Recent Question/Assignment

New Zealand Diploma in Business (Level 5)
Course Title Leadership
Course DBN508 Version 4
Title Assessment 2: Task 1: Project Report (30%)
Level 5 Credits 20 Total Marks [Weighting] 60
[30%]
Student Name
Student ID
Tutor’s Name
Week Due Week 9 Due Date
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Sections Task 1: Project Report (30%) Total
LO2 and LO3
Total Marks 60 marks 60
Marks Awarded
Assessor’s Overall Feedback
Student’s Signature: Date:
LEARNING OUTCOMES ASSESSED
Learning Outcome Sections Mark Allocation Percentage
Allocation
LO2: Develop skills in managing scope and resources for projects. Assessment 2 - Task 1 (Project Report – 30%)
Executive summary Introduction Findings and Analysis Conclusion
(all content must be evidenced with in-text
citations where needed)
5
5
40
10
Total 60 marks 15%
LO3: Develop skills in personal time management for effective and efficient performance. 15%
Total 60 marks 30%
General Instructions:
1. “APA” 6th edition referencing and citation are compulsory.
2. Plagiarism would be dealt with zero tolerance and you would fail the assessment.
3. A soft copy of assignment must be submitted on Turnitin by the due date and a hard copy must be submitted to the lecturer on date advised by lecturer.
4. Be advised that any similarity rate 15% or above will result in zero marks as stipulated above.
5. Your work should be free of errors with respect to grammar, spellings and punctuation.
Please read and sign the declaration below:
I have understood the content and learning outcomes to be assessed
I have been advised of the purpose and the process of the assessment
I consent to assessment results and materials being used by my establishment
I agree to carry out the assessment without assistance from anyone else
/ /
Student’s Signature Date

Assessment 2 - Task 1 (Project Report – 30% or 60 marks) due in Week 9 (LO2 – 15% and LO3 – 15%)
General Instructions
The aims of this task are:
LO2: to develop skills in managing scope and resources for a project.
LO3: to develop skills in personal time management for effective and efficient performance.
1. Complete Task 1 using secondary data and present your project plan in a report format using the specified instructions, below.
Scenario
Assume that you are a human resource officer who is tasked to chair a team that will complete ONE of the following projects in an organisation (private, public or charity) with more than 50 employees in New Zealand.
Get the approval from your DBN508 course lecturer on your selected project in Weeks 2-4. Although the project selected by some groups may be the same, but each group will choose different existing companies in New Zealand for study. e.g., private, public or charity organisation.
Project 1: A five-day annual field trip in New Zealand for ONE of the departments in the organisation
Project 2: A two-day in-house training that involves ONE of the departments in the organisation
Project 3: A three-day office renovation of ONE of the departments in the organisation
Project 4: A one-day community service to promote social or environmental sustainability that involves ONE of the departments in the organisation
Project 5: A one-day staff engagement activity to build workplace cultural awareness in the organisation
Invent details for your project as appropriate. Please obtain feedback from your lecturer on a weekly basis for further improvement(s).

2. Based on the research of your selected organisation, answer the questions in Task 1, using a
report format, below. Your report should:
• Follow the word limits suggested in the given format, below, with a total 1100-1300 words including executive summary, but excluding supplementary sections such as cover page, table of content, reference list. Please state the word count on the cover page of your report.
• Demonstrate the ORIGINALITY OF IDEAS and justification. PARAPHRASE sentences to show that you understand the concepts/topics.
• Demonstrate the evidence of applying concepts/theories learned from a wide range of materials, including a total of at least 5 reputed, academic/ research based, and updated sources (e.g., textbooks, journals, newspapers, company or government’s documents such as reports and official websites)
• Use the APA 6.0th referencing system (In-text citation and reference list) and paraphrasing using own words.
• Be typed (font size 11, Calibri, 1.5 spacing) and label with question numbers, staple/bind, and put your name and I/D on each page in footer.
• Be proofread for grammar, spelling, format and referencing.
• Be shown to your tutor on a weekly basis for his/her feedback.
3. Please submit your paper with the following:
• A soft copy to Turnitin, and
• A hard copy including the signed assessment sheet, marking rubrics, cover page, your report, and reference list to your tutor by the due date/time assigned by your tutor
When uploading your presentation slides to Turnitin, label your assessment as:
Turnitin Upload Name Sample
Course Code_Assessment
Number_Organisation (Name: ID) DBN508_A2T1_ XYZ Company
(John Doe: TIZ0000123)
(Note: Refer to the late submission policy for details.)
3. Read Task 1 questions and marking rubric, below, in order to understand the expectations.
4. ACADEMIC DISHONESTY:
All content must demonstrate ORIGINALITY OF IDEAS. If COPYING is identified, ALL parties will receive ZERO marks. (Note: Refer to academic policy for details)

