews, is shown. |
Assessment Criteria
| Level 6 | 80%-100% (1st Class +) | 70%-79% (1st) | 60%-69% (2:1) | 50%-59% (2:2) | 40%-49% (3rd) | 30-39% (Narrow Fail) | 1-29% (Clear Fail) |
|---|---|---|---|---|---|---|---|
| Overall summary | Excellent (80-89%) or outstanding and exceptional (90-100%) Beyond level 6 Worthy of publication | Very good | Good | Satisfactory | Threshold | Not met some learning outcomes/assessment criteria | Not met many learning outcomes/assessment criteria 0% – Absent/work not submitted, penalty in some misconduct cases |
| Knowledge & Understanding | Exceptional knowledge and systematic understanding. Subject knowledge and understanding full, detailed and systematic Can extend, transform and apply such knowledge Awareness of limitations of knowledge Confident discussion of complex topics Independent thinking Original insights Self-management of learning | Subject knowledge and understanding detailed and thorough Can extend, transform and apply such knowledge The discussion of complex concepts is often tackled successfully Independent thinking and self-management of learning | Subject knowledge and understanding sound Ability to apply such knowledge Tendency to reproduce information from elsewhere Some independent thinking A few errors and/or misconceptions not in important areas Self-management of learning. | Basic subject knowledge and understanding Frequently reproduces information received from elsewhere Errors and misconceptions outweighed by the degree of knowledge and understanding overall Self-management of learning | Limited subject knowledge and understanding Factual inaccuracies, errors and misconceptions in important areas Irrelevant content | Little subject knowledge and understanding Factual inaccuracies, errors and misconceptions outweigh the degree of knowledge and understanding Serious/numerous errors/misunderstandings (1-19%) Substantially irrelevant Irrelevant (1-19%) Short (1-19%) | |
| Presentation and communication | Professional standards Coherent and succinct Presentation standard high Logically organised Arguments are well-defined and clearly articulated | Clear and succinct Well presented Appropriately organised Well-articulated | Satisfactory communication Appropriately organised Some faults, but clear expression overall | Adequate communication Reporting factual information rather than communicating complex ideas Generally appropriately structured Faults but clear expression overall | Simple concepts and/or factual information communicated Unclear Confused and clumsily expressed | Little ability to communicate Unclear, clumsy and inappropriate | |
| Analysis & critical enquiry | Independent inquiry and appropriate application of techniques/methods Detailed analysis and critical enquiry Very good use of techniques Highly successful in presenting, synthesising and commenting on research outcomes Insight on the relationship between theory and practice and awareness of uncertainty, assumptions and the limits of their knowledge on findings | Some detailed analysis and critical enquiry Considerable success in presenting and commenting on research process and outcomes Some linkage between theory and practice and awareness of uncertainty, assumptions and the limits of their knowledge | Some analysis and enquiry Some success in presenting and commenting on research process and outcomes Awareness of uncertainty, assumptions and the limits of their knowledge | Limited analysis and enquiry Intermittent success in presenting and commenting on outcomes Awareness of uncertainty, assumptions and the limits of their knowledge | Attempted enquiry/analysis and outcomes may be naïve, simplistic and/or unconvincing | Little evidence of being able to undertake enquiry/analysis Outcomes may be inappropriate, or absent | |
| Research / scholarship | Substantial range of reference citations, beyond expectations Detailed, thorough knowledge and systematic understanding of current research/advanced scholarship The use of scholarly reviews/primary sources is confident Referencing accurate and reading/investigation beyond sources provided Ability to determine, refine, adapt and use research knowledge and skills | Thorough knowledge and understanding of current research/scholarship Referencing almost always accurate and reading/investigation beyond sources provided Ability to determine, refine, adapt and use research knowledge and skills | Sound knowledge and understanding of current research/scholarship Individual reading and investigation Occasional errors in referencing Can apply research knowledge and skills with tutor support | Some knowledge and understanding of current research/scholarship Over-reliance on programme materials Errors in referencing Application of research knowledge/skills is less secure | Limited or sporadic knowledge of research/scholarship Over-reliance on programme materials, little reading Frequent errors in the referencing Application of research knowledge/skills is largely unsuccessful. | Little knowledge and understanding research/scholarship. Failure to apply this knowledge Reading and investigation negligible Frequent errors in the referencing Failure to apply research knowledge/skills | |
| Structured argument and critical evaluation | May challenge the boundaries of knowledge Innovative and/or creative thinking New insights informed through critical evaluation | Critical evaluation and informed judgements Recognition of the complexities of academic debate Arguments are well developed, sustained and substantiated Appropriate and sometimes innovative solutions are offered to problems Strong evidence of effective reflection on student’s practice and consideration for future development | Critical evaluation and reflection Arguments are clearly considered and substantiated Appropriate judgements and solutions offered to problems Ability to reflect on student’s practice and plan future development | Ability to critically evaluate and reflect Arguments substantiated Descriptive and factual presentation favoured Some ability to reflect. Implications for future development may be underestimated | Limited ability to critically evaluate and reflect Arguments substantiated but under-developed Descriptive and factual presentation favoured Limited and superficial reflection with little consideration for future developm |