Faculty of Arts, Business and Social Sciences – Assessment Brief for Students –

2021/22

Module code and title

6BE007 Creating a Winning Business
Module leader
Dr Ian McKeown
Diet First attempt and resit

Assessment type Individual report

Submission date Monday 10th January 2022 2pm

Submission method Canvas Digital Upload

Assessment limits 4,500 words, excluding references/ appendices (10% over/ under allowance)

Assessment weighting 100%

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

The assessment is based on the completion of an individual New Venture Business Plan report.

The report is comprised of five sections:

1. The Executive Summary: The Problem – The Solution.

2. The Value Proposition Canvas and Business Canvas Model.
3. Market analysis: Secondary and Primary research – feasibility/ proof of concept
4. Marketing launch & Marketing Plan
5. Finance: Projected Startup costs, Sales revenue, and Cash Flow forecast & summary for future
growth

You should also include an appendices section to the report in which you can include supporting materials such
as, but not limited to: Your formative Business Pitch slides, market research questionnaire, equipment lists,
supplier details, map of business location, identification of necessary licenses.

You MUST include a table of contents at the start of your report.

Further guidance on each section

For section 1 The Executive Summary you should: (suggested 500 words - 10% of overall grade)

 Introduce and briefly explain your creative business idea.

 Summarize the problem(s) you are solving for customers and your creative solution.

 Briefly identify your Role and Key Skills in the business and any staff if applicable.

 Briefly identify the target market(s) you intend to serve and how you will reach them.

For section 2 The Value Proposition Canvas and Business Canvas Model you should: (suggested 750
words - 15% of overall grade)

 Produce a completed Value Proposition Canvas for your business with written explanation.
  Produce a completed Business Canvas Model for your business with written explanation.

For section 3: Market analysis: Secondary and Primary research you should: (suggested 1000 - 1250
words - 25% of overall grade )

 Undertake an analysis (quantitative & qualitative) of the market/ sector you intend to compete in (You
must include reference to Market research data from published sources eg: MINTEL and or other
reports.) What are the key trends in the sector? What opportunities does this reveal for your business
idea?

 Include a discussion of the results of your primary market research to substantiate that there is demand
for the service or product. You should also make reference to any changes you have made to the
business idea/ service or product/ distribution based on the primary research findings.

 Provide a clear description of the target market(s)

 Complete a competitor analysis: Who are the three most significant competitors in the market/
geographical area you are targeting (You should identify and comment on your competitor’s key
strengths & weaknesses?)

For section 4: Marketing launch & Marketing Plan you should: (suggested 1000 – 1250 words - 25% of
overall grade)

 State how you will Launch your business (create an identity, building awareness with your target
market(s) How will you do this? Launch event? Pop up shop? Social media? Introductory offers?
Endorsement from influencers/ bloggers?

 Develop a summary marketing communication plan for your business. Online and offline – Targeted
Promotional activity/publicity/ Events/Shows/ Selling activity/ social media marketing strategy: How
you will use and combine Instagram/ You Tube/ Facebook etc? and links to your web site.

 Explain how will you sell and distribute your products or services? Through social media? Website?
Direct to customers or through intermediaries? Selling to commercial buyers? (other businesses?)

 State how will you price your service or products? (Avoid simply competing on price). Use of a
customer subscription model? Single unit vs. bulk purchases? (Your pricing strategy should relate to the
projected monthly sales revenue in section 5.

For section 5: Finance you should: (suggested 1000 – 1250 words - 25% of overall grade)

 Identify your start-up costs- capital items you will need/ initial materials or stock– This should be as
realistic as possible. How much start-up capital will you need to start the business?

 Complete a monthly sales revenue forecast for 12 months - You should provide some written discussion
of this section to explain how you reached your sales figure.

 Produce a 12 Month cash-flow forecast - You should provide some written discussion of this section
A cashflow template is provided on CANVAS

 Include a brief summary statement at the end of your report identifying the future growth potential
of the business over the next 2 years.

