ASSESSMENT: Summative Assessment (60%)
|Module Title:||People Resourcing in Context|
|Assessment Type||Unseen open book examination|
|Academic Year||2020/21 Term 3|
Instructions to Candidates:
This is an unseen open book examination.
Candidates should answer two out of six questions. All questions are equally weighted.
Materials provided: None
Materials allowed: This is an open book exam. Supporting materials including books, notes, slides, etc. are allowed.
A (scientific/programmable) calculator may be used in this exam.
Unannotated paper versions of general bi-lingual dictionaries only may be used by overseas students whose first language is not English. Subject-specific bi-lingual dictionaries are not permitted.
Electronic dictionaries may not be used.
Access to any other materials is not permitted.
|Task specific guidance:
The objective of the online exam is to provide a stimulating learning experience for every individual, requiring a high level of quality in both content and delivery.
Candidates should aim to:
· Answer two out of six questions
· You should aim to answer within two hours. The exam will be available to you for 24 hours, and you must submit your answers by the deadline.
· Not to exceed 500 words per question
· Respond to the questions posed
· Demonstrate knowledge and understanding
· Apply your knowledge and concepts examined in-class in practical problems
· Write in clear and unambiguous language
|General study guidance:
· Cite all information used in your work which is clearly from a source. Try to ensure that all sources in your reference list are seen as citations in your work, and all names cited in the work appear in your reference list.
· Reference and cite your work in accordance with the APA 7th system – the University’s chosen referencing style. For specific advice, you can talk to your Business librarians or go to the library help desk, or you can access library guidance via the following link:
o APA 7th referencing: https://library.hud.ac.uk/pages/apareferencing/
· If you have any concerns about your writing, referencing, research or presentation skills, you are welcome to consult the Learning Innovation Development Centre team email@example.com. It is possible to arrange 1:1 consultation with a LIDC tutor once you have planned or written a section of your work, so that they can advise you on areas to develop.
· Do not exceed the word limit / time / other limit.
This section is for information only.
The assessment task outlined above has been designed to address specific validated learning outcomes for this module. It is useful to keep in mind that these are the things you need to show in this piece of work.
On completion of this module, students will need to demonstrate:
Knowledge and Understanding Outcomes
1. Demonstrate an appreciation of the various aspects of People Resourcing and examine the contribution that such activities can make to an organisation.
2. Examine HR Resourcing interventions and critically assess how such measures contribute to optimising employee performance.
3. Appreciate the processes and procedures that can be implemented to support the effectiveness of the People Resourcing Function.
5. Devise solutions and apply key concepts to People Resourcing issues arising from various workplace scenarios.
6. Use examples to critically evaluate the effectiveness of a range of key concepts relating to People Resourcing
Please note these learning outcomes are not additional questions.
|Word/Time Limit:||Equivalent to 2 hours exam with 24-hour online access. Recommended word limit: 1000 in total.|
|Feedback Date:||3 working weeks from date of examination|
|Submission Method:||Electronically via module site in Brightspace. Paper/hard copy submissions are not required. For technical support, please contact: firstname.lastname@example.org|
Appendix 1 Assessment criteria
These criteria are intended to help you understand how your work will be assessed. They describe different levels of performance of a given criteria.
Criteria are not weighted equally, and the marking process involves academic judgement and interpretation within the marking criteria.
The grades between Pass and Very Good should be considered as different levels of performance within the normal bounds of the module. The Exceptional and Outstanding categories allow for students who, in addition to fulfilling the Excellent requirements, perform at a superior level beyond the normal boundaries of the module and demonstrate intellectual creativity, originality and innovation.
