4BE002 Prepare Portfolio Of Work :
Faculty of Arts, Business & Social Sciences – Assessment Brief for Students – 22/23
| Module code and title | 4BE002 The Innovative Business |
| Module leader | Lisa Burbidge-Brown |
| Diet | First and subsequent attempts |
| Assessment type | Assessment 1: Portfolio |
| Submission date | See Canvas for due date |
| Submission method | Canvas Upload by 2pm. |
| Assessment limits | 3000 words |
| Assessment weighting | 100% |
| Assessment brief (if appropriate, please refer to module assessment briefing document) |
| You are required to produce a portfolio of work comprised of three elements. Self-audit and reflective journal of your entrepreneurial potential (1500 words) You will be given guidance throughout the module on self-diagnostic tools and methods to identify your potential entrepreneurial skills and traits. You will be expected to identify SMART goals that you can work towards, and this journal will reflect on your progress towards these goals during this semester. This is a tool you can use to develop these skills with your personal tutor after the module has finished for self- development. This journal should be backed up with references from academic sources which demonstrate how a range of theories, concepts and models could be applied to innovation within a personal development context. Please note this can be a video journal (6-8 minutes) with accompanying notes (600-800 words) and references or a written journal (1500 words). Design an academic poster which defines Entrepreneurship, Creativity and Innovation and how they intersect You are asked to find a range of academic definitions of Entrepreneurship, Creativity and Innovation and display your findings along with overlapping themes/approaches and how they intersect in an academic digital poster (using a single PowerPoint slide or other design software). You can use an additional slide for a reference list. There will be more support on how to produce an academic poster in the canvas material and in seminar activities. A case study presentation with audio (10 slides max) which analyses innovation in a business You are to produce a short presentation with slides and audio (4-5 minutes/10 slides max.) which analyses innovation in a business of your choice, you will need to define innovation within the market your chosen business operates in, identify what makes the chosen business innovative and the impact it has had on direct competitors and the wider market as well as internal factors which have had an impact. You should also have |
| Assessment Criteria (The actual assessment components for this assignment) | |
| Criteria | Weighting (If applicable) |
| Reflection of personal entrepreneurial skills and produce a development plan | 30 |
| Knowledge of appropriate definitions, concepts and theories | 30 |
| Analysis of innovation based on a case study | 30 |
| Suitability of recommendations and knowledge of sustainability | 10 |
| Pass mark | 40% |
| Performance descriptors in use; University of Wolverhampton Yes X No • | |
| Return of assessments (Instructions for return / collection of assessments) | Feedback will be provided with 4 working weeks of the submission date by email. |
| This assessment is testing Module Learning outcomes | Tick if tested here | |
| LO1 | Discuss factors which impact on an enterprise/organisation’s internal environment and its ability to innovate. | Ö |
| LO2 | Explain how creativity provides the basis for new ideas and innovation. | Ö |
| LO3 | Consider how a range of theories, concepts and applications could be applied to innovation. | Ö |
Additional information for students
The University’s Learning Information Services have produced a series of guides covering a range of topics to support your studies, and develop your academic skills including a guide to academic referencing http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx
Your module guide and course handbook contain additional and important information regarding;
- The required referencing style for your assignment.*
Whilst many modules require referencing in accordance with the Harvard Referencing convention, some modules – for example those within the School of Law – require Oxford Referencing. Please familiarise yourself with the requirements of your module.
- Submission of your work
- Marking, feedback and moderation in accordance with the University of Wolverhampton Assessment Handbook
- Extensions on submission dates *
- Additional support *
- Academic conduct with regards to cheating, collusion or plagiarism *
- Links to appropriate sources of relevant information *
* Further information regarding these and other policies can be accessed through your student portal on wlv.ac.uk.
Always keep a copy of your work and a file of working papers
The requirement to keep a file of working papers is important. There may be circumstances where it is difficult to arrive at a mark for your work. If this is the case, you may be asked to submit your file and possibly meet with your tutor to answer questions on your submission.
When you submit your work you will be required to sign an important declaration confirming that:
- The submission is your own work
- Any material you have used has been acknowledged and appropriately referenced
- You have not allowed another student to have access to your work
- The work has not been submitted previously.
The following information is important when:
- Preparing for your assignment
- Checking your work before you submit it
- Interpreting feedback on your work after marking.
Module Learning Outcomes
Module Learning Outcomes are specific to this module, and are set when the module was validated.