Assessment Criteria (The actual assessment components for this assignment)

 Criteria Weighting (If applicable)
To identify and critically evaluate a creative business idea 25%
To undertake and analyse primary and secondary market research to test 25%
market feasibility and identify target customer segment(s)
To produce a coherent marketing launch and marketing plan appropriate 25%
for the successful development of the new business venture.
To apply and discuss appropriate financial planning tools for the set up 25%
and running of the new business venture.

Pass mark
Undergraduate 40%
Other (PSRB or subject specific)
Performance descriptors in use;
 University of Wolverhampton Yes  No 
 Professional or Statutory Body Yes  No 
 Module specific Yes x No 
 Other (specify below) Yes  No 

Return of assessments
(Instructions for return / N/A
collection of assessments)

This assessment is testing Module Learning outcomes Tick if tested here

LO1 To demonstrate creativity by identifying a new venture idea and undertaking a

critical evaluation of its viability and the strength of the value proposition using
the Business canvas model framework. 
LO2 To undertake, analyse and present secondary and or primary research, including
qualitative and quantitative analysis of data to evidence the sector/ market/
trends/ target markets/ competitors and the necessary resources required to
start the venture.


LO3 To complete a comprehensive business plan that presents a cogent and

structured rationale for the potential of the new venture start-up. This will include
a critique of the business idea/ value proposition; Business Model Canvas, 
Market research/ Target market(s); Marketing plans; start-up costs/ cash flow
and resources/ operational plans and other materials.

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.

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.

90-100%  Outstanding explanation of the business idea – highly creative/ Business model Canvas,
value proposition & excellent understanding of problem/ solution and feasibility of the
business idea.

 Focused, very in-depth and comprehensive analysis of the sector/ market/ competitors,
drawing on primary and secondary research. Excellent identification of customer
profile(s) & segmentation.

 Outstanding marketing launch and plan; realistic and creative; appropriate for the new
business venture. Very clear evidence of effective analysis of methods of
implementation.

 Outstanding & realistic cash flow forecast– with detailed discussion of figures/ data. Very
detailed in identification of different set up & running costs & discussion of & sales
revenue figures.

 Outstanding discussion on the resources required. Outstanding range of high-quality

evidence provided in the appendix.

 Excellent report structure supported by a wide range of relevant references with no

obvious errors in syntax. Grammar and spelling free of errors.

80-89%  Excellent explanation of the business idea – highly creative/ Business model Canvas,
 value proposition & excellent understanding of problem/ solution and feasibility of the
business idea.

 Focused and comprehensive analysis of the sector/ market/ competitors, drawing on

primary and secondary research. Detailed identification of customer profile(s) &
segmentation.

 Excellent marketing launch and plan; realistic and creative; appropriate for the new
business venture. Very clear evidence of effective analysis of methods of
implementation.

 Excellent & realistic cash flow forecast – with strong discussion of figures/ data. Clear
identification of different set up & running costs & sales revenue figures.

 Excellent discussion on the resources required /operational plan. Excellent range of high
quality evidence provided in the appendix.

 Very good report structure supported by a wide range of relevant references with no
obvious errors in syntax. Grammar and spelling free of errors.

70-79%  Very good explanation of the business idea – creative/ Business model Canvas, value
proposition & very good understanding of problem/ solution and feasibility of the business
idea.

 Detailed and comprehensive analysis of the sector/ market/ competitors, drawing on

primary and secondary research. Very good identification of customer profile(s) &
segmentation.

 Very good marketing launch and plan; with some elements of creative marketing
execution that is appropriate for the new business venture. Clear evidence of good
analysis of methods of implementation.

 Very good & realistic cash flow forecast, with very good discussion of figures/ data. Very
good identification of different set up & running costs & identification of different set up &
running costs & sales revenue figures.

 Very good discussion on the resources required. Very good range and good quality of
supporting evidence provided in the appendix.

