IUMW

MODULE GUIDE

Faculty: Faculty of Arts and Science (FAS)

Module Code: BPC 3124

Program: Bachelor of Science (Hons) in Psychology

Module Name: Motivation and Emotion Module Edition September

Version: 2022

Year / Semester: Year 3 / Semester 5 Academic 2022

Year:

Credits: 4 Pre-Requisites: N/A

Academics Ms. Rachel Wong

in-charge & email: [email protected]

Approved Date: Approved by:

MODULE SYNOPSIS

This module will explore various aspects of emotion and its relationship to motivation and
examine topics such as intrinsic and extrinsic motivation. The study of acquired social needs
will look into achievement and affiliation. Plans and goal setting, as well as self-efficacy and
learned helplessness will be explained.

LEARNING OUTCOMES

Upon the successful completion of this module, the student should be able to:
LO1. To identify and understand the nature of motivation and emotion.
LO2. To classify organismic psychological needs.
LO3. To define, differentiate, and illustrate intrinsic and extrinsic motivation.
LO4. To understand and explain how theories of motivation and emotion processes are inter-
linked.
LO5. To explain how theories of motivation and emotion can be applied to various personal
and social situations.

OUTLINE DELIVERY

1 Motivation & Emotion Framework

2 Physiological Needs

3 Extrinsic Motivations

4 Psychological Needs

5 Implicit Motives

6 Goal Setting and Goal Striving

7 Personal Control Beliefs

8 Nature of Emotions

9 Aspects of Emotion

10 Conclusion - Understanding and Applying Motivation

WEEKLY LESSON PLAN

Week Date Lesson Platform

Introduction and assignment Online (Live)

1 13 Sept
discussion

2 20 Sept Motivation & Emotion Framework Online (Live)

3 27 Sept Physiological Needs Online (Live)

4 4 Oct Extrinsic Motivations Online (Live)

5 11 Oct Psychological Needs Online (Live)

6 18 Oct Implicit Motives Online (Live)

7 25 Oct Assignment 2 Consultation Online (Live)

31 Oct – 6
MID SEMESTER BREAK
Nov

8 8 Nov Goal Setting and Goal Striving Physical

9 15 Nov Personal Control Beliefs Physical

10 22 Nov Nature of Emotions Physical

Submission: Assignment 1 (20%) Physical

11 29 Nov
Aspects of Emotion

Submission: Assignment 2 Online

12 6 Dec
Written Report (20%)

Conclusion - Understanding and Online

Applying Motivation
Submission: Assignment 2
13 13 Dec
Presentation (15%)
Submission: Assignment 2 Peer
Evaluation (5%)

14 20 Dec Revision Physical

26 Dec –
STUDY BREAK
1 Jan
3 Jan – 15
FINAL EXAM WEEK
Jan
READING LIST & RESOURCES

Reading List Remarks

Reeve, John M. (2013). Understanding motivation and

emotion (5th ed.). Hoboken: John Wiley.

Beck, R. C. (209). Motivation, Theories, & Principles. (5th

Ed.) Upper Saddle River, N. J.: Pearson/Prentice Hall.

Other reading materials on Google Classroom.

ONLINE ACCESS

You can access this module information via the following channel:

1. Open Learning
Link: https://www.openlearning.com/iumw/courses/bpc-3124-motivation-and-
emotion/homepage/?cl=1
Class code: bpc3134

ASSESSMENT

No Assessment Details Value Due Date

1 Assignment 1: (Learning Outcome: 2 & 4) 20% Week 11, 29 Nov
Individual Students are required to prepare 2022, by 5.00pm
Assignment (Goal goal setting plan using the 4C F
Setting Plan) method

3 Assignment 2: (Learning Outcome: 1 & 5) 40% Week 12 (Report, 6

Group Students are required to select Dec 2022, by
Assignment one theory of motivation and 5.00pm), Week 13
(Motivational explain how that theory is (Presentation &
Theories) applied in a workplace setting. Peer Evaluation)
4 Final Exam (Learning Outcome: 1, 2 & 3) 40% TBC
Students are required to sit for a
physical exam. Exam briefing
will be conducted on Week 14.
FEEDBACK

You are entitled to feedback on your performance for all your assessed work. For all
assessment tasks that are not examinations, feedback should be within 20 working days
from the date of submission. This might be extended to 30 days for a Major Project module
(please note that working days excludes from public holiday). The feedback could either be
online, in the classroom or any other platform utilise by the lecturer.

