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Introduction to Management Assessment Task--essay代写范文精选

2016-02-05 | 来源:51Due教员组 | 类别:Essay代写范文

51Due英国论文代写网精选essay代写范文:“Introduction to Management Assessment Task”,这篇论文主要描述的是想要完成对于任务的评估,那么首先需要掌握如何去引用一门艺术,通过不同类型的的不断引用,此时也就说明了我么你需要使用到RMBIT这种专业的参照系统,我们也可以借助网络的力量来检索所咨询的资料和文件,最后在来阅读它,对于我们理解能力的提高是非常的有帮助

The structuring of an essay is very clearly described in the RMIT Study and Learning Centre Essay Writing Skills Online Tutorial available online at: Your first step in preparing for this assessment task should be to complete the tutorial.

Investing time before you start writing will result in a better essay.

Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations. You are required to use the RMIT Business Referencing System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to the assessments folder in the BUSM 4192 course site. This is a 50 page document but reading it through will be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and a report (page 36). Remember this current assessment task is an ESSAY not a REPORT.

The critical thinking element

We want you to become very comfortable with questioning everything you read and hear.

Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.

In essay writing your lecturer will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the “really useful things to know” folder in the course site to get a clear understanding of critical thinking!

How many references should I cite?

There is no right answer to this question because it all depends on what you write in your essay. Some statements you make in your essay will certainly need a reference to support them.

For example, if you write:

“It is commonly accepted that the Fordist approach to manufacturing dramatically boosted the US economy…”, you will need to tell the reader of your essay where you got this information. Let’s assume you read it in a journal article written by Gan Khong Hung in 2009. If so, you need to cite that journal article – for two reasons; to show the reader that this was someone else’s idea (not your own) and to allow the reader to follow up by reading Gan’s article for themselves.

So your statement would now look like:

“It is commonly accepted that the Fordist approach to manufacturing dramatically boosted the US economy (Gan 2009)…”

So, to determine how many references you need to cite, first (as described in the essay writing tutorial) draw a mind map of ideas to go into our essay and for each idea try to link it to a reference source.

How will the essay be marked?

Your lecturers have already created a marking rubric that will be used to award you a mark out of 100, which is then factored down to a mark out of 40 as the essay comprises 40 of the overall 100 marks available in this course.

The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good resul

Grading approach

High Distinction (HD) 80 – 100%Distinction (DI) 70 – 79%Credit (CR) 60 – 69%Pass (PA) 50 – 59%Fail (NN) 0 – 49%

Attainment Standards for assessment Levels

Fail 0 – 29%Flawed work with little demonstrable understanding of the subject area. Inadequate in terms of knowledge, understanding, evidence and argument, this is vague and incomplete. Work shows evidence of only minimal reading.
Rudimentary acquaintance with relevant materials and almost no understanding of the issues. Very poor to non-existent argument, evidence or illustration.
Unstructured answers including frequent factual or serious factual errors.
Unable to demonstrate even elementary knowledge and understanding of the topic with little evidence of reading to support the work and/or lacking appropriate support from the relevant literature.

In respect of reflexive statements - student provides an incomplete or inaccurate description of the module task. In addition the student provides no or little insight into his or her own learning preferences and approaches.
Work may additionally be failed for non-submission, academic misconduct, answering a different question from the one asked, consistently poor or incoherent writing, inappropriate vocabulary or not meeting the other requirements for an ordinary pass as described below.

Fail 30-49%
For a piece of work to score in the 30-49 range the work would need to be considered ‘basic’ i.e. understanding and knowledge are elementary and sometimes in error.
Work awarded this level of mark is often also very slim, off the point of the question, badly argued and presented and lacking in supporting evidence or illustration. Summaries of the relevant literature are sketchy and incomplete. There is little in the way of evidence or illustration, and what there is does not provide grounds for the candidate to make a persuasive case. An inability to draw relevant conclusions.
In respect of reflexive statements - student provides a basic description of the module task with no insight into their own, or other’s, behaviour e.g. “I did this”. In addition the student demonstrates limited insight into his or her own habitual learning preferences and approaches.
Case studies, when presented, are often badly suited to the subject of study.
Work submitted demonstrates a poor grasp of the required scholarly standards in relation to presentation, required level of knowledge for the module level, errors, bad spelling or grammar, lack of organisation, assertions with insufficient arguments, late submission etc

Pass 50 –59%
Satisfactory work. The topic is covered satisfactorily but not with the breadth or in the detail found in the Credit or Distinction range.
There is reasonable coverage of the positions apparent in the relevant literature but the student does not examine this material in great depth or with great insight.
A descriptive, rather than carefully argued, style of writing. Much of the weight of the work is carried by summaries of the existing literature.
The student can go beyond answering the easiest questions and has some grasp of the more difficult material in the course.
Argument is less acutely developed, and the use of evidence and illustration, while clear, is somewhat limited. Conclusions are limited in scope.


Credit 60 – 69%
Good work. It is clear that the student understands the subject matter and has read widely in relation to it. The reading has been of sufficient breadth and depth for the student to master the material.
Well-developed critical arguments and appropriate use of terminology.
The answer displays considerable competence in developing an argument and the student is able to evaluate and synthesise the various cases made within the established literature. Work is characterised by coherent arguments supported by evidence from the work of other authorities or by direct empirical analysis rather than being characterised by assertion based on prejudice and unreflective opinion.
The work is clearly structured and the use of evidence, argument and illustration is clear and competent.
The student is self-critical and able to identify weaknesses as well as strengths in his or her own work, whether it is an essay, an argument, a piece of software, a proof etc.
In respect of reflexive statements - student provides a thoughtful commentary on the task and how they learn and interact with others and the effect this has on the completion of the task, their own learning and relationships, combined with evidence of an ability to critically evaluate relevant theories of learning or groupwork in the light of the student’s own experience.
The student is able to give clear, confident and interesting presentations on his or her work or the work of others, and to deal with questions and criticisms well.

Distinction (DI) 70 – 79%

Excellent work. In addition to possessing the features of the Credit level work in this marks range demonstrate a comprehensive knowledge of the subject matter.
Material is deployed in a disciplined way and the student has a sophisticated awareness of significant issues of debate in the area. In addressing the question the student shows that s/he is able to use this knowledge and awareness to develop independent thinking.
The work is clearly structured and convincingly supported by appropriate evidence, argument or illustration.
In respect of reflexive statements - student presents a thoughtful commentary on the task. This includes not only insights into how the student learns and interacts with others and the effect this has on the success of the task but also their own learning and development. In addition the student is able to critically evaluate and critique relevant theories of learning and be able to reflect on their own role in the reproduction of current management practice and theory.
Work in the 70-79% range is normally evidence of extremely solid, thorough, comprehensive written work, i.e. the result of consistent hard work, though without very great originality.

High Distinction (HD) 80 – 100%
In addition to possessing the features of the Distinction level work in the 80-89% range is normally evidence of original work, defined as where a student has identified new or unsolved problems or where the student has been able to make sophisticated distinctions in their analysis, drawing inferences, identifying flaws in published work, and developing new themes.
Work in the higher range of marks is of a standard that could not conceivably be improved upon given the experience level of the student and the conditions under which the assessment was conducted.
Work in the 90-99% range is normally characterised by work approaching the quality of published academic texts.

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