 Very good discussion, comparison and contrast of different types of entrepreneur’s

Evidence of critical analysis. Very good integration of current supporting literature and
theory.
 Report is well laid out and supported by a range of relevant references with only
occasional syntax, or spelling or grammar errors.

60-69%
 Good explanation of the business idea –understanding of opportunity and Business
model Canvas/ value proposition & good understanding of problem/ solution and
feasibility of the business idea.

 Good analysis of the sector, market and competitor analysis. Good identification of
customer profile.

 Good marketing launch strategy and marketing plan. Creative marketing execution that
suits a new business venture. Good demonstration of marketing application.

 Good & realistic cash flow forecast – with discussion of figures/ data. Good identification
different set up & running costs & identification of different set up & running costs & sales
revenue figures.
  Good discussion on the resource/operational plan. Good range of evidence provided in
the appendix.

 Report structure is well laid out. There is evidence of a reasonable breadth of reference
material with only occasional syntax, spelling or grammar errors.

50-59%  Business idea/ Business model Canvas/ value proposition explained & some
understanding of opportunity potential identified.

 Market and customers identified correctly, with some discussion and analysis on the
selected market. Basic customer profile/ segmentation completed.

 Marketing activities identified, but no evidence of a coherent marketing plan. Some of the
marketing plan issues have not fully been addressed.

 Cash flow satisfactory and reasonably realistic, though some figures missing or
unrealistic. Some discussion of figures/data & set up & running costs and sales forecast.
- Adequate if brief discussion of overall finances/ pricing.

 Satisfactory discussion on the resources required. Reasonable range of evidence

provided in the appendix.

 Some logic in the structure of the report & report presentation satisfactory. Some
repeated errors in spelling or grammar or reference syntax. Referencing goes beyond
core texts.

40-49%  Business idea/Business model canvas and value proposition briefly explained, though
weak & only a very brief and limited understanding of opportunity potential identified.

 Market and customers identified, though fairly superficial research evidence and analysis
supporting the discussion. Limited generic description of the customer profile.

 Superficial discussion of the marketing launch and future marketing plan - mainly generic
in nature with little detail provided and weak in relation to the type of the business
proposed.

 Cash flow acceptable, but weak and unrealistic in parts, possibly missing expense
categories and unrealistic monthly sales figures. Some, but limited discussion of figures/
data & set up/running costs/ sales revenue forecast.

 Minimal discussion on resource/operational plan. Some evidence provided in the

appendix.

 Poorly written and badly structured/ difficult to follow or with missing sections. There are
frequent errors in referencing syntax, grammar and spelling. Little evidence of references
outside the core text.

30-39%  Poorly described business idea, with little understanding of opportunity & minimal
identification of value proposition and or Canvas - Overall lacks sufficient depth for this
section of the plan Discussion around business opportunity feasibility is missing, far too
generic, or poorly executed.

 Market and customers either not identified or identified incorrectly. Lack of research
evidence to support the market analysis.

 Minimal discussion/ unrealistic attempt or generic description of the of the marketing

plan.

 Cash flow is either missing or very weak, lacking sufficient detail. Some generic
transactions shown, but unrealistic monthly expenses and or sales figures & missing
description/ discussion of any figures. Costs and/. Or sales revenue forecast not
identified fully or explained.
  Minimal or little discussion on resource/operational plan. No or little supporting research
evidence provided in the appendix.

 Report lacks logical structure & presented poorly. Report very weak, with repeated errors
in reference syntax, grammar and spelling. Little evidence of references.

20-29%  No or little attempt to properly address the business idea & no or little analysis or
evaluation of the opportunity. Little or no use of Business model canvas.

 No or little attempt to undertake market, sector or competitor analysis or very poor

analysis - if attempted.

 No attempt or very poor/ generic marketing plan, lacking relevant detail & difficult to
follow.

 No or limited use of financial projections used to support the business plan. Costs poorly
or not identified, cashflow missing or superficially attempted.

 Little or no supporting research evidence provided in the appendices.

 Poor structure and/or business plan presentation. Many errors in grammar, spelling and
syntax. Little or no effort to provide references.

