ASSIGNMENT BRIEF
| Module Code | MMBB08 | Module Tutor | W Fiddler | ||
| Module Title | Accounting and Finance for Decision Making | ||||
| Level | 7 | Credit Value of Module | 20 | ||
| Assessment Task | Written report | ||||
| Word Count | 1,750 | ||||
| Assessment No | 2 | of | 2 | Weighting | 50% |
| Type of Submission | Written work | ||||
| Method of Submission | Turnitin via Moodle | ||||
| Publication Date |
[This
is the date the assignment brief was made available to
students] 31 January 2020 | ||||
| Due Date | 27 April 2020 | ||||
| Expected Feedback Date | 18 May 2020 This will normally be 15 working days from the date of submission (excludes weekends and University closure days), or 20 working days for dissertations | ||||
| Format of Feedback | Typed, via Moodle | ||||
| Learning Outcomes | |||||
| PLO7.1, PLO7.2, PLO7.3, PLO7.6, PLO7.7, |
| Assignment Description |
| See next sheet |
| Additional Information |
| Use a report format and make sure that you answer all parts of the assignment clearly in the report Set up a subheading / section of the report to answer each question. Simple calculations can be shown in the report but more complex workings and calculations should be shown as appendices to the report. Any Excel spreadsheets should be cioopies into the word document before submitting through Turnitin. . |
| Assessment Regulations |
| Your attention is drawn to the University policy on cheating and plagiarism. Penalties will be applied where a student is found guilty of academic misconduct, including termination of programme Policy Link You are required to keep to the word limit set for an assessment and to note that you may be subject to penalty if you exceed that limit. (Policy Link) You are required to provide an accurate word count on the cover sheet for each piece of work you submit. For late or non-submission of work by the published deadline or an approved extended deadline, a mark of 0NS will be recorded. Where a re-assessment opportunity exists, a student will normally be permitted only one attempt to be re-assessed for a capped mark. (Policy Link). An extension to the published deadline may be granted to an individual student if they meet the eligibility criteria of the Exceptional Circumstances Policy. Write your report in Aerial font, 12 point |
Speedyscoot Scooters Ltd. is a private UK company formed in 2013 by Simon Travis. The company specialises in the manufacture of lightweight scooters predominantly for the city commuter market. The company prides itself on product innovation, quality manufacturing processes and the premium nature of their scooters that enjoy a world-wide reputation.
Two models of scooter are manufactured, a conventional model and an electric model. The conventional scooter model currently retails at a price of £300 but there can be minor modifications to the scooter (lightweight components, lights etc.) that would enable a higher price to be charged, up to £400. The electric scooter retails at £800 for the unmodified model and can sell for as much as £1,100 with minor modifications such as titanium components or a high power battery unit.
The mix of sales for Speedyscoot is approximately 70% conventional scooters and 30% electric scooters. The variable costs of production for a conventional scooter is approximately £150 and for an electric scooter is approximately £450. For the modified models the increase in variable costs is approximately £115 for basic scooters and £200 for electric scooters. It is usual for around 50% of the basic scooter customers to request modification whilst only 25% of electric scooter customers request modification and are willing to pay higher prices.
The scooter industry has several key players and although Speedyscoot’s products are seen as premium products in the market there are companies that seem to employ different pricing strategies than that of Speedyscoot. The competitor’s scooters contain advanced features and innovations and are generally seen as better value for money although the competitor models are not as iconic as the Speedyscoot design and do not enjoy the same premium product status.
The factory works a 40 hour week for 50 weeks per year and employs 20 people who are directly involved in the scooter manufacture process on 4 identical production lines. The company prides itself on its machine utilization efficiency but as the majority of the process Is labour driven (welding, assembly, custom painting), overheads are absorbed on a labour hour basis. It has been estimated that a scooter can go through the manufacturing process from start to finish in approximately 1.25 hours although there may be some possible delays due to bottlenecks and non-value added activities being incurred in the production process along the way.