How to view your feedback in Turnitin Grademark

Click on the class that you wish to view and then you will see the assignments for the
module listed. Click the blue view button to open up the document viewer.

The Document Viewer will open and the main feedback on your work is shown in the
General Comments:
 TASK DESCRIPTION

Assignment 1: Goal Setting Plan (20 marks)

The purpose of this exercise is to provide you with the opportunity to use your knowledge of
goal setting to set a health goal.

In this individual assignment, you will work on setting goals for yourself using the 4C F
method. You
will find an explanation of this method below that will guide you in your goal-setting process.
You will list a minimum of 2 goals. For each goal, you must provide an explanation of how
the goal is representative of each of the 4C F characteristics: Clarity, Challenge, Complexity,
Commitment, Feedback.

In your report:

1. Review the background literature you used to develop goal setting plan.
2. Describe the chosen theory to develop an argument for why your plan will address your
challenge or goal.
3. Your plan should contain elements from the theory you chose and how they improve
your capacity for motivation and action.
4. Specific examples should be included.
5. Describe the motivational strategies you use to develop the goal setting plan.
6. Explain the rationale for the plan.

Requirements:

• The report must be at least 2000 words

• The report should be formatting according to the APA format.
• Relevance appendices should be included.
• The report must include at least 5 scholarly references are not older than 10 years.
• The report is graded based on the Marking Rubric.

Due Date:

Week 11, Tuesday, 29 November 2022, by 5.00pm. Submission must be done via Turnitin.
 GUIDANCE FOR STUDENTS IN THE
COMPLETION OF TASKS
NOTE: The guidance offered below is linked to the five generic assessment criteria
overleaf.
1. Engagement with Literature Skills
Your work must be informed and supported by scholarly material that is relevant to and
focused on the task(s) set; you should make use of scholarly reviews and primary sources,
where appropriate (for example, refereed research articles and/or original materials
appropriate to the discipline). You should provide evidence that you have accessed a wide
range of sources, which may be academic, governmental and industrial; these sources may
include academic journal articles, textbooks, current news articles, organisational documents,
and websites. You should consider the credibility of your sources; academic journals are
normally highly credible sources while websites require careful consideration/selection and
should be used sparingly. Any sources you use should be current and up-to-date, mostly
published within the last five years or so, though seminal/important works in the field may be
older. You must provide evidence of your research/own reading throughout your work, using
a suitable referencing system, including in-text citations in the main body of your work and a
reference list at the end of your work.
Guidance specific to this assessment: As above

2. Knowledge and Understanding Skills

At level 6, you should be able to demonstrate coherent and detailed knowledge and a
systematic understanding of the subject area, at least some of which is informed by the latest
research and/or advanced scholarship within the discipline. You should be aware of the
uncertainty, ambiguity and limits of knowledge. Your work must demonstrate the growing
extent of your knowledge and systematic understanding of concepts and underlying principles
associated with the subject area. Knowledge relates to the facts, information and skills you
have acquired through your learning. You demonstrate your understanding by interpreting
the meaning of the facts and information (knowledge). This means that you need to select and
include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s)
set. You should be able to explain the theories, concepts, etc. meaningfully to show your
understanding. Your mark/grade will also depend upon the extent to which you demonstrate
your knowledge and understanding; ideally each should be complete and detailed, with
comprehensive coverage.
Guidance specific to this assessment: As above

3. Cognitive and Intellectual Skills

You should be able to: critically evaluate evidence, arguments, assumptions, abstract
concepts and data some of which are at the forefront of a discipline (and that may be
incomplete) to devise and sustain arguments, to make judgements and/or solve problems;
describe and comment upon particular aspects of current research, or equivalent advanced
scholarship, in the discipline Your work must contain evidence of logical, analytical thinking,
evaluation and synthesis. For example, to examine and break information down into parts,
make inferences, compile, compare and contrast information. This means not just describing
what! But also justifying: Why? How? When? Who? Where? At what cost? At all times, you
must provide justification for your arguments and judgements. Evidence that you have
reflected upon the ideas of others within the subject area is crucial to you providing a reasoned
and informed debate within your work. Furthermore, you should provide evidence that you
are able to make sound judgements and convincing arguments using data and concepts.
Sound, valid conclusions are necessary and must be derived from the content of your work.
Where relevant, alternative solutions and recommendations may be proposed.
Guidance specific to this assessment: As above

