DBN507 Team Management and Cooperation

New Zealand Diploma in Business (Level 5)

Course Title

Team Management and Cooperation

Course

DBN507

Version

5

Title

Assessment 1: Individual Assignment

Level

5

Credits

20

Total Marks

[Weighting]

Marks

Q 1 (a, b)

0

1

2

3

4

5

Q2 (a), Q3 (a)

0-½

1

1½

2

3

4

Q2 (a), Q3 (a)

0-½

1

1½

2

2½-3

3½

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 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.

Word choice is unprofessional. More than 2 sentence fragments.

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.

Word choice is inappropriate and sometimes uses action verbs and passive voice. 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.

Word choice is generally appropriate and uses action verbs and passive voice with two or three 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.

Word choice is mostly appropriate and uses action verbs and passive voice appropriately. 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.

Word choice is appropriate and uses action verbs and passive voice appropriately. Uses 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