| Statements of profit or loss for the year ended 31st December | ||
|
| 2019 | 2018 |
|
| £’000 | £’000 |
| Sales revenue | 16,082 | 15,616 |
| Cost of sales | 11,097 | 11,244 |
| Gross profit | 4,985 | 4,372 |
| Administration expenses | 1,870 | 2,143 |
| Operating profit | 3,115 | 2,229 |
| Interest | 12 | 9 |
| Profit before tax | 3,103 | 2,220 |
| Tax | 705 | 537 |
| Profit after tax | 2,398 | 1,683 |
From the statements above it can be seen that sales revenue has increased over the last year and are expected to continue to grow by approximately 3% per year in the future. Approximately 25% of the cost of sales are related to fixed production overheads while the remaining 75% are classed as variable and directly related to output.
The current factory site exists in a small city in the north of England and is limited in terms of space. The company knows that it may have difficulty in increasing capacity at the current site above 34,000 scooters per year. The capacity constraints and the risk issues related to Brexit have moved the company to consider the options of moving the whole operation to a country in eastern Europe at a cost of approximately £50 million. Alternatively, the company could outsource manufacture of all of the scooter frames to a UK company that currently specializes in the manufacture of aluminium garden furniture. Speedyscoot would still paint and assemble the product in-house at its current premises. Both options would yield an effective increase in capacity of 10,000 scooters per year irrespective of the type of scooters being made.
Required:
Produce a business report to Simon Travis, in good style, that covers the following issues:-
- Provide calculations on the expected level of sales that you believe need to be made to break even. Back this up with further calculations that show risk. Ensure that you justify any calculation assumptions that you make. Comment on the results obtained. (Note, that there are several ways that you can calculate break even and you can use as many of these as you feel is appropriate.) (25 marks)
- Explain the possible issues in using absorption costing to determine the prices of the scooters and discuss the appropriateness of changing to an activity based costing (ABC) system for product costing and pricing for the business. (25 marks)
- Provide recommendations as to the adequacy of the current pricing strategy that the company adopts and suggest if the price should be adjusted in the light of current market conditions. (25 marks)
- Evaluate the potential financial and other issues that may arise in relation to the alternative options that may be undertaken to increase capacity. (25 marks)
Total 100 marks
|
| (100-85) | (84 – 70) | (69 – 60) | (59 – 50) | (49 – 40) | (39 – 20) | (19 – 0) |
| SUMMARY DESCRIPTOR: Learning accredited at Level 3 (Foundation year) will reflect the ability toapply knowledge and skills in a range of complex activities demonstrating comprehension of relevant theories, access and analyse information independently and make reasoned judgements. | |||||||
|
| General Characteristics (UG) | ||||||
| Knowledge & Understanding | Subject knowledge and conceptual understanding beyond expectation(s) of the level of study. | Subject knowledge and conceptual understanding that evidences a breadth/depth of reading/research significantly beyond set material. | Detailed subject knowledge and conceptual understanding relevant to the level of study and demonstrating development beyond set material. | Subject knowledge and conceptual understanding consistent with taught content. | Replication of taught content with limited demonstration of conceptual understanding. | Insufficient knowledge and understanding of the subject and its underlying concepts. | Little or no evidence of knowledge and understanding of the subject and its underlying concepts. |
| PLO(s): Enter “All” or specific PLO(s). If N/A: Delete row | |||||||
|
Originality
| Originality of thought, and/or independence beyond the expectation(s) of the level of study. | Strong and sustained originality of thought and/or evidence of significant independent study. | Strong examples(s) of originality of thought and/or evidence of wide-ranging independent study. | Sound evidence of originality of thought and/or clear evidence of study independent of set/ recommended material. | Limited evidence of originality of thought and/or study independent of set/recommended material. | Very limited originality of thought and/or evidence of study independent of set/recommended material. | No originality of thought and/or evidence of independent study. |
| PLO(s): | |||||||