|90-100||80-89||70-79||60-69||50-59||40-49||30-39||20-29||10 – 19||0 – 9|
|Fulfilment of relevant learning outcomes||Met||Met||Met||Met||Met||Met||Not met or partially met||Not met or partially met||Not met or minimal||Not met or minimal|
|Response to the question /task||Full command of assessment task; imaginative approach demonstrating flair and creativity||Clear command of assessment task; sophisticated approach||Very good response to task; elements of sophistication in response||Well-developed response to assessment task with evident development of ideas||Secure response to assessment task but not developed sufficiently developed to achieved higher grade||Adequate response that meets minimum threshold, but with limitations of development||Nearly a sufficient response but lacks key aspects.||Insufficient response||Little response||No response|
|Knowledge and understanding (F, I and H)
Knowledge requirements are different at F, I and H level. Please use the relevant level knowledge assessment criteria
|Knowledge of the key concepts and principles required in the assessment task (F)||Work demonstrates originality/creativity or an inspired individual perspective on information, theories and concepts, and a considered individual voice.||Effective and extensive use of relevant wider information, theories and concepts and sophisticated integration of ideas||Extended breadth of information, theories and concepts evident and integration of ideas.
No misunderstandings / gaps.
|Appropriate information, theories, concepts and in appropriate depth using module.
Some integration ideas.
No major errors or misunderstandings.
|Most relevant information, theories, concepts and appropriately.
Lacks depth of integrating ideas.
|Adequate account of basic information, theories and concepts relevant to the assessment.
Some significant gaps.
Limitations in understanding and/or inaccuracies
|Mentions some terminology relating to theories, concepts.
Some poor or mistaken of knowledge of concepts and principles relevant to the assessment brief.
|Very poor of knowledge of concepts and principles relevant to the assessment brief. Major misunderstandings or omissions.||Negligible of knowledge of concepts and principles relevant to the assessment brief||None demonstrated in the submission.|
Cognitive / Intellectual skills
A range of means of framing cognitive and intellectual skills are provided to reflect the variety of assessment tasks across the School. Module leaders should consider the following criteria and select the one(s) that best reflect the assessment tasks. Assessment task briefs should be designed with sufficient information to provide students with a clear understanding of the core intellectual skills expected within the bounds of the module– corresponding with the appropriate level of study
Module leaders should be clear about the nature of information / data to be analysed, as well as the ‘tools’ of analysis expected. Analytical tools can be based on logic (comparison, connection, categorisation, evaluation, justification) and/or numerical (e.g. statistics, financial) or other.
|Application of knowledge / skills to practice / a solution(s) / proposal / conclusion||Creative & original application of knowledge /skills to produce new insights and offers a novel and comprehensive solution / proposal / conclusion which extends beyond the boundary of the brief.||Applies knowledge / skills to develop a comprehensive solution / proposal / conclusion which extends beyond the original boundary of the brief.
|Applies knowledge / skill in a sophisticated manner to develop a well conceptualised and solution / proposal / conclusion.
Alternative approaches might be considered.
Thoughtful and developed insights/ creativity.
|Applies knowledge/skill in a logical and developed manner to provide a considered solution / proposal / conclusion.
Some good insights /creativity
No logical errors.
|Applies knowledge/skill in a logical manner to provide a more developed solution / proposal / conclusion.
Some but limited insights/creativity.
Few logical errors
|Applies knowledge/skills in a basic manner to develop a simple but limited solution/ proposal/conclusion.
No insights / creativity
Logical errors evident.
|Use of some knowledge to provide a solution / proposal / conclusion, but limited solution/ proposal / conclusion||Some use of knowledge, but mostly insufficient.||Weak use of knowledge / skills evident. Very limited solution / proposal / conclusion.||No evidence of attempt to analyse or interpret information or provide a solution/proposal/ conclusion.|
|Language and style||Lucid, fluent, elegant, and compelling, using a distinctive and individual voice||Clear and fluent with a breadth of vocabulary. Discernible author voice.||Clear functional writing with a discernible author voice.||Clear and straightforward use language.
Largely error free
|Basic use of vocabulary, grammar and syntax.
|Basic use of vocabulary, grammar and syntax that conveys the meaning of the text.
|Many vocabulary, grammar and syntax errors that obscure meaning||Extensive flaws in vocabulary, grammar and syntax that prevent the text from being understandable.||Unacceptable||Insufficient evidence|