4. Practical Skills
At level 6, you should be able to apply the methods and techniques that you have learned to
review, consolidate, extend and apply your knowledge and understanding, and to initiate and
carry out projects. You will deploy accurately established techniques of analysis and enquiry
relevant to the discipline, and apply them in complex and unpredictable contexts, to devise
and sustain arguments and/or to solve problems. You should be able to frame appropriate
questions to achieve a solution - or identify a range of solutions. You should be able to
demonstrate how the subject-related concepts and ideas relate to real world situations and/or
a particular context. How do they work in practice? You will deploy models, methods,
techniques, and/or theories, in that context or circumstances, to assess current situations,
perhaps to formulate plans or solutions to solve problems, or to create artefacts, some of
which may be innovative and creative. This is likely to involve, for instance, the use of real
world artefacts, examples and cases, the application of a model within an organisation and/or
benchmarking one theory or organisation against others based on stated criteria. You should
show awareness of the limitations of concepts and theories when applied in particular
contexts.
Guidance specific to this assessment: As above

5. Transferable Skills for Life and Professional Practice

Your work must provide evidence of the qualities and transferable skills necessary for
graduate-level employment requiring the exercise of initiative and personal responsibility and
decision-making in complex and unpredictable circumstances. This includes demonstrating:
the learning ability for professional development to advance existing skills and acquire new
competences of a professional nature that will enable you to assume significant responsibility
within organisations; that you can initiate and complete tasks and procedures, whether
individually and/or collaboratively; that you can use appropriate media to effectively
communicate information, arguments and analysis in a variety of forms to specialist and non-
specialist audiences; fluency of expression; clarity and effectiveness in presentation and
organisation. Work should be coherent and well-structured in presentation and organisation.
Guidance specific to this assessment: As above
 STUDENT FEEDBACK FORM
This section details the extent to which the assessment criteria are demonstrated by you, which in turn
determines your mark. The marks available for each category of skill are shown. Lecturers will use the
space provided to comment on the achievement of the task(s), including those areas in which you have
performed well and areas that would benefit from development/improvement.

awarded
available

Marks
Marks
Generic Assessment Criteria

1. Engagement with Literature Skills

.

20

2. Knowledge and Understanding Skills

20

3. Cognitive and Intellectual Skills

20

4. Practical Application Skills

20

5. Transferable Skills for Life and Professional Practice

20

Late Submission Penalties (tick if

Assessment Mark (Assessment marks are subject to ratification at the appropriate)
Exam Board. These comments and marks are to give feedback on module work %
and are for guidance only until they are confirmed. ) Up to 1 week late (40% Max)
Over 1 week late (0%)
 TASK DESCRIPTION
Assignment 2: Group Project - Multimedia Presentation (40 marks)
Scenario
A company has hired your consultancy firm to investigate the reason behind the sub-par
performance in their departments. They share that during the pandemic, performance was
maintained and even improved, but with the recent decision to return to the office, more and
more employees have been unable to reach their goals.

Instructions
1. Work with 4-5 members in a group. Based on the scenario, choose ONE theory from the
list. Explain why the theory is the best for describing human motivation in the workplace?
2. Based on that, how would you construct a work environment using reward strategies,
putting intrinsic motivation into considerations, and other approaches outlined in the
module?
Choose only ONE theory from the list:
1. Maslow’s hierarchy and the five categories of basic human needs
2. The ERG theory which compressed Maslow’ five categories to three;
3. The Two-Factor theory, which describes factors that either motivate people or make them
dissatisfied
4. The Acquired-Needs model, which describes stable and dominant characteristics in
human beings that drive behaviour.
5. Self Determination Theory, which encompasses three components.

Grading and Project Deliverables:

The grade on the project will be determined by the quality of your technical report, evidence,
and information contained therein (40 marks total). The following is a breakdown of the 40
marks allotted to this group project.