DBN508 Assessment 2 (Task 1- Project Report - 30%) due in Week 9 Questions and Marking Schedule
Based on the secondary research on your selected organisation and project, answer the following questions with the support of facts and relevant theories/ concepts and examples.
Your report should contain the following sections and evidence with in-text citations and reference list. The assessment covers LO2 and LO3.
Sections Key sections in your report LO Marks Awarded
1 Report cover page
(Assessment title, programme name, term, students’ full name and I/D, tutor’s full name, total word count) N/A N/A
2 Executive summary (100-150 words. 5 marks)
Provide a brief summary of the main text of the report, including:
1. Purpose of the report
2. Summary of the key sections of your report:
• Company background and your proposed project plan
• Research findings and analysis for Section 2.1
• Research findings and analysis for Section 2.2
• Conclusions
(Notes: Please refer to the rubric, below, for marking criteria and scale) 2, 3 /5 marks
3 Table of contents
Record the names of each part of the report and the name of each first and second order heading within the body and the page on which each occurs. N/A N/A

4 1.Introduction (100-150 words. 5 marks)
Company Background including:
• history and industry
• vision and mission
• organisational structure
• product/service
• importance of for launching your selected project in your selected organisation
(Notes: Please refer to the rubric, below, for marking criteria and scale) 2, 3 /5 marks
5 2. Findings and Analysis
2.1 Proposed Project Plan (20 marks. Word limit: 400-450 words)
Using ONE of the projects you selected as an example, prepare your project plan proposal by identifying the following.
(a) Scope of the project including:
• Project objectives (using SMART concept) (5 marks)
• steps, tasks and schedule using a Gantt Chart. Give a short discussion of the chart.
(5 marks)
(Notes: Please refer to the rubric, below, for marking criteria and scale)
(b) Budget (5 marks) and resources (5 marks) required for the project
(Notes: Please refer to the rubric, below, for marking criteria and scale)
2
2.1
(a) /5 marks + /5 marks
(b) /5 marks + /5 marks
TOTAL MARKS = /20 MARKS

5 2.2 Personal Time Management for the Proposed Project (20 marks. Word limit: 400-450 words)
As you will be working on this project alongside with your daily tasks as the human resource office in your organisation, propose how you would use The Priority Matrix proposed by Dwight D. Eisenhower to manage your personal and work including project time for effective and efficient performance as well as achieving your personal and professional goals.
(4 quadrants with different work strategies X 5 marks each = 20 marks)
(Notes: Please refer to the rubric, below, for marking criteria and scale) 3 2.2
Quadrant 1: / 5 marks
Quadrant 2: / 5 marks
Quadrant 3: / 5 marks
Quadrant 4: / 5 marks
TOTAL MARKS = /20 MARKS
6 3. Conclusions (100-150 words) (10 marks)
Provide your conclusion based on your findings.
(a) A conclusion for section 2.1 (a, b) on ONE challenge in applying the proposed project scope, budget, and resources in your selected organisation to achieve the project objective(s).
(5 marks)
(Notes: Please refer to the rubric, below, for marking criteria and scale)
(b) A conclusion for section 2.2 based on the analysis of 4 quadrants in in managing your personal and professional goals during the implementation of this project.
(5 marks)
(Notes: Please refer to the rubric, below, for marking criteria and scale)
2
3
(a) /5 marks
(b) /5 marks
TOTAL MARKS = /10 MARKS
7 References
• Place the references on a new page
• This section gives the full detail of any source of information quoted or referred to N/A N/A

in the report.
• Give all references in correct APA 6th style.
• Provide at least 6 reputed, academic/ research based, and updated sources (e.g., textbooks, journals, newspapers, company or government’s documents such as reports and official websites)
8 Appendixes
Include any other attachments that were referred to in the report. N/A N/A
Total Marks for Assessment 2 (Task 1) /60 marks