| Higher cognitive skills | Critical analysis/ evaluation /synthesis and/ or problem solving skills beyond expectation(s) of the level of study. | Sustained and coherent critical analysis/ evaluation/ synthesis and/or problem solving, demonstrating very high skill(s) relevant to the level of study and beyond. | Evidence of high level critical analysis/ evaluation/ synthesis and/or problem solving skills relevant to the level of study. | Sound critique, synthesis and/or problem solving skills relevant to the level of study. | Limited analysis, evaluation or critique and/or problem-solving relevant to the level of study. | Very limited analysis, evaluation critique and/or problem solving skills, evidenced through work that is mostly descriptive. | Little or no evidence of relevant analysis, evaluation, critique and/or problem-solving. |
| PLO(s): | |||||||
| Use of subject-specific methods/ techniques | Exceptional demonstration of subject-specific methods/ techniques beyond expectation(s) of the level of study. | Sophisticated demonstration of subject-specific methods/ techniques relevant to the level of study. | Consistently skilled and accurate use of subject-specific methods/ techniques relevant to the level of study. | Skilled use of subject-specific methods/ techniques relevant to the level of study. | Adequate use of subject-specific methods/ techniques relevant to the level of study. | Inadequate use of subject-specific methods/ techniques relevant to the level of study. | Little or no use of subject-specific methods/ techniques relevant to the level of study. |
| PLO(s): | |||||||
| Written and/or oral communication and adherence to academic conventions | Professional, sophisticated/ innovative communication, with exceptional clarity and/or audience-engagement, and exemplary academic conventions. | Professional communication, that holds the attention of its reader/audience throughout, and demonstrates academic conventions that are accurate and relevant to the level of study/ beyond. | Fluent and coherent communication, which demonstrates consistent and accurate academic conventions. | Mostly fluent and coherent communication; demonstration of appropriate academic conventions, which may include some errors or inconsistencies. | Communication that is difficult to follow at times because of poor clarity/structure; inconsistent demonstration of academic conventions. | Limited clarity and/or structure in communication, and/or inadequate demonstration of academic conventions. | Highly limited clarity and/or structure in written and/or oral communication. Inadequate demonstration of academic conventions. |
| PLO(s): | |||||||
| Practical and/or professional skills | Exceptional and insightful demonstration/ application of practical and/or professional skills relevant and level of study. | Very high degree of competence and confidence in the demonstration/ application of practical and/or professional skills relevant to the level of study. | High degree of competence and confidence in the demonstration/ application of practical and/or professional skills relevant to the level study. | Competent in the demonstration/ application of practical and/or professional skills relevant to the level, with evidence of developing confidence. | Competent demonstration/ application of practical and/or professional skills relevant to the level of study. | Development required in order to demonstrate competence in practical and/or professional skills relevant to the level of study. | Significant development required in order to demonstrate competence in practical and/or professional skills relevant to the level of study. |
| PLO(s): | |||||||
| Team work as a leader or team member | Exceptional contribution in support of successful team outcome(s), and an insightful and critical appreciation of individual and/ or collaborative performance. | Contribution to teamwork that significantly influenced successful team outcome(s) and a critical appreciation of individual and/or collaborative performance. | Strong and sustained contribution in support of successful team outcome(s) and a comprehensive appreciation of individual and/or collaborative performance. | Professional contribution to successful team outcome(s) and a developing appreciation of individual and/or collaborative performance. | Adequate contribution to successful team outcome(s), and an appreciation of individual and/or collaborative performance that may be limited or partial and/or overly subjective. | Limited contribution to successful team outcome(s), and an appreciation of individual and/or collaborative performance that is inadequately evidenced. | Negligible (or no) contribution to successful team outcome(s). |
| PLO(s): |
|
| PASS GRADES | FAIL GRADES | |||||
| (100-85) | (84 – 70) | (69 – 60) | (59 – 50) | (49 – 40) | (39 – 20) | (19 – 0) | |
| SUMMARY DESCRIPTOR: Learning accredited at Level 4 (UG) will reflect the abilityto develop a rigorous approach to the acquisition of a broad knowledge base, employ a range of specialised skills and evaluate information, using it to plan and develop investigative strategies and to determine solutions to a variety of unpredictable problems. | |||||||
|
| General Characteristics (UG) | ||||||