10-19%  Lacks basic understanding and engagement with the assignment brief
 No realistic research and referencing
 The report is incoherent, and the presentation is disorganised
0-9%  No realistic attempt to address the learning outcomes.

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
Level Descriptors
The following table shows the SEEC (2016) level descriptors. These descriptors are aligned with the England, Wales and Northern Ireland (EWNI) Credit
Level Descriptors, which are summarised in the first row.
Summary
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
EWNI Summary Apply knowledge and Develop a rigorous Generate ideas Critically review, Display mastery of a Make a significant and
credit level skills in a range of approach to the through the analysis consolidate and complex and original contribution
complex activities acquisition of a broad of concepts at an extend a systematic specialised area of to a specialised field
descriptors
demonstrating knowledge base; abstract level with a and coherent body of knowledge and skills, of inquiry,
comprehension of employ a range of command of knowledge, utilising employing advanced demonstrating a
relevant theories; specialised skills; specialised skills and specialised skills skills to conduct command of
access and analyse evaluate information, the formulation of across an area of research, or methodological issues
information using it to plan and responses to well- study; critically advanced technical or and engaging in
independently and develop investigative defined and abstract evaluate concepts professional activity, critical dialogue with
make reasoned strategies and to problems; analyse and evidence from a accepting peers and accepting
judgements, selecting determine solutions and evaluate range of sources; accountability for full accountability for
from a considerable to a variety of information; exercise transfer and apply related decision- outcomes.
choice of procedures unpredictable significant judgement diagnostic and making, including use
in familiar and problems; and across a broad range creative skills and of supervision.
unfamiliar contexts operate in a range of of functions; and exercise significant
and direct own varied and specific accept responsibility judgement in a range
activities, with some contexts, taking for determining and of situations; and
responsibility for the responsibility for the achieving personal accept accountability
output of others. nature and quality of and/or group for determining and
outputs. outcomes. achieving personal
and/or group
outcomes.
 Setting
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Operational Context Operates in Operates in a range Operates in situations Operates in complex Operates in complex Operates in complex
predictable and of varied but of varying complexity and unpredictable and unpredictable and unpredictable
defined contexts that predictable contexts and predictability contexts, requiring and/or specialised and/or specialised
require the use of that require the use requiring the selection and contexts, requiring contexts at the
given techniques and of a specified range application of a wide application from a selection and forefront of
information sources. of techniques and range of techniques range of largely application from a knowledge.
information sources. and information standard techniques wide range of
sources. and information advanced techniques
sources. and information
sources.
Autonomy and Acts largely under Acts with limited Acts with limited Acts with minimal Acts with initiative in Acts autonomously
responsibility for direction or autonomy, under supervision and supervision or decision-making and and with initiative,
actions supervision, within direction or direction within direction within accessing support often in a professional
defined guidelines. supervision, within defined guidelines, agreed guidelines, within professional or capacity with
Takes responsibility defined guidelines. accepting taking responsibility given guidelines, responsibility for self
for initiating and Takes responsibility responsibility for for accessing support accepting full and often others.
completing tasks and for the nature and achieving personal and accepting accountability for
procedures. quality of outputs. and/or group accountability for outcomes.
outcomes and/or determining and
outputs. achieving personal
and/or group
outcomes.
 Knowledge and Understanding
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Knowledge and Has an understanding Has a broad Has detailed Has a systematic Has a deep and Works with
understanding of defined areas of understanding of the knowledge of well- understanding of the systematic theoretical/research
the knowledge base. knowledge base and established theories knowledge base and understanding within knowledge at the
Demonstrates an its terminology or and concepts. its inter-relationship a specialised field of forefront of the
awareness of current discourse. Demonstrates an with other fields of study and its discipline.
areas of debate in the Appreciates that awareness of study. Demonstrates interrelationship with Demonstrates a
field of study areas of this different ideas, current other relevant comprehensive