Marking Rubric
Marks 0 1 2 3 4 5
Assessment Criteria
Knowledge & understanding of subject Major gaps in knowledge and understanding.
Significant inaccuracies. Gaps in knowledge and superficial understanding. Some inaccuracies. Broadly accurate knowledge and understanding of the material. Some elements missing and flaws evident. Sound, routine knowledge and understanding of the material, main concepts and key theories. Some flaws may be evident. Good, consistent knowledge and understanding of the material, main concepts and key theories at this level. Highly detailed knowledge and understanding of material, concepts and theories at this level. Awareness of the ambiguities and
limitations of knowledge.
Cognitive/ Intellectual Skills
(e.g. logic and argument; organisation and communication of ideas and evidence) Brief and irrelevant. Descriptive. Only personal views offered. Unsubstantiated generalisations. Little or no attempt to draw conclusions. For the most part descriptive. Views/ findings sometimes illogical or contradictory. Generalisations/ statements made with scant evidence.
Conclusions lack
relevance and/or validity. Some awareness of issues. Sense of argument emerging though not completely coherent. Some evidence to support views, but not always consistent. Some relevant conclusions. Issues identified within given areas. An emerging awareness of different views and ability to use evidence to support a coherent argument.
Broadly valid conclusions. Arguments generally logical, coherently expressed, well organised and supported.
Acknowledgement of views of others. Sound conclusions. Logical and persuasive points made throughout the work within a highly coherent argument.
Carefully selected evidence, drawn from relevant research.
Convincing conclusions.
Use of research informed-literature
(including referencing, appropriate academic conventions and academic honesty) No evidence of reading. Views are unsupported and non- authoritative. Academic conventions largely ignored. Evidence of little reading appropriate for the level of study, and/or random use of sources. Academic conventions used weakly. Some evidence of reading, with superficial linking to given text(s). Some academic conventions evident and largely consistent, but with some weaknesses. Knowledge of literature beyond core text(s).
Literature used accurately but descriptively. Academic skills generally sound. Knowledge of the field of literature appropriately used to support views.
Research-informed literature integrated into the work. Good use of academic conventions. Exceptionally wide range of relevant literature used to discuss argument, balance discussion and/or inform problem-solving.
Consistently accurate
and assured use of academic conventions.
Use of professional English No evidence of professional word choice.
Many sentence Word choice is unprofessional.
More than 2 sentence
fragments. Word choice is inappropriate and sometimes uses action
verbs and passive voice. Word choice is generally appropriate and uses action verbs and passive
voice with two or three Word choice is mostly appropriate and uses action verbs and passive
voice appropriately. Word choice is appropriate and uses action verbs and passive
voice appropriately. Uses

fragments and therefore answer is unclear.
Answer is lost in poor construction or loss of it. No paragraphs or an incomplete paragraph. Many spelling, capitalisation and punctuation errors.
Too many grammar and usage errors. Meaning is lost in poor construction.
Awkward paragraph construction clouds the writing.
Spelling, capitalization, or punctuation errors make answer unclear. Grammar & usage errors make writing unclear. Sometimes uses complete simple sentences but lacks complexity and variety. Writing has paragraphs but underdeveloped.
3-4 spelling, capitalization, or punctuation errors.
3 – 4 grammar & usage errors. errors. Generally uses complete sentences of varied length and complexity. Writing displays some effective paragraph divisions and the number of paragraphs is generally matches the required format/task. Generally main purpose of task is clear and coherent mostly. Minor spelling, capitalisation or punctuation errors.
Minor grammar and English usage errors. Mostly uses complete sentences of varied length and complexity. Writing displays some effective paragraph divisions and the number of paragraphs is appropriate to the required format/task.
Main purpose of task is clear and coherent mostly. 1-2 spelling, capitalisation or punctuation errors. 1-2 grammar and English usage errors. complete sentences of varied length and complexity. Writing displays effective paragraph divisions and the number of paragraphs is appropriate to the required format/task. Main purpose of task is clear and coherent. No spelling, capitalisation or punctuation errors.
Excellent use of grammar and English usage
Note: If a tutor perceives a student has done sufficiently more work to be awarded a mark higher than the lower grade boundary but not enough to award a mark at the higher grade boundary, then a tutor may award a ½ mark between grade boundaries. If done so it is done at a lecturer’s discretion. For certain criteria, this means that marks of 0.5, 1.5, 2.5 … 4.5 inclusive may be awarded.