4BE002 Prepare Portfolio Of Work Assessment Criteria
The module Learning Outcomes tested by this assignment, and precise criteria against which your work will be marked are outlined in your assessment brief.
Portfolio Of Work Performance Descriptors
Performance descriptors indicate how marks will be arrived at against each of the assessment criteria. The descriptors indicate the likely characteristics of work that is marked within the percentage bands indicated.
To help you further:
- Re-sit opportunities are available for students who are unable to take the first sit opportunity, or who need to re take any component.
- Refer to the VLE topic for contact details of your module leader / tutor, tutorial inputs, recommended reading and other sources, etc. Resit details will also appear on the VLE module topic.
- The University’s Learning Information Services offer support and guidance to help you with your studies and develop your academic skills http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx
FABSS Generic Assessment Performance Descriptors
Based on – University Performance Descriptors (updated September 2015)
Note that these are generic descriptors that apply mainly, though not exclusively, to written academic work. The relevant per formance descriptors for the appropriate level (as below) should appear in the module guide. Any further module-specific assessment criteria, such as number of words, should be clearly stated in the assignment brief.
The pass rate at levels 3 -6 = 40%
| Level 3 | Level 4 | Level 5 | Level 6 (Graduate level) | |
| 90-100% | Very detailed answers to all parts of the question / task. Extremely clearly structured and focused, demonstrating overall coherence and in- depth understanding. Clear evidence of a range of independently sourced material well applied in all contexts. No obvious errors in grammar as appropriate. | Focused and comprehensive engagement with the question, showing evidence of in-depth understanding of the issues. Extremely clearly structured and demonstrating a coherent argument throughout. Evidence of wide, independent reading. No obvious errors in referencing or grammar or syntax as appropriate. | Exceptionally detailed and original response to the assignment, with critical use of independently sourced contextual material. Outstanding demonstration of linked understanding of relevant theory, concepts and models. Extremely well structured with high level of analysis. No obvious errors in referencing or grammar or syntax as appropriate. | Exceptional level of analysis, showing deep critical engagement with a comprehensive range of contextual material. Demonstration of independent thought resulting in highly original or creative responses to the assignment. Provision of clear evidence of understanding of current scholarship and research based on an extensive range of relevant sources. Extreme clarity of structure demonstrating complete focus of argument. No obvious errors in referencing or grammar or syntax as appropriate. |
| 80-89% | Detailed answers to all parts of the question / task. Very clear, logical structure and focus, demonstrating overall coherence. Clear evidence of independently sourced material appropriately applied. Very few errors in grammar as appropriate. | Detailed response to all relevant parts of the question with evidence of clear understanding of the issues. Well structured with evidence of independent reading supporting the argument. Very few errors in referencing or grammar or syntax as appropriate. | Very full, independent response to the assignment with totally relevant material which is well beyond any module input, demonstrating independent study. Excellent understanding and application of relevant theory, concepts and models. Very clear logical structure. Very few errors in referencing or grammar or syntax as appropriate. | Excellent links between relevant ideas, theories and practice. Evidence of clearly independent scholarship and the ability to engage critically and analytically with a wide range of contextually relevant resource material. Demonstration of original insights, supported by extremely well structured overall argument. Very few errors in referencing or grammar or syntax as appropriate. |
| 70-79% | Full answers to all the parts of the question / task. Clear structure and focus. Evidence of material not covered in taught context and appropriately applied to given context. Few errors in grammar as appropriate. | Identification and very good understanding of issues in the assessment. Full answers to all questions/task. Very clear argument with relevant examples used to illustrate response. Clear evidence of reading outside the module list. Few errors in referencing or grammar or syntax as appropriate. | Full response to the assignment with all content relevant and focused. Very good understanding of relevant theory, concepts and models. Application of appropriate theory to examples/practice, demonstrating a rigorous approach to a variety of ideas, contexts and frameworks. Few errors in referencing or grammar or syntax as appropriate. | Very good links between a range of different ideas and theories. Places issues in a wider context. Evidence of clear understanding of a range of relevant theories and application of these appropriately. Independent ideas, well argued and supported. Few errors in referencing or grammar or syntax as appropriate. |
