Faculty of Social Sciences – Assessment Brief for Students – 2019/2020

Module code and title

4HR003 People Work and Society
Module leader
Dr Whyeda Gill-McLure
Diet First attempt

Assessment type Report

Submission date 9th March 2020

Submission method Electronic submission

Assessment limits 1,500 words

Assessment weighting 50%

Assessment brief (if appropriate, please refer to module assessment briefing document)

Assessment 1: Write a Report on the following:

‘What are the main perspectives on the employment relationship?’

Areas to be covered in the REPORT.

1. What are the three main perspectives? – ie.the unitarist, pluralist and radical perspectives
2. Which is the dominant perspective in today’s workplace? Give real life examples to illustrate your
answer.

Assessment Criteria (The actual assessment components for this assignment)

Criteria Weighting (If applicable)
 Demonstrate your knowledge and understanding of a range of sociological
perspectives in order to present a balanced discussion of the issues raised in
the question
 Develop a sound analysis based on the evidence that supports or refutes the
assertions made in the question

 Demonstrate wider reading evidenced by references from a range of relevant

sources

Postgraduate 50%
Pass mark
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 Undergraduate 40%
Other (PSRB or subject specific)

Performance descriptors in use;

 University of Wolverhampton Yes 
 Professional or Statutory Body Yes
 Module specific No 
 Other (specify below) No 

Return of assessments
(Instructions for return / n/a
collection of assessments)

This assessment is testing Module Learning outcomes Tick if tested here

LO1  Demonstrate the ability to identify different sociological perspectives and 

ideologies

LO2  Demonstrate the ability to identify the impact of social influences on

behaviour in the workplace

LO3  Demonstrate the ability to examine themes in the sociology of work

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

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  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.

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.

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

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FoSS 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 performance 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 Focused and comprehensive Exceptionally detailed and original
parts of the question / task. engagement with the question, response to the assignment, with critical
Extremely clearly structured showing evidence of in-depth use of independently sourced contextual Exceptional level of analysis, showing
and focused, demonstrating understanding of the issues. material.Outstanding demonstration of deep critical engagement with a
overall coherence and in- Extremely clearly structured and linked understanding of relevant theory, comprehensive range of contextual
depth understanding. Clear demonstrating a coherent concepts and models. Extremely well material. Demonstration of independent
evidence of a range of argument throughout. structured with high level of analysis. thought resulting in highly original or
independently sourced creative responses to the assignment.
material well applied in all Evidence of wide, independent No obvious errors in referencing or Provision of clear evidence of
contexts. reading. grammar or syntax as appropriate. understanding of current scholarship
and research based on an extensive
No obvious errors in No obvious errors in referencing or range of relevant sources. Extreme
grammar as appropriate. grammar or syntax as appropriate. clarity of structure demonstrating
complete focus of argument.

No obvious errors in referencing or

grammar or syntax as appropriate.

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 Detailed answers to all parts Detailed response to all relevant Very full, independent response to the Excellent links between relevant ideas,
of the question / task. Very parts of the question with evidence assignment with totally relevant theories and practice. Evidence of clearly
clear, logical structure and of clear understanding of the material which is well beyond any independent scholarship and the ability
focus, demonstrating overall issues. Well structured with module input, demonstrating to engage critically and analytically with
coherence. Clear evidence of evidence of independent reading independent study. Excellent a wide range of contextually relevant
independently sourced supporting the argument. understanding and application of resource material.
80-89% material appropriately relevant theory, concepts and models.
applied. Very few errors in referencing or Very clear logical structure. Demonstration of original insights,
grammar or syntax as appropriate. supported by extremely well structured
Very few errors in grammar Very few errors in referencing or overall argument.
as appropriate. grammar or syntax as appropriate.
Very few errors in referencing or
grammar or syntax as appropriate.

70-79% Full answers to all the parts Identification and very good Full response to the assignment with all Very good links between a range of
of the question / task. Clear understanding of issues in the content relevant and focused. Very good different ideas and theories. Places
structure and focus. assessment. Full answers to all understanding of relevant theory, issues in a wider context. Evidence of
Evidence of material not questions/task. Very clear concepts and models. Application of clear understanding of a range of
covered in taught context argument with relevant examples appropriate theory to relevant theories and application of
and appropriately applied to used to illustrate response. Clear examples/practice, demonstrating a these appropriately. Independent ideas,
given context. evidence of reading outside the rigorous approach to a variety of ideas, well argued and supported.
module list. contexts and frameworks.
Few errors in grammar as Few errors in referencing or grammar or
appropriate. Few errors in referencing or Few errors in referencing or grammar or syntax as appropriate.
grammar or syntax as appropriate. syntax as appropriate.