Part One: Your Written Report (20 marks) - Group

- A Microsoft Word or PDF document and be approximately 3-4 pages in length and utilize
at least three scholarly sources in your research (beyond your textbook). Your paper
should be written in a clear, concise, and organized manner; demonstrate ethical
scholarship in accurate representation and attribution of sources; and display accurate
spelling, grammar, and punctuation.
- You are responsible for proofreading the final paper to ensure continuity, grammar, and
spelling. All reports should generally follow APA style and use 1.5 spaced, 12pt. font
(Times New Roman), with 1-inch margins.
- A cover page displaying the information needed is also expected.
Part Two: Your Presentation (15 marks) - Group
- Provide a short 15 - 20-minute overview presentation of your project (i.e., Powerpoint,
Prezi, Loom etc.).
- Each person on your team should actively participate in the presentation. The grading
rubric for presentations is given below.

Part Three: Group Work Peer Evaluation (5 marks) - Individual

- Each group member will be provided an evaluation sheet to provide feedback on other
members of the group.
Due Date:
(Written report) Week 12, Tuesday 6 Dec 2022 by 5.00pm. Submission must be done via
Turnitin.
(Peer Evaluation) Week 13, Tuesday, 13 Dec 2022 by 5.00pm. Submission must be done
via Turnitin.
(Group Presentation) Week 13, Tuesday, 13 Dec 2022 by 5.00pm. Submission must be
done via OpenLearning.
Part two: Oral Presentation (10 marks)

Student Name: _____________________________ Student ID:

Examiner:
Please use the table below and the guide overleaf to decide your grade.
(Please tick the boxes)

Very Poor Fair Good Very Excellent

Poor good

Content

Did the student outline the background to the

research, and state the rationale, hypothesis
and/or aims of the research?

Did the student clearly describe research

participants, study design, study procedures
and analyses?

How well did the student answer questions?

Delivery

Was the presentation organized in a logical

manner?

Quality of the slides (design, layout, legible and

attractive)?

Did the student speak clearly, with good

sentence construction, and good pace (neither
too fast nor too slow)?

Did the student have a good stance, and make

good eye contact with the audience during the
presentation and during questions?

Mark awarded from a total of 100% (please

read performance indicator below)

Marks scaled down to 15%

 GRADING GUIDELINE

Grade PERFORMANCE

85% All criteria Outstanding performance

75% At least 50% of criteria Excellent or very good in all respects

excellent, and remainder
very good.

65% Average of very good across Very good overall performance

all criteria.

60% Average of good across all Good overall performance

criteria

55% Average of fair across all The student reaches an acceptable pass
criteria standard

45% Average of poor across all Poor performance – the student may
criteria display some adequate attributes but has
not as yet reached an acceptable pass
standard

35% Average of very poor across The student’s performance is very poor in
all criteria many/most areas, such that the standard
required is not even approached.
Group Work Peer Evaluation
Student Name: _____________________________________________________

Student ID & Email: _____________________________________________________

Group / Project: _____________________________________________________

Values: 5=Superior 4= Above Average 3= Average 2=Below Average 1= Weak

Write the names of your group members in the numbered boxes. Then, assign yourself a value for
each listed attribute. Finally, do the same for each of your group members and total all of the values.

(Please make sure all members fill out a form and submit with the assignment)

Attribute Myself Member Member Member Member

Name Name Name Name

Participated in group
discussions.

Helped keep the group

on task.

Contributed useful ideas.

How much work was

done?

Quality of completed
work
GENERIC ASSESSMENT CRITERIA

Level 6
In accordance with the Framework for Higher Education Qualifications, at the end of Level 6 students should have coherent and detailed knowledge and a
systematic understanding of their subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline.
They will be able to accurately deploy established techniques of analysis and enquiry within a discipline, using their conceptual understanding to devise and
sustain arguments and/or to solve problems. They should be aware of the uncertainty, ambiguity and limits of knowledge. They should be able to critically
evaluate evidence, arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions
to achieve a solution - or identify a range of solutions. They will apply the methods and techniques that they have learned to review, consolidate, extend and
apply their knowledge and understanding, and to initiate and carry out projects. They will have the ability to manage their own learning, and to make use of
scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). They will demonstrate
the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and
unpredictable contexts; the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL

FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement Little or no Poor Engagement Engagement Engagement Engagement Exceptional
with literature evidence of engagement with a limited with an with a wide with an engagement
(including reading and/or with essential range of mostly appropriate range of extensive range with an
reading, reliance on reading. No relevant and range of research- of relevant and extensive range
referencing, inappropriate evidence of credible sources. research- informed credible of relevant and
academic sources. wider reading. Some omissions informed literature, literature, credible
conventions and Views and Reliance on and minor literature, including informed by the literature,
academic findings mostly inappropriate errors. including sources latest research. informed by the
honesty) unsupported and sources, and/or Referencing sources retrieved Consistently latest research.
non- indiscriminate conventions retrieved independently. accurate High-level
authoritative. use of sources. evident though independently. Selection of application of referencing skills
Referencing Heavily reliant not always Some over- relevant and referencing. consistently and
conventions on information applied reliance on texts. credible sources. professionally
used gained through accurately or Referencing may Very good use of applied.
incoherently or class contact. consistently. show minor referencing, with
largely absent. Inconsistent and inaccuracies or no/very few
weak use of inconsistencies. inaccuracies or
referencing. inconsistencies.
Knowledge Major gaps in Gaps in Limited Knowledge is Knowledge is Excellent Exceptionally
and knowledge and knowledge, with knowledge and reasonably reasonably coherent and coherent and
Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
understanding systematic only superficial systematic detailed, extensive detailed detailed
(Coherent and understanding of systematic understanding of accurate with a coherent and knowledge and knowledge and
detailed the subject understanding. the relevant good systematic detailed. systematic systematic
knowledge and matter. Some significant concepts and understanding of Exhibits very understanding of understanding of
systematic Substantial inaccuracies principles within the field of study good the principles the principles
understanding of
the subject area,
inaccuracies. No and/or irrelevant the subject area and to some understanding of and theories of and theories of
at least some of awareness of material. No which to some extent, current the breadth and current research the subject, well-
which is informed knowledge of the awareness of limited extent, is research and depth of and scholarship. informed by
by the latest latest research knowledge of the informed by scholarship. established Clear awareness current research
research and/or and/or advanced latest research current research views, and the of challenges to and scholarship.
advanced scholarship and/or advanced and scholarship. work is, at least established A critical,
scholarship within within the scholarship in part, well- views and the sophisticated
the discipline.) discipline. within the informed by limitations of the and nuanced
discipline. current research knowledge base. awareness of
and scholarship. the ambiguities
and limitations of
knowledge.
Cognitive and Wholly or almost Largely Limited attempt Some critical Sound critical Excellent critical Exceptional
intellectual wholly descriptive work, at critical thinking, thinking, thinking, critical thinking,
skills descriptive work. with superficial thinking, analysis, analysis, analysis, analysis,
(Conceptual and Little or no use of critical analysis, synthesis and synthesis and synthesis and synthesis and
critical thinking, analysis, evaluation. synthesis and evaluation. Can evaluation evaluation. evaluation based
analysis, synthesis or Weak evaluation, analyse new demonstrating Ability to on judiciously
synthesis and evaluation. development of tending towards and/or abstract critical thinking. investigate selected
evaluation of Failure to arguments and description. concepts and Ability to devise contradictory or evidence.
research, develop judgements. Some evidence data without and sustain incomplete Ability to
assumptions,
arguments, Information to support guidance. persuasive information and investigate
abstract concepts
and data (that leading to accepted emerging An emerging arguments, and make strong, contradictory or
may be illogical or invalid uncritically, uses arguments and awareness of to review the persuasive, incomplete
incomplete); logic, judgements. generalised judgements but different stances reliability, validity arguments and information and
argument and Unsubstantiated statements these may be and ability to use and significance sophisticated make strong,
judgement.) generalisations, made with scant underdeveloped evidence (that of evidence (that judgements. persuasive,
made without evidence and or with a little may be may be Some evidence arguments and
use of any unsubstantiated inconsistency / incomplete) to incomplete) to of independent sophisticated,
opinions. Ideas make mostly thought and nuanced,
Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
credible sometimes mis- support the appropriate and ability to ‘see judgements.
evidence. illogical and interpretation. argument. valid beyond the Evidence of
contradictory. Asserts rather Mostly valid judgements. question’, independent
than argues a arguments and suggesting a thought and
case. logical grasp of the ability to ‘see
judgements. broader field and beyond the
Some tendency wider concepts. question’,
to assert/state suggesting an
opinion rather outstanding
than argue on grasp of the
the basis of broader field and
reason and wider concepts.
evidence.
Practical skills Limited or no Rudimentary An adequate A good and A very good An advanced Exceptional
(Apply/deploy use of methods, application of awareness and appropriate application of a application of a levels of
accurately materials, tools methods, mostly application of range of range of application and
established tools and/or materials, tools appropriate standard methods, methods, deployment
and techniques; techniques. and/or application of methods, materials, tools materials, tools skills in
initiate and carry Little or no techniques but well-established materials, tools and/or and/or unpredictable,
out projects; appreciation of without methods, and/or techniques. techniques. practical
formulate
the context of consideration materials, tools techniques. Very good The context of contexts,
solutions to solve
problems in the application. and and/or Clear consideration of the application is drawing skilfully
complex and Limited competence. techniques. appreciation of the context of well considered, on the latest
unpredictable understanding of Flawed Basic the context of the application, and insightful. research within
contexts.) the application of appreciation of appreciation of the application. with perceptive Application and the discipline.
theory to the context of the context of Mainly insights. Can deployment Can identify
practice or the application. the application. consistent, identify problems extend beyond complex
making Weak Theoretical accurate and and propose established problems and
appropriate links understanding of knowledge and logical appropriate conventions. propose
between the two. the application of understanding application of solutions in Can identify sophisticated
Very weak theory to applied in theory to complex and complex solutions.
problem-solving practice, with practice, but not practice, making unpredictable problems and Assimilation and
skills in complex only occasional always making appropriate links contexts. propose development of
and evidence of logical links between the two Evidence of excellent cutting edge
unpredictable making between the two. Can identify some innovation solutions. processes and
contexts. appropriate links problems and and creativity. Innovation and techniques.
Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
between the two. Can identify propose mostly creativity
Weak problem- problems and appropriate evident.
solving skills in propose basic solutions in
complex and solutions in complex and
unpredictable complex and unpredictable
contexts. unpredictable contexts.
contexts without
fully appreciating
the complexity.
Transferable Communication Communication Can Can Can Can Can
skills for life medium is medium is poorly communicate in communicate communicate communicate communicate
and inappropriate or designed and/or a suitable effectively in a well, confidently professionally with an
professional misapplied. not suitable for medium but with suitable format, and consistently confidently and exceptionally
practice Work is poorly the audience. some room for but may have in a suitable consistently in a high level of
(Exercise of structured, Work is poorly improvement. minor errors. format. suitable format. professionalism.
initiative and disorganised presented in a Mostly ordered Mostly coherent, Work is Work is Work is
personal and/or disjointed presentation and organised work, coherent, fluent, coherent, very exceptionally
responsibility; confusingly manner. It is structure in in a suitable well-structured fluent and is coherent, very
professional expressed. Very loosely, and at which relevant structure and is and organised. presented fluent and is
development; weak use of times ideas / concepts for the most part Can work very professionally. presented
initiate and
language and/or incoherently, are reasonably clearly well Can work professionally.
complete tasks
and procedures: very structured, with expressed. Work expressed. Can autonomously autonomously Can work
individually and/or inappropriate information and may lack work effectively and/or as part of with initiative. exceptionally
collaboratively; style. Little or no ideas often coherence in independently a team, with very Where relevant well and
use appropriate evidence of poorly places. Can and/or as part of good can work professionally
media to autonomy (or expressed. work as part of a a team, with contribution to professionally within a team,
communicate collaboration, Weak use of team, but with clear group activities. within a team, showing
effectively; where relevant) language and/or limited contribution to Demonstrates showing advanced
fluency of in the completion inappropriate involvement in group activities. very good leadership skills leadership skills.
expression; clarity
and effectiveness
of tasks. Little or style. Weak group activities. Demonstrates graduate as appropriate, Demonstrates
in presentation no evidence of independent Demonstrates the skills employment managing exceptional
and organisation.) the skills initiative (or the basic skills required in skills, with just conflict and graduate
required in collaboration, if required in graduate occasional minor meeting employment
graduate relevant). graduate employment, weakness. obligations. skills and an
employment. Limited evidence employment, with some areas Demonstrates appetite for
of the skills with some areas of strength and excellent
Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
required in of minor some of minor graduate further
graduate weakness. weakness. employment development.
employment. skills and an
appetite for
further
development.