New Zealand Diploma in Business (Level 5)
Course Title Leadership
Course DBN508 Version 4
Title Assessment 2: Task 2: Oral Presentation (20%)
Level 5 Credits 20 Total Marks [Weighting] 40
[20%]
Student Name
Student ID
Tutor’s Name
Week Due Week 8 Due Date
Sections Task 2: Project Presentation (20%) LO5 Total
Total Marks 40 40
Marks Awarded
LEARNING OUTCOMES ASSESSED
Learning Outcome Sections Mark Allocation Percentage
Allocation
LO4: Develop skills in group management for effective and efficient performance. Assessment 2 - Task 2 (Oral Presentation – 20%) 40 marks 20%
Total 40 marks 20%
General Instructions:
1. “APA” 6th edition referencing and citation are compulsory.
2. Plagiarism would be dealt with zero tolerance and you would fail the assessment.
3. A soft copy of assignment must be submitted on Turnitin by the due date and a hard copy must be submitted to the lecturer on date advised by lecturer.
4. Be advised that any similarity rate 15% or above will result in zero marks as stipulated above.
5. Your work should be free of errors with respect to grammar, spellings and punctuation.
Please read and sign the declaration below:
I have understood the content and learning outcomes to be assessed
I have been advised of the purpose and the process of the assessment
I consent to assessment results and materials being used by my establishment
I agree to carry out the assessment without assistance from anyone else
/ /
Student’s Signature Date

(LO 4)
Presentation Guidelines
1. This individual assessment (Assessment 2: Task 2 Oral Presentation) covers LO4 as part of the requirement for DBN508: Leadership. This is compulsory towards the completion of the New Zealand Diploma in Business (Level 5).
2. This individual presentation must be your own work. All content must demonstrate an originality of ideas. If copying is identified, a student will receive zero mark. (Note: Refer to the current faculty academic policy for details).
3. You presentation must demonstrate evidence of applying concepts/theories learned from a wide range of materials, such as relevant textbooks, academic journals or articles, media reports, annual reports, company’s website and/or reputable online sources.
4. Your presentation must cover the information highlighted in the table with a maximum of 12 slides.
5. Softcopy of your presentation must be ulpoaded to Turnitin via MyNtec. Save your file as:

6. Hardcopy of your presentation slides must be handed to your tutor in Week 8 before the start of your presentation. Printing format: Landscape, 4 slides per page, Double-sided.
7. The presentation time limit must not exceed 10+2 minutes. An extra 3-5 minutes will be given for the audience members to ask questions.
8. Your presentation will be video recorded. The video will be also be available for post moderation (internal/external) requirements.
9. You are encouraged to apply good presentation etiquette (attire, body language, delivery and structure).
10. Any student who fails to deliver/present on the scheduled date/time with valid reason(s) and prior approval by your DBN508 course tutor will receive a ZERO mark.
Presentation Etiquette:
11. You should be appropriately dressed. It is a business presentation, and as such you are to be dressed in formal business attire.
12. Start your presentation by telling the audience what your topic is and what you will be covering.
13. Ensure there is a consistency of syntax on each slide. For example, use the same font throughout your presentation slides.

14. On your slides list only the key points and add details verbally. Do not list in paragraph form.
15. Don’t forget to spell-check and grammar check your content.
16. Speak in a clear, audible voice, loud enough to be clearly heard from the back. Never, ever mumble.
17. Stand up straight, don’t slouch or drape yourself around any podium. Don’t be afraid to move around the room, moving around is good, it causes the audience to pay attention.
18. You should not read from your notes.
19. Avoid the tendency to speak to the screen instead to the audience. Be familiar with your visual aids.
20. Never apologise to your audience for the state of your knowledge or your degree of preparation. The audience wants to have confidence in you. You are the authority, do nothing to undermine it.
21. Make frequent eye contact with the audience. Really look at the audience as you talk to them. Engaging them directly with your eyes transfers a bit of your energy to them and keeps them focused on the content. Making eye contact says that you are in charge of the presentation.
22. Use appropriate visual aids such as YouTube clips or videos to create some interest in your presentation and to break up over-talking.
23. At the end of your presentation, summarise your main points and give a strong concluding remark that reinforces why your information is of value.
24. At the conclusion of your presentation ask for questions. Encourage questions with your eyes and your body language. Respond to questions politely, good-humouredly, and briefly. Take a quick moment to compose your thoughts before responding.
25. Adhere strictly to your time limit. Organise your main points and rate of speech so that you speak not more than 12 minutes. You will be surprised how quickly the time goes.
General Presentation Etiquette Adapted from Various Sources:
Anderson, C. (2013). How to give a killer presentation. Retrieved from https://hbr.org/2013/06/how-to-give- a-killer-presentation
Grenny, J. (2015). 6 ways to reduce the stress of presenting. Retrieved from https://hbr.org/2015/08/6-ways- to-reduce-the-stress-of-presenting
Sachs, J. (2016). Nine successful presentation strategies for business leaders. Retrieved from http://www.forbes.com/sites/forbescoachescouncil/2016/05/02/nine-successful-presentation-strategies-for- business-leaders/#7ab3228f6fae

Tardanico, S. (2012). Want to be a better public speaker? Do what the pros do. Retrieved from http://www.forbes.com/sites/susantardanico/2012/05/29/want-to-be-a-better-public-speaker-do-what-the- pros-do/#5dfca24d4307
Valenty, C. (2010). Presentation etiquette. Retrieved from http://etiquette-guide.com/presentation- etiquette/

LO4 – Develop skills in group management for effective and efficient performance General Instructions
Use the same scenario in Task 1 for Task 2. The aim of Task 2 is for you to develop your knowledge of group management skills for effective and efficient performance of the select project.
Based on your secondary research from at least 4 relevant, reputed and updated sources (e.g., textbooks, journals, newspapers, company documents) and research findings in Task 1, above, answer the following questions and present your research findings orally using the following guidelines.
1. Each individual presentation should:
? Be 10 minutes (plus or minus 2 minutes)
? Be supported by power point slides, covering the following content: Slide #1: A main research question and student’s name and I/D Slide #2: Brief background of the company
Slide #3: Your suggested Team Development Action Plan – title, importance, objectives Slide #4, 5, 6 (Your answer for Question 1, below)

Slide #7, 8, 9 (Your answer for Question 2, below)
Slide #10: Conclusion Slide #11: Reference List
2. At the end of the presentation, please be ready to answer any questions raised by the audiences including your tutor to demonstrate your understanding of the topic.
3. Read Task 2 marking rubric, below, in order to understand the expectations.

4. Rehearse prior to the presentation and dress professionally for the presentation.
5. Unless you have obtained approval from your tutor in advance, student who failed to deliver the presentation on the scheduled date/ time will be awarded a ZERO mark.
6. All presentations will be assessed by your tutor and video-recorded for post-moderation.

DBN508 Assessment 2 - Task 2 (Oral Presentation - 40 marks. 20%) LO4 due in Week 8 – Rubric
Assessor Name: Student Name: Student ID:
Total Marks /40 marks
Delivery Skills
0 (Poor) .5 mark (Average) 1 mark (Good) 2 marks (Excellent) Marks awarded and comments
1. Introduction Presenter did not introduce essential
question Presenter introduces essential
question Presenter clearly introduces essential
question Presenter powerfully introduces
essential question
2. Body language:
• Eye contact
• Hand gestures
• Appearance and rapport with audience • Presenter makes little eye contact and hand gestures.
• Presenter appearance and/or gestures distracted from the presentation. • Presenter makes some eye contacts with audience and uses some hand gestures.
• Presenter is appropriated dressed and has good posture. • Presenter makes eye contacts with audience and uses some hand gestures frequently.
• Presenter appears to be confident, is appropriate dressed, has good posture, and is somewhat engaging. • Presenter maintains eye contacts with audience and uses hand gestures as appropriate.
• Presenter appears to be confident and at ease, is enthusiastic, is appropriately dressed, has good posture, and engages audience.
3. Voice projection and delivery:
• Pronunciation
• Tone and pitch
• Volume
• Pace and pause Presenter is difficult to hear and understand. Appears to be reading the presentation. Overall voice projection is not attractive in terms of tone, volume, pace, pitch and pauses. Presenter can be heard but appeared to memorise words in his/her delivery. Overall voice projection is average in terms of tone, volume, pace, pitch and pauses. Presenter speaks clearly and loud enough to be heard and use own words in his/her delivery. Overall voice projection is good in terms of tone, volume, pace, pitch and pauses. Presenter speaks clearly, naturally, and loud to be heard with excellent pace. Overall voice projection is excellent in terms of tone, volume, pace, pitch and pauses.
4. Organisation and focus Exhibition has no logical sequence and the focus is unclear. No signpost were used to connect ideas. Exhibition has a clear introduction and conclusion. Insufficient signposts were used to connect ideas. Exhibition is presented logically and has a clear focus. Some signposts were used to connect ideas and overall transition is somewhat smooth. Exhibition is focused, logical and ideas are presented in well-organised sequence. Appropriate use of signposts connect ideas and overall transition is excellent.
5. Visual aids (power point slides)
• layout professionally
• referencing (in-text citations and reference list) attached
use of professional English Visuals are sloppily executed and/or contain information not relevant or meaningful to the topic. No referencing. Many spelling, capitalisation and punctuation errors. Too many grammar and usage errors. Visuals can be seen clearly and convey relevant and accurate information about the topic. Word choice is generally appropriate and uses action verbs and passive voice with two or three errors. Generally main purpose of task is clear and coherent mostly. Minor spelling, capitalisation or punctuation errors. Minor grammar and English usage errors. Visuals are competently executed, used to complement the information, and make the exhibition more interesting. Good referencing but not accurately. Word choice is mostly appropriate and uses action verbs and passive voice appropriately. Main purpose of task is clear and coherent mostly. 1-2 spelling, capitalisation or punctuation errors. 1-2 grammar and English usage errors. Visuals are skilfully executed, effectively incorporated into the exhibition, and are used to make the exhibition more meaningful. Excellent referencing done accurately. Word choice is appropriate and uses action verbs and passive voice appropriately. Main purpose of task is clear and coherent. No spelling, capitalisation or punctuation errors. Excellent use of grammar and English usage.
6.Timing (5 minutes +/- 2 minutes) excluding Q&A Prepared presentation is more than 8 minutes or less than 3 minutes Prepared presentation is between 7-8 minutes or between 3-4 minutes Prepared presentation is between 6-7 minutes or between 4-5 minutes Prepared presentation is between 5-6 minutes
Contents
1 mark (Poor) 2-3 marks (Average) 4 – 5 marks (Good) 6-7 marks (Excellent
1. Information
-quality of the content and analysis of Q1 Major gaps in knowledge and understanding. Significant inaccuracies.
Brief and irrelevant. Descriptive. Only personal views offered.
Unsubstantiated generalisations. Sound, routine knowledge and understanding of the material, main concepts and key theories. Some flaws may be evident.
Issues identified within given areas. An emerging awareness of different
views and ability to use evidence to support a coherent argument.
Good, consistent knowledge and understanding of the material, main concepts and key theories at this level.
Arguments generally logical, coherently expressed, well organised and supported. Acknowledgement of views of others..
Highly detailed knowledge and understanding of material, concepts and theories at this level. Awareness of the ambiguities and limitations of knowledge.

2.. Information
-quality of the content and analysis of Q2
No evidence of reading. Views are unsupported and non- authoritative. Academic conventions largely
ignored.
Knowledge of literature beyond core text(s). Literature used accurately but
descriptively. Academic skills are generally sound
Knowledge of the field of literature appropriately used to support views. Research-informed literature
integrated into the work. Good use of academic conventions. Exceptionally wide range of relevant of literature used to discussed argument, balance discussion and/or inform problem-solving. Consistent conventions accurate and assured use of academic
3. Conclusion Little or no attempt to draw conclusions.
Broadly valid conclusions.
Sound conclusions Logical and persuasive points made throughout the work within a highly coherent argument. Carefully selected evidence, drawn from relevant research. Convincing conclusions.

4. Questions & answers Presenter is unable to answer the questions. Presenter recognised the thrust of the questions and attempts to answer them. Presenter recognised the thrust of the questions and answers them clearly. Presenter recognised the thrust of the questions and answers them thoroughly with evidence.
Note: If a tutor perceives a student has done sufficiently more work to be awarded a mark higher than the lower grade boundary but not enough to award a mark at the higher grade boundary, then a tutor may award a ½ mark between grade boundaries. If done so it is done at a lecturer’s discretion. For certain criteria, this means that marks of 0.5, 1.5, 2.5 … 3.5 inclusive may be awarded.

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