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 Answers most if not all detailed aspects Clear links between theory and practice.
All significant content Good understanding of the issues.
of the question. Content mainly relevant Good coverage of assignment issues. Full
accurate. All main points of Engages directly with the question.
and accurate. Good knowledge and understanding of core issues.Evidenced
question / task covered. Clear argument with good
understanding of relevant theory and level of understanding of appropriate
Identifiable structure. Some examples used to support it. All
concepts and application of theoretical theory and concepts.
evidence of material not main points and important issues of
60-69% models. Evidence of a developing
directly covered in taught the question/task covered. Some
appreciation of contextual issues. Some small repeated errors in
input. evidence of reading outside the
referencing or grammar or syntax as
module list
Some small repeated errors in appropriate
Some small repeated errors
referencing or grammar or syntax as
in grammar as appropriate Some small repeated errors in
appropriate
referencing or grammar or syntax
as appropriate

50-59% Content generally accurate Generally sound understanding of
and relevant to the basic concepts. Content relevant to
question / task. Reasonable the question/task. Competently
breadth of taught material deals with main issues. Reading
used. Evidence of structure. 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.

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 Satisfactory evidence of Satisfactory evidence of Satisfactory attempt to address Demonstration that the learning
understanding of basic understanding of basic question/issues with some content outcomes have been met. Makes few
concepts/issues and concepts/issues and demonstration relevant to assignment topic. links between theory and practice.
demonstration that the that the learning outcomes have Demonstration that the learning Answers question in a very basic way.
40-49%
learning outcomes have been met. Content broadly relevant outcomes have been met. Material
Describes relevant theory accurately,
engages with relevant module materials,
40% Pass mark been met. Limited use of the but with limited or little application
and some relevant ideas offered.
breadth of taught content. of theory. Almost totally but largely repeats taught input and
Some attempt at structure. descriptive. lacks development or personal
Limited coherence of structure.
interpretation. Some general
understanding of topic

30-39% Some learning outcomes and Some learning outcomes and / or Some learning outcomes and / or Some learning outcomes and / or
/ or assessment criteria not assessment criteria not met. assessment criteria not met. assessment criteria not met.
Compensatable met.
Fail Superficial treatment of issues. Questions not answered fully. Content Inadequate content with issues not
Repetition of taught content Some is relevant to topic set. not wholly relevant. Little or no evidence addressed; insufficient evidence of
with minimal attempt to Material merely repeats taught of understanding of relevant theory. understanding of relevant theory and
focus on the given question input. Lacks understanding of basic Very repetitive of taught input – no concepts and only partial understanding
or issue. Little evidence of theory or concepts. Possible use of development or application. The use of shown. Very limited application of
structure. extensive quoted passages. extensive quoted passages evident. theory. Use of extensive quoted
passages is evident.
Evidence of sufficient grasp Evidence of sufficient grasp of Evidence of sufficient grasp of learning
of learning outcomes to learning outcomes to suggest that outcomes to suggest that the student

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 the student will be able to retrieve Evidence of sufficient grasp of learning
suggest that the student will
the module on resubmission. will be able to retrieve the module on outcomes to suggest that the student
be able to retrieve the
resubmission. will be able to retrieve the module on
module on resubmission.
resubmission.

No learning outcomes fully met.No

No learning outcomes fully
No learning outcomes fully met. No learning outcomes fully met. Little demonstration of adequate knowledge
met. Little evidence of
20-29% Fail Little evidence of attempts to attempt to engage with the module or understanding of key concepts or
attempts to engage with
engage with module materials. materials or ideas. theories. There is no recognition of the
module materials.
complexity of the subject.

Little attempt to engage with Little attempt to engage with Little attempt to engage with
Little attempt to engage with assignment
assignment brief and has not assignment brief and has not met assignment brief and has not met
brief and has not met learning
met learning outcomes. learning outcomes. Inadequate learning outcomes. Inadequate
outcomes. Inadequate demonstration of
Inadequate demonstration demonstration of knowledge or demonstration of knowledge or
10-19% Fail knowledge or understanding of key
of knowledge or understanding of key concepts, understanding of key concepts, theories
concepts, theories or practice.
understanding of key theories or practice. or practice.
concepts, theories or
practice.

No real attempt to address the No real attempt to address the No real attempt to address the
0-9% Fail No real attempt to address
assignment brief or learning assignment brief or learning outcomes assignment brief or learning outcomes.
the assignment brief or
learning outcomes outcomes

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FoSS 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 performance 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 Masters Level = 50%

L7 (Masters Level)

This work is outstanding and is of a standard which could be considered for future publication in a professional journal. The work demonstrates
engagement in a focused academic debate which presents a range of evidence underpinning a deep understanding of all the issues studied and a
90-100% totally justified position. The work demonstrates a high level of originality with challenges to current theory and/or practice and specific, focused
examples of contestability. There is evidence of a high level of synthesis of theoretical exemplars, underpinning principles and practical
interpretation.
No obvious errors in referencing or grammar or syntax as appropriate.

The work is of an excellent standard and has the potential for future publication in a professional context. The work demonstrates engagement in
an academic debate which presents clear evidence of a considered understanding of the professional issues studied, the approach adopted and the
80-89% position taken. The work enhances current theory and/or practice and displays a range of examples of contestability. There is evidence of clear
synthesis of theoretical issues and practice. A critical analysis of theoretical models and/or practical applications has resulted in a distinct level of
originality.
Very few errors in referencing or grammar or syntax as appropriate.

70-79% There is evidence of analysis and critique of concepts, models of key authors, rival theories, and major debates together with some evidence of
synthesis. The work fully considers the complexity of the context in which it is situated and the impinging external factors; it takes cognisance of

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 differing perspectives and interpretations and recognises dilemmas. Ideas are presented in a succinct manner and conclusions are well reasoned.
The work shows an ability to critique the underlying assumptions upon which current views are based and to challenge received opinion.
Few errors in referencing or grammar or syntax as appropriate.

60-69% The work demonstrates a capacity to express views based on sound argument and solid evidence in an articulate and concise way, and, where
relevant, to put forward and make use of criteria for the judgement of theories and issues. There is evidence of effective engagement in a critical
dialogue relating to professional practice, a clearly presented overview of an area of concern, and a comparative review of key authors, rival
theories and major debates. The work demonstrates a willingness to question and to explore issues and to synthesise theoretical perspectives and
practical application within a given professional context.Some small repeated errors in referencing or grammar or syntax as appropriate

50-59% The structure and focus are evident and relevant to the assignment task. There is evidence of engagement with pertinent issues. Key authors and
major debates are clearly presented and there is evidence of suitable basic reading. The work explores and analyses issues, but is not strong on
50% Pass mark presenting synthesis or evaluations. The work is mainly descriptive, but has achieved all the learning outcomes.
Some repeated errors in referencing or grammar or syntax as appropriate.
Whilst some of the characteristics of a pass have been demonstrated, the work does not address each of the outcomes for the specified assessment
task. There may be little evidence of an ability to apply the principles of the module to a wider context. The work may be an overly descriptive
account demonstrating only minimal interpretation, and very limited evidence of analysis, synthesis or evaluation. No counterarguments or
40-49% Fail alternative frames of reference are generated or considered.

There is evidence of sufficient grasp of the module’s learning outcomes to suggest that the participant will be able to retrieve the module on
resubmission.

The work has failed to address the outcomes of the module. There are fundamental misconceptions of the basis of the module. The work is mainly
30-39% Fail
descriptive and shows little or no understanding of relevant theory.

There is insufficient evidence to suggest that the author will be able to retrieve the assignment without retaking the module.

This work shows little or no understanding of relevant theory. There is little reference to appropriate literature and no evidence of independent
20-29% Fail
thought or criticality. Overall the work is unduly descriptive and presents only a superficial grasp of the essential issues.

10-19% Fail This work is not coherent and shows severe faults in referencing or grammar or syntax as appropriate. It includes unsubstantiated statements or
assertions. It is unstructured and extremely badly presented. It is totally descriptive and lacks any attempt at analysis.

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0-9% Fail No real attempt to address assignment brief or learning outcomes.

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