| Knowledge & Understanding | Subject knowledge and conceptual understanding beyond expectation(s) of the level of study. | Subject knowledge and conceptual understanding that evidences a breadth/depth of reading/research significantly beyond set material. | Detailed subject knowledge and conceptual understanding relevant to the level of study and demonstrating development beyond set material. | Subject knowledge and conceptual understanding consistent with taught content. | Replication of taught content with limited demonstration of conceptual understanding. | Insufficient knowledge and understanding of the subject and its underlying concepts. | Little or no evidence of knowledge and understanding of the subject and its underlying concepts. |
| PLO(s): Enter “All” or specific PLO(s). If N/A: Delete row | |||||||
|
Originality
| Originality of thought, and/or independence beyond the expectation(s) of the level of study. | Strong and sustained originality of thought and/or evidence of significant independent study. | Strong examples(s) of originality of thought and/or evidence of wide-ranging independent study. | Sound evidence of originality of thought and/or clear evidence of study independent of set/ recommended material. | Limited evidence of originality of thought and/or study independent of set/recommended material. | Very limited originality of thought and/or evidence of study independent of set/recommended material. | No originality of thought and/or evidence of independent study. |
| PLO(s): | |||||||
| Higher cognitive skills | Critical analysis/ evaluation /synthesis and/ or problem solving skills beyond expectation(s) of the level of study. | Sustained and coherent critical analysis/ evaluation/ synthesis and/or problem solving, demonstrating very high skill(s) relevant to the level of study and beyond. | Evidence of high level critical analysis/ evaluation/ synthesis and/or problem solving skills relevant to the level of study. | Sound critique, synthesis and/or problem solving skills relevant to the level of study. | Limited analysis, evaluation or critique and/or problem-solving relevant to the level of study. | Very limited analysis, evaluation critique and/or problem solving skills, evidenced through work that is mostly descriptive. | Little or no evidence of relevant analysis, evaluation, critique and/or problem-solving. |
| PLO(s): | |||||||
| Use of subject-specific methods/ techniques | Exceptional demonstration of subject-specific methods/ techniques beyond expectation(s) of the level of study. | Sophisticated demonstration of subject-specific methods/ techniques relevant to the level of study. | Consistently skilled and accurate use of subject-specific methods/ techniques relevant to the level of study. | Skilled use of subject-specific methods/ techniques relevant to the level of study. | Adequate use of subject-specific methods/ techniques relevant to the level of study. | Inadequate use of subject-specific methods/ techniques relevant to the level of study. | Little or no use of subject-specific methods/ techniques relevant to the level of study. |
| PLO(s): | |||||||
| Written and/or oral communication and adherence to academic conventions | Professional, sophisticated/ innovative communication, with exceptional clarity and/or audience-engagement, and exemplary academic conventions. | Professional communication, that holds the attention of its reader/audience throughout, and demonstrates academic conventions that are accurate and relevant to the level of study/ beyond. | Fluent and coherent communication, which demonstrates consistent and accurate academic conventions. | Mostly fluent and coherent communication; demonstration of appropriate academic conventions, which may include some errors or inconsistencies. | Communication that is difficult to follow at times because of poor clarity/structure; inconsistent demonstration of academic conventions. | Limited clarity and/or structure in communication, and/or inadequate demonstration of academic conventions. | Highly limited clarity and/or structure in written and/or oral communication. Inadequate demonstration of academic conventions. |
| PLO(s): | |||||||
| Practical and/or professional skills | Exceptional and insightful demonstration/ application of practical and/or professional skills relevant and level of study. | Very high degree of competence and confidence in the demonstration/ application of practical and/or professional skills relevant to the level of study. | High degree of competence and confidence in the demonstration/ application of practical and/or professional skills relevant to the level study. | Competent in the demonstration/ application of practical and/or professional skills relevant to the level, with evidence of developing confidence. | Competent demonstration/ application of practical and/or professional skills relevant to the level of study. | Development required in order to demonstrate competence in practical and/or professional skills relevant to the level of study. | Significant development required in order to demonstrate competence in practical and/or professional skills relevant to the level of study. |
| PLO(s): | |||||||
| Team work as a leader or team member | Exceptional contribution in support of successful team outcome(s), and an insightful and critical appreciation of individual and/ or collaborative performance. | Contribution to teamwork that significantly influenced successful team outcome(s) and a critical appreciation of individual and/or collaborative performance. | Strong and sustained contribution in support of successful team outcome(s) and a comprehensive appreciation of individual and/or collaborative performance. | Professional contribution to successful team outcome(s) and a developing appreciation of individual and/or collaborative performance. | Adequate contribution to successful team outcome(s), and an appreciation of individual and/or collaborative performance that may be limited or partial and/or overly subjective. | Limited contribution to successful team outcome(s), and an appreciation of individual and/or collaborative performance that is inadequately evidenced. | Negligible (or no) contribution to successful team outcome(s). |
| PLO(s): |
|
| PASS GRADES | FAIL GRADES | |||||
| (100-85) | (84 – 70) | (69 – 60) | (59 – 50) | (49 – 40) | (39 – 20) | (19 – 0) | |
| SUMMARY DESCRIPTOR: Learning accredited at Level 5 (UG) will reflect the ability togenerate ideas through the analysis of concepts at an abstract levelwith a command of specialised skills and the formulation of responses to well-defined and abstract problems. | |||||||
|
| General Characteristics (UG) | ||||||
| Knowledge & Understanding | Subject knowledge and conceptual understanding beyond expectation(s) of the level of study. | Subject knowledge and conceptual understanding that evidences a breadth/depth of reading/research significantly beyond set material. | Detailed subject knowledge and conceptual understanding relevant to the level of study and demonstrating development beyond set material. | Subject knowledge and conceptual understanding consistent with taught content. | Replication of taught content with limited demonstration of conceptual understanding. | Insufficient knowledge and understanding of the subject and its underlying concepts. | Little or no evidence of knowledge and understanding of the subject and its underlying concepts. |
| PLO(s): Enter “All” or specific PLO(s). If N/A: Delete row | |||||||
|
Originality
| Originality of thought, and/or independence beyond the expectation(s) of the level of study. | Strong and sustained originality of thought and/or evidence of significant independent study. | Strong examples(s) of originality of thought and/or evidence of wide-ranging independent study. | Sound evidence of originality of thought and/or clear evidence of study independent of set/ recommended material. | Limited evidence of originality of thought and/or study independent of set/recommended material. | Very limited originality of thought and/or evidence of study independent of set/recommended material. | No originality of thought and/or evidence of independent study. |
| PLO(s): | |||||||
| Higher cognitive skills | Critical analysis/ evaluation /synthesis and/ or problem solving skills beyond expectation(s) of the level of study. | Sustained and coherent critical analysis/ evaluation/ synthesis and/or problem solving, demonstrating very high skill(s) relevant to the level of study and beyond. | Evidence of high level critical analysis/ evaluation/ synthesis and/or problem solving skills relevant to the level of study. | Sound critique, synthesis and/or problem solving skills relevant to the level of study. | Limited analysis, evaluation or critique and/or problem-solving relevant to the level of study. | Very limited analysis, evaluation critique and/or problem solving skills, evidenced through work that is mostly descriptive. | Little or no evidence of relevant analysis, evaluation, critique and/or problem-solving. |
| PLO(s): | |||||||
| Use of subject-specific methods/ techniques | Exceptional demonstration of subject-specific methods/ techniques beyond expectation(s) of the level of study. | Sophisticated demonstration of subject-specific methods/ techniques relevant to the level of study. | Consistently skilled and accurate use of subject-specific methods/ techniques relevant to the level of study. | Skilled use of subject-specific methods/ techniques relevant to the level of study. | Adequate use of subject-specific methods/ techniques relevant to the level of study. | Inadequate use of subject-specific methods/ techniques relevant to the level of study. | Little or no use of subject-specific methods/ techniques relevant to the level of study. |
| PLO(s): | |||||||
| Written and/or oral communication and adherence to academic conventions | Professional, sophisticated/ innovative communication, with exceptional clarity and/or audience-engagement, and exemplary academic conventions. | Professional communication, that holds the attention of its reader/audience throughout, and demonstrates academic conventions that are accurate and relevant to the level of study/ beyond. | Fluent and coherent communication, which demonstrates consistent and accurate academic conventions. | Mostly fluent and coherent communication; demonstration of appropriate academic conventions, which may include some errors or inconsistencies. | Communication that is difficult to follow at times because of poor clarity/structure; inconsistent demonstration of academic conventions. | Limited clarity and/or structure in communication, and/or inadequate demonstration of academic conventions. | Highly limited clarity and/or structure in written and/or oral communication. Inadequate demonstration of academic conventions. |
| PLO(s): | |||||||
| Practical and/or professional skills | Exceptional and insightful demonstration/ application of practical and/or professional skills relevant and level of study. | Very high degree of competence and confidence in the demonstration/ application of practical and/or professional skills relevant to the level of study. | High degree of competence and confidence in the demonstration/ application of practical and/or professional skills relevant to the level study. | Competent in the demonstration/ application of practical and/or professional skills relevant to the level, with evidence of developing confidence. | Competent demonstration/ application of practical and/or professional skills relevant to the level of study. | Development required in order to demonstrate competence in practical and/or professional skills relevant to the level of study. | Significant development required in order to demonstrate competence in practical and/or professional skills relevant to the level of study. |
| PLO(s): | |||||||
| Team work as a leader or team member | Exceptional contribution in support of successful team outcome(s), and an insightful and critical appreciation of individual and/ or collaborative performance. | Contribution to teamwork that significantly influenced successful team outcome(s) and a critical appreciation of individual and/or collaborative performance. | Strong and sustained contribution in support of successful team outcome(s) and a comprehensive appreciation of individual and/or collaborative performance. | Professional contribution to successful team outcome(s) and a developing appreciation of individual and/or collaborative performance. | Adequate contribution to successful team outcome(s), and an appreciation of individual and/or collaborative performance that may be limited or partial and/or overly subjective. | Limited contribution to successful team outcome(s), and an appreciation of individual and/or collaborative performance that is inadequately evidenced. | Negligible (or no) contribution to successful team outcome(s). |
| PLO(s): |
|
| PASS GRADES | FAIL GRADES | |||||
| (100-85) | (84 – 70) | (69 – 60) | (59 – 50) | (49 – 40) | (39 – 20) | (19 – 0) | |
| SUMMARY DESCRIPTOR: Learning accredited at Level 6 (UG) will reflect the ability tocritically review, consolidate and extend a systematic and coherent body of knowledge, utilising specialised skills across an area of study. | |||||||
|
| General Characteristics (UG) | ||||||
| Knowledge & understanding | Subject knowledge and conceptual understanding beyond expectation(s) of the level of study. | Subject knowledge and conceptual understanding that evidences a breadth/depth of reading/research significantly beyond set material. | Detailed subject knowledge and conceptual understanding relevant to the level of study and demonstrating development beyond set material. | Subject knowledge and conceptual understanding consistent with taught content. | Replication of taught content with limited demonstration of conceptual understanding. | Insufficient knowledge and understanding of the subject and its underlying concepts. | Little or no evidence of knowledge and understanding of the subject and its underlying concepts. |
| PLO(s): Enter “All” or specific PLO(s). If N/A: Delete row | |||||||
|
Originality
| Originality of thought, and/or independence beyond the expectation(s) of the level of study. | Strong and sustained originality of thought and/or evidence of significant independent study. | Strong examples(s) of originality of thought and/or evidence of wide-ranging independent study. | Sound evidence of originality of thought and/or clear evidence of study independent of set/ recommended material. | Limited evidence of originality of thought and/or study independent of set/recommended material. | Very limited originality of thought and/or evidence of study independent of set/recommended material. | No originality of thought and/or evidence of independent study. |
| PLO(s): | |||||||
| Higher cognitive skills | Critical analysis/ evaluation /synthesis and/ or problem solving skills beyond expectation(s) of the level of study. | Sustained and coherent critical analysis/ evaluation/ synthesis and/or problem solving, demonstrating very high skill(s) relevant to the level of study and beyond. | Evidence of high level critical analysis/ evaluation/ synthesis and/or problem solving skills relevant to the level of study. | Sound critique, synthesis and/or problem solving skills relevant to the level of study. | Limited analysis, evaluation or critique and/or problem-solving relevant to the level of study. | Very limited analysis, evaluation critique and/or problem solving skills, evidenced through work that is mostly descriptive. | Little or no evidence of relevant analysis, evaluation, critique and/or problem-solving. |
| PLO(s): | |||||||
| Use of subject-specific methods/ techniques | Exceptional demonstration of subject-specific methods/ techniques beyond expectation(s) of the level of study. | Sophisticated demonstration of subject-specific methods/ techniques relevant to the level of study. | Consistently skilled and accurate use of subject-specific methods/ techniques relevant to the level of study. | Skilled use of subject-specific methods/ techniques relevant to the level of study. | Adequate use of subject-specific methods/ techniques relevant to the level of study. | Inadequate use of subject-specific methods/ techniques relevant to the level of study. | Little or no use of subject-specific methods/ techniques relevant to the level of study. |
| PLO(s): | |||||||
| Written and/or oral communication and adherence to academic conventions | Professional, sophisticated/ innovative communication, with exceptional clarity and/or audience-engagement, and exemplary academic conventions. | Professional communication, that holds the attention of its reader/audience throughout, and demonstrates academic conventions that are accurate and relevant to the level of study/ beyond. | Fluent and coherent communication, which demonstrates consistent and accurate academic conventions. | Mostly fluent and coherent communication; demonstration of appropriate academic conventions, which may include some errors or inconsistencies. | Communication that is difficult to follow at times because of poor clarity/structure; inconsistent demonstration of academic conventions. | Limited clarity and/or structure in communication, and/or inadequate demonstration of academic conventions. | Highly limited clarity and/or structure in written and/or oral communication. Inadequate demonstration of academic conventions. |
| PLO(s): | |||||||
| Practical and/or professional skills | Exceptional and insightful demonstration/ application of practical and/or professional skills relevant and level of study. | Very high degree of competence and confidence in the demonstration/ application of practical and/or professional skills relevant to the level of study. | High degree of competence and confidence in the demonstration/ application of practical and/or professional skills relevant to the level study. | Competent in the demonstration/ application of practical and/or professional skills relevant to the level, with evidence of developing confidence. | Competent demonstration/ application of practical and/or professional skills relevant to the level of study. | Development required in order to demonstrate competence in practical and/or professional skills relevant to the level of study. | Significant development required in order to demonstrate competence in practical and/or professional skills relevant to the level of study. |
| PLO(s): | |||||||
| Team work as a leader or team member | Exceptional contribution in support of successful team outcome(s), and an insightful and critical appreciation of individual and/ or collaborative performance. | Contribution to teamwork that significantly influenced successful team outcome(s) and a critical appreciation of individual and/or collaborative performance. | Strong and sustained contribution in support of successful team outcome(s) and a comprehensive appreciation of individual and/or collaborative performance. | Professional contribution to successful team outcome(s) and a developing appreciation of individual and/or collaborative performance. | Adequate contribution to successful team outcome(s), and an appreciation of individual and/or collaborative performance that may be limited or partial and/or overly subjective. | Limited contribution to successful team outcome(s), and an appreciation of individual and/or collaborative performance that is inadequately evidenced. | Negligible (or no) contribution to successful team outcome(s). |
| PLO(s): |
|
| PASS GRADES | FAIL GRADES | |||||
| (100-85) | (84 – 70) | (69 – 60) | (59 – 50) | (49 – 40) | (39 – 20) | (19 – 0) | |
| Overarching indicators: | All learning outcomes/assessment criteria have been achieved to an exceptionally high level, beyond that expected at Level 7, with features consistent with Level 8 (doctoral study). | All learning outcomes/assessment criteria have been achieved to a high standard, and many at an exceptionally high level. | All learning outcomes/assessment criteria have been met fully, at a good or very good standard. | All learning outcomes/assessment criteria have been met. | One or more of the learning outcomes/assessment criteria have not been met. | A significant proportion of the learning outcomes/assessment criteria have not been met. | Most of the learning outcomes/assessment criteria have not been met. |
| SUMMARY DESCRIPTOR: Learning accredited at Level 7 (Master’s) will reflect the ability todisplay mastery of a complex and specialised area of knowledge and skills, employing advanced skills to conduct research or advanced technical/professional activity, accepting accountability for related decision-making, including use of supervision. | |||||||
| Assessment criteria | General characteristics | ||||||
| Subject knowledge & understanding | Exceptional subject knowledge and conceptual understanding at the forefront of the discipline. Authoritative approach to complexity. | Comprehensive subject knowledge and conceptual understanding, informed by recent developments in the discipline, demonstrating reading/research at significant depth/breadth. Informed & confident approach to complexity. | Detailed subject knowledge and conceptual understanding demonstrating purposeful reading/research. Developing awareness of complexity. | Broad subject knowledge and conceptual understanding, demonstrating directed reading/research. Some awareness of complexity. | Reproduction of taught content and/or tendency to describe or report facts rather than demonstrate complex ideas. Any errors or misconceptions are outweighed by the overall degree of knowledge & understanding demonstrated. | Insufficient evidence of knowledge and understanding of the subject and its underlying concepts. | Little or no evidence of knowledge and understanding of the subject and its underlying concepts. |
|
PLO(s):
Enter
“All” or specific PLO(s).
| |||||||
|
Higher
cognitive skills & originality
| Rigorous and sustained criticality, independent thinking and original insight; convincing conclusions and/or application to practice. | Strong and sustained criticality and independent thinking/original insight; persuasive conclusions and/or application to practice. | Detailed criticality and evidence of independent thinking/original insight; logical and sustained conclusions and/or application to practice. | General criticality and some evidence of independent thinking; logical conclusions and/or application to practice. | Limited criticality and independent thought, leading to conclusions and/or application to practice that is poorly supported. | Mainly descriptive and/or inadequately supported conclusions and/or application to practice. | Little or no evidence of criticality and independence of thought. |
|
PLO(s):
Enter
“All” or specific PLO(s).
| |||||||
| Advanced technical, professional and/or research expertise | Exceptional demonstration of advanced technical, professional and/or research expertise. Innovative. Work may challenge the existing boundaries of knowledge and/or practice. | Purposeful, systematic and sophisticated demonstration of advanced technical, professional and/or research expertise. | Purposeful, systematic and skilled demonstration of advanced technical, professional and/or research expertise. | Skilled demonstration of advanced technical, professional and/or research expertise. | Developing expertise. Inconsistent demonstration of advanced technical, professional and/or research conduct. | Limited demonstration of advanced technical, professional and/or research conduct. | Little or no demonstration of advanced technical, professional and/or research conduct. |
|
PLO(s):
Enter
“All” or specific PLO(s).
| |||||||
| Written and/or oral communication [e.g. of information, results of research, ideas, concepts and arguments etc] and adherence to academic conventions | Professional, sophisticated/innovative communication, with exceptional clarity and/or audience-engagement, and exemplary academic conventions. | Professional and fluent communication, that holds the attention of its reader/audience throughout and which demonstrates academic conventions that are accurate and relevant to the level of study/beyond. | Fluent and coherent communication, which demonstrates consistent and accurate academic conventions. | Mostly fluent and coherent communication; demonstration of appropriate academic conventions, which may include some errors or inconsistencies. | Communication that is difficult to follow at times because of poor clarity/structure; inconsistent demonstration of academic conventions. | Limited clarity and/or structure in communication, and/or inadequate demonstration of academic conventions. | Highly limited clarity and/or structure in written and/or oral communication. Inadequate demonstration of academic conventions. |
| PLO(s): Enter “All” or specific PLO(s). | |||||||
|
|
|
|
The post Accounting and Finance for Decision Making appeared first on My Assignment Online.
Plagiarism Free Assignment Help
Expert Help With This Assignment — On Your Terms
✓ Native UK, USA & Australia writers
✓ Deadline from 3 hours
✓ 100% Plagiarism-Free — Turnitin included
✓ Unlimited free revisions
✓ Free to submit — compare quotes