| 60-69% | All significant content accurate. All main points of question / task covered. Identifiable structure. Some evidence of material not directly covered in taught input. Some small repeated errors in grammar as appropriate | Good understanding of the issues. Engages directly with the question. Clear argument with good examples used to support it. All main points and important issues of the question/task covered. Some evidence of reading outside the module list Some small repeated errors in referencing or grammar or syntax as appropriate | Answers most if not all detailed aspects of the question. Content mainly relevant and accurate. Good knowledge and understanding of relevant theory and concepts and application of theoretical models. Evidence of a developing appreciation of contextual issues. Some small repeated errors in referencing or grammar or syntax as appropriate | Clear links between theory and practice. Good coverage of assignment issues. Full understanding of core issues. Evidenced level of understanding of appropriate theory and concepts. Some small repeated errors in referencing or grammar or syntax as appropriate |
| 50-59% | Content generally accurate and relevant to the question / task. Reasonable breadth of taught material used. Evidence of structure. | Generally sound understanding of basic concepts. Content relevant to the question/task. Competently deals with main issues. Reading based on main texts or materials, but not always fully utilised in supporting arguments. Some repeated errors in referencing or grammar or syntax as appropriate. | Main issues addressed and solid attempt to answer question. Some relevant content applied. Sound knowledge and understanding of relevant theory and concepts and identification of main issues Some repeated errors in referencing or grammar or syntax as appropriate. | Identifies main issues and relevant theory. Coverage of most of assignment issues. Competent application of relevant theory and states obvious links to practice. Some repeated errors in referencing or grammar or syntax as appropriate. |
| 40-49% 40% Pass mark | Satisfactory evidence of understanding of basic concepts/issues and demonstration that the learning outcomes have been met. Limited use of the breadth of taught content. Some attempt at structure. | Satisfactory evidence of understanding of basic concepts/issues and demonstration that the learning outcomes have been met. Content broadly relevant but with limited or little application of theory. Almost totally descriptive. | Satisfactory attempt to address question/issues with some content relevant to assignment topic. Demonstration that the learning outcomes have been met. Material engages with relevant module materials, but largely repeats taught input and lacks development or personal interpretation. Some general understanding of topic | Demonstration that the learning outcomes have been met. Makes few links between theory and practice. Answers question in a very basic way. Describes relevant theory accurately, and some relevant ideas offered. Limited coherence of structure. |
| 30-39% Compensatable Fail | Some learning outcomes and / or assessment criteria not met. Repetition of taught content with minimal attempt to focus on the given question or issue. Little evidence of structure. Evidence of sufficient grasp of learning outcomes to | Some learning outcomes and / or assessment criteria not met. Superficial treatment of issues. Some is relevant to topic set. Material merely repeats taught input. Lacks understanding of basic theory or concepts. Possible use of extensive quoted passages. Evidence of sufficient grasp of learning outcomes to suggest that | Some learning outcomes and / or assessment criteria not met. Questions not answered fully. Content not wholly relevant. Little or no evidence of understanding of relevant theory. Very repetitive of taught input – no development or application. The use of extensive quoted passages evident. Evidence of sufficient grasp of learning outcomes to suggest that the student | Some learning outcomes and / or assessment criteria not met. Inadequate content with issues not addressed; insufficient evidence of understanding of relevant theory and concepts and only partial understanding shown. Very limited application of theory. Use of extensive quoted passages is evident. Evidence of sufficient grasp of learning |
| suggest that the student will be able to retrieve the module on resubmission. | the student will be able to retrieve the module on resubmission. | will be able to retrieve the module on resubmission. | outcomes to suggest that the student will be able to retrieve the module on resubmission. | |
| 20-29% Fail | No learning outcomes fully met. Little evidence of attempts to engage with module materials. | No learning outcomes fully met. Little attempt to engage with the module materials or ideas. | No learning outcomes fully met. No demonstration of adequate knowledge or understanding of key concepts or theories. There is no recognition of the complexity of the subject. | |
| 10-19% Fail | Little attempt to engage with assignment brief and has not met learning outcomes. Inadequate demonstration of knowledge or understanding of key concepts, theories or practice. | Little attempt to engage with assignment brief and has not met learning outcomes. Inadequate demonstration of knowledge or understanding of key concepts, theories or practice. | Little attempt to engage with assignment brief and has not met learning outcomes. Inadequate demonstration of knowledge or understanding of key concepts, theories or practice. | Little attempt to engage with assignment brief and has not met learning outcomes. Inadequate demonstration of knowledge or understanding of key concepts, theories or practice. |
| 0-9% Fail | No real attempt to address the assignment brief or learning outcomes | | No real attempt to address the assignment brief or learning outcomes | No real attempt to address the assignment brief or learning outcomes. |
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