Health Issue

Local Area

A.Overuse of prescription or ‘psychotropic’ drugs

1. Lambeth

B. LGBTQ homelessness

2. Islington

C. Flu in elderly populations

3. Greenwich

Table 1  

The work will be assessed in an integrative manner as indicated in the marking rubric, that is consistent with Anglia Ruskin University generic assessment criteria and marking standards  

Criteria / Grade  

0-29%:   

Absent or deficient evidence of knowledge, Absent or deficient evidence of academic/ expressive/ professional skills.  

30-39%:   

Little evidence of knowledge.  

Little evidence or use of scholarly conventions.  

40-49%:  Adequate knowledge, use of scholarly conventions inconsistent. Adequate academic/ expressive/ professional skills.  

50-59%:   

Sound knowledge, use of scholarly conventions inconsistent. Sound academic/ expressive/ professional skills.  

60-69%:  Good analysis-  consistent use of scholarly  conventions.  Good Academic/ Expressive/

Professional skills.  

70-79%:  

Excellent analysishigh level of intellectual rigour and consistency.   Excellent academic/ expressive/ professional skills  

80-89%:  Outstanding analysis-Work pushes the boundaries of the discipline. Outstanding

Academic/ Expressive/ professional skills and creativity  

90-100%:  

Exceptional analysis Work pushes the boundaries of the

discipline. Exceptional

Academic/ Expressive/ professional skills and creativity  

LO2: Knowledge and

Understanding  Examine and critique the literature related to Healthcare

Management and explore the relationship between current

issues  

There is deficient or no reference to the health issue or local area in the assignment brief. Deficient or no knowledge of a health inequality model with deficient or no relation to the determinants of health with deficient or no application of theory.  

Limited reference to the health issue and local area in the assignment. Limited knowledge of a health inequality model with limited relation to the determinants of health with limited application of theory.   

Adequate reference to the health issue and local area in the assignment. Adequate knowledge of a health inequality model with adequate relation to the determinants of health with adequate application of theory.   

Sound reference to the health issue and local area in the assignment. Sound knowledge of a health inequality model with sound relation to the determinants of health with sound application of theory.    

Good reference to the health issue and local area in the assignment. Good knowledge of a health inequality model with a good relation to the determinants of health with good application of theory.   

Excellent reference to the health issue and local area in the assignment.

Excellent knowledge of a health inequality with excellent relation to the determinants of health with excellent application of theory.   

Outstanding management of learning resources and outstanding reference to the health issue and local area in the assignment. Outstanding knowledge of a health inequality with outstanding relation to the determinants of health, with some originality of expression.  

Exceptional management of learning resources and exceptional reference to the health issue and local area in the assignment. Exceptional knowledge of a health inequality with

clear originality in expression and relation to the determinants of health.  Clearly exceeds the assessment brief.  

50 Marks  

0-14  

15-19  

20-24  

25-29  

30-34  

35-39  

40-44  

45-50  

LO3: Intellectual, practical, affective and transferrable skills  

Critically evaluate the options available in contemporary Healthcare

Management  

Deficient or no evidence of any improvement strategies/

recommendations

with deficient or no identification of theory with deficient or no application of theory.   

Limited evidence of

improvement strategies/ recommendations with limited identification and application of theory.  

Adequate evidence of improvement strategies/ recommendations with adequate identification and application of theory.   

Sound evidence of

improvement

strategies/ recommendations, Sound identification and application of theory.  

Good evidence of

improvement

strategies/ recommendations, Good identification and application of theory.  

Excellent evidence of improvement strategies/ recommendations, Excellent identification and application of theory.  

Outstanding evidence of improvement strategies/ recommendations. Outstanding identification and application of theory.  

Exceptional evidence of improvement strategies/ recommendations, Exceptional identification and application of theory. Clearly exceeds the assessment brief and demonstrates

significant originality of thought.

40 Marks  

0-11  

12-15  

16-19  

20-23  

24-27  

28-31  

32- 35  

36-40  

Academic Skills  Presentation in terms of

structure, language and Harvard referencing   

The appropriate report style has not been used or is largely inaccurate. The Harvard referencing format has not been followed. Very weak academic writing style with numerous grammatical and spelling errors.  

The appropriate report style has been used, although structure and content is limited. Limited use of the Harvard referencing format with numerous inaccuracies. Limited academic writing style with many grammatical and spelling errors.  

The appropriate report style has been used with a adequate structure and adequate content. Adequate use of the Harvard referencing format with numerous inaccuracies.

Adequate academic writing style with many grammatical and spelling errors.  

The appropriate report style is easy to follow, has been used with a sound structure and sound content. Sound use of the Harvard referencing format

with some inaccuracies.  Sound academic writing style with some grammatical and  spelling errors.    

A good logical structure with accurate expression and content has been used throughout. Good use of the Harvard referencing format with occasional inaccuracies. Good academic writing style with occasional grammatical and spelling errors.   

An excellent logical structure with accurate expression and content used throughout. Excellent use of the Harvard referencing format with few inaccuracies. Excellent academic writing style with few grammatical and spelling errors.    

Outstanding and accurate logical structure with outstanding

 expression

throughout. Outstanding use of the Harvard referencing format with no inaccuracies. Outstanding academic writing style with no grammatical or spelling errors.   

Exceptional structure with exceptional expression throughout.

Exceptional use of the Harvard referencing format with no inaccuracies.

Exceptional academic writing style with no grammatical or spelling errors. Clearly exceeds the assessment brief.  

10 marks  

0-2  

3  

4  

5  

6  

7  

8  

9-10  

Level 6 is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets.  Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism.

Mark Bands

Outcome

Characteristics of Student Achievement by Marking Band for ARU’s

Generic Learning Outcomes (Academic Regulations, Section 2)

Knowledge & Understanding

Intellectual (thinking), Practical, Affective and

Transferable Skills

90-

100%

Achieves module outcome(s)

Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy.  Work may be considered for publication within ARU

Exceptional management of learning resources, with a higher degree of autonomy/exploration that clearly exceeds the assessment brief. Exceptional structure/ accurate expression. Demonstrates intellectual originality and imagination. Exceptional team/practical/professional skills.  Work may be considered for publication within ARU

80-

89%

Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and autonomy

Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the assessment brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. 

Outstanding team/practical/professional skills  

70-

79%

Excellent knowledge base that supports analysis, evaluation and problemsolving in theory/ practice/ethics of discipline with considerable originality

Excellent management of learning resources, with degree of autonomy/research that may exceed the assessment brief. Structured and creative expression. Excellent academic/ intellectual skills and practical/team/ professional/ problem-solving skills  

60-

69%

Good knowledge base that supports analysis, evaluation and problemsolving in theory/ practice/ethics of discipline with some originality

Good management of learning resources, with consistent self-directed research. Structured and accurate expression. Good academic/intellectual skills and team/practical/ professional/problem solving skills  

50-

59%

Sound knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ethics of discipline

Sound management of learning resources.

Some autonomy in research but inconsistent.

Structured and mainly accurate expression. Sound level of academic/ intellectual skills going beyond description at times. Sound team/practical/professional/problem-solving skills

40-

49%

A marginal pass in

module outcome(s)

Adequate knowledge base with some omissions at the level of ethical/ theoretical issues. Restricted ability to discuss theory and/or or solve problems in discipline

Adequate use of learning resources with little autonomy. Some difficulties with academic/ intellectual skills. Some difficulty with structure/ accuracy in expression, but evidence of developing team/practical/professional/ problem-solving skills

30-

39%

A marginal fail in

module

outcome(s)

. Satisfies default

qualifying mark

Limited knowledge base.  Limited understanding of discipline/ethical issues. Difficulty with theory and problem solving in discipline

Limited use of learning resources. Unable to work autonomously. Little input to teams. Limited academic/ intellectual skills. Still mainly descriptive. General difficulty with structure/ accuracy in expression. Practical/ professional/problem-solving skills that are not yet secure

20-

29%

Fails to achieve module

outcome(s)

Qualifying mark not satisfied

Little evidence of knowledge base. Little evidence of understanding of discipline/ ethical issues.  Significant difficulty with theory and problem solving

in discipline

Little evidence of use of learning resources. Unable to work autonomously. Little input to teams. Little evidence of academic/ intellectual skills. Work significantly descriptive. Significant difficulty with structure/accuracy in expression. Little evidence of practical/professional/ problem-solving skills

10-

19%

Deficient knowledge base. Deficient understanding of discipline/ethical issues. Major difficulty with theory and problem solving in discipline

Deficient use of learning resources. Unable to work autonomously. Deficient input to teams. Deficient academic/intellectual skills. Work significantly descriptive. Major difficulty with structure/accuracy in expression. Deficient practical/professional/problem-solving skills