knowledge base are contexts and understanding of disciplines. understanding of
open to ongoing frameworks and some specialist areas Demonstrates an techniques and
debate and recognises those in depth. understanding of methodologies
reformulation. areas where the current theoretical applicable to the
knowledge base is and methodological discipline.
most/least secure. approaches and how
these affect the way
the knowledge base
is interpreted.
Cognitive Skills
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Conceptualisation Relates principles and Identifies principles Identifies, analyses Works with ideas at a Uses ideas at a high Develops ideas at a
and critical thinking concepts to and concepts and communicates level of abstraction, level of abstraction. high level of
underlying underlying principles and arguing from Develops critical abstraction.
theoretical theoretical concepts, recognising competing responses to existing Develops theoretical
frameworks and frameworks and competing perspectives. theoretical discourses,
approaches. approaches, perspectives. Identifies the discourses, methodologies or
identifying their possibility of new methodologies or practices, critically
strengths and concepts within practices and analysing their
weaknesses. existing knowledge suggests new development and
frameworks and concepts or application.
approaches. approaches.
 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Problem solving, Carries out defined Identifies a well- Undertakes research Demonstrates Designs and Acts independently
research and investigative defined focus for to provide new confidence and undertakes and with originality in
enquiry strategies and enquiry, plans and information and/or flexibility in substantial problem solving.
communicates results undertakes explores new or identifying and investigations to Develops or adapts
effectively in a given investigative existing data to defining complex address significant appropriate advanced
format. strategies using a identify patterns and problems. areas of theory methodological
limited and defined relationships. Identifies, selects and and/or practice. approaches and
range of methods, Uses appropriate uses investigative Selects appropriate critically evaluates
collects data from a theoretical models to strategies and advanced their effectiveness.
variety of sources, judge the significance techniques to methodological
and communicates of the data collected, undertake a critical approaches and
results effectively in recognising the analysis, evaluating critically evaluates
an appropriate limitations of the the outcomes. their effectiveness.
format. enquiry.
Synthesis and Collects information Collects information Collects and Applies knowledge in Flexibly and Synthesises and
creativity to inform a choice of from a variety of synthesises unfamiliar contexts, creatively applies applies new
solutions to standard authoritative sources information to inform synthesising ideas or knowledge in approaches, in a
problems in familiar to inform a choice of a choice of solutions information to unfamiliar contexts, manner that can
contexts. solutions to standard to problems in generate novel synthesises ideas or contribute to the
problems in familiar unfamiliar contexts. solutions. information in development of
contexts. Achieves a body of innovative ways, and methodology or
work or practice that generates understanding in that
is coherent and transformative discipline or practice.
resolved. solutions.
 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Analysis and Analyses a range of Judges the reliability Analyses a range of Analyses new, novel Undertakes analysis Undertakes
evaluation information using of data and information, and/or abstract data of complex, independent analysis
pre-defined information using comparing using an appropriate incomplete or or evaluation,
principles, pre-defined alternative methods range of established contradictory managing complexity,
frameworks or techniques and/or and techniques. subject-specific evidence/data and incompleteness of
criteria. criteria. Selects appropriate techniques. Judges judges the data or contradictions
techniques/criteria the reliability, validity appropriateness of in areas of knowledge.
for evaluation and and significance of the enquiry
discriminates evidence to support methodologies used.
between the relative conclusions and/or Recognises and
relevance and recommendations. argues for alternative
significance of Suggests reasons for approaches.
data/evidence contradictory
collected. data/results.
Performance and Practice
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Adaptation to Undertakes a given Locates own role in Identifies external Identifies external Autonomously adapts Autonomously adapts
context and clearly defined relation to specified expectations and expectations and performance to performance to
role. and externally adapts own adapts own multiple contexts. contexts requiring
defined parameters. performance performance professional outputs.
accordingly. accordingly.
Performance Undertakes given Undertakes Undertakes complex Seeks and applies Autonomously Has technical mastery,
performance tasks performance tasks and non-routine new techniques and implements and performs smoothly
that may be complex. that may be complex performance tasks. processes to own evaluates with precision and
and non-routine, Analyses performance and improvements to effectiveness, can
engaging in self- performance of self identifies how these performance, adapt or develop skills
reflection. and others and might be evaluated. drawing on and procedures for
suggests innovative or sectoral new situations.
improvements. best practice.
 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Team and Adapts own Works effectively Interacts effectively Works effectively Works effectively Leads and/or works
organisational behaviour to meet with others and within a team, giving within a team, with multiple teams effectively with often
working obligations to others. recognises the and receiving supports or is as leader or member. multiple teams in
factors that affect information and proactive in Clarifies tasks and multiple roles.
team performance. ideas and modifying leadership, make appropriate use Manages the
responses where negotiates in a of the capacities of capacities of members
appropriate. professional context team members, to achieve outcomes,
Recognises and and manages conflict. resolving likely handling conflict with
ameliorates Proactively seeks to conflict situations confidence.
situations likely to resolve conflict. before they arise.
lead to conflict.
Ethical awareness Has an awareness of Demonstrates Is aware of personal Is aware of personal Incorporates a critical Analyses and manages
and application the ethical issues in awareness of ethical responsibility and responsibility and ethical dimension to ethical dilemmas and
the main areas of issues and is able to professional codes of professional codes of their practice, works pro-actively
study. discuss these in conduct. conduct and managing the with others to
relation to personal incorporates this into implications of ethical formulate and
beliefs and values. their practice. dilemmas. Works implement solutions.
proactively with
others to formulate
solutions.
Personal and Enabling Skills
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Personal evaluation Assesses own Is aware of own Assesses own Takes responsibility Uses personal Reflects on own and
and development capabilities against capabilities in key capabilities using for own learning and reflection to analyse others’ functioning in
given criteria. areas and engages in justifiable criteria set development using self and own actions. order to improve
Engages in guided development activity by self and others, reflection and Makes connections practice.
development activity. through guided self- taking the wider feedback to analyse between known and Is independent and
direction. needs of the context own capabilities, unknown areas, to self-critical as a
into account. appraises alternatives allow for adaptation learner.
Uses feedback to and plans and and change. Guides and supports
adapt own actions to implements actions.
the learning of others
reach a desired aim and manages own
and reviews impact. professional
development.
 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Interpersonal and Uses interpersonal Uses interpersonal Adapts interpersonal Sets criteria for, and Identifies, evaluates Displays consultancy
communication and communication and communication and communication is effective in, and maintains skills. Communicates
skills skills to clarify tasks skills to clarify tasks skills to a range of professional and capabilities and complex or
and communicate and identify and situations, audiences interpersonal qualities to support contentious
outcomes in narrowly rectify issues in a and degrees of communication in a effective information clearly
defined contexts. range of contexts. complexity. wide range of communication in a and effectively to the
situations. range of complex and target audience.
specialised contexts.
University of Wolverhampton Mark Descriptors
Undergraduate
Marking band Work demonstrates:
90-100%  exceptional originality and/or independent thought
Exceptional  a breadth of knowledge and understanding beyond the taught material
 no errors
 exceptional problem-solving and/or analytical and/or creativity skills
80-89%  outstanding level of originality and/or independent thought
Outstanding  a breadth of knowledge and understanding beyond the taught material
 very few errors
 outstanding problem-solving and/or analytical and/or creativity skills
70-79%  excellent level of originality and/or independent thought
Excellent  a breadth of knowledge and understanding beyond the taught material
 a few minor errors
 excellent problem-solving and/or analytical and/or creativity skills
60-69%  originality and independent thought in the way that material has been presented
Very good  very good breadth of knowledge and understanding that aligns with the key concepts
introduced by the taught material
 a few minor errors
 very good problem-solving and/or analytical and/or creativity skills
50-59%  some originality and evidence of independent thought in the way that material has
Good been presented
 good breadth of knowledge and understanding that draws on key elements of the
taught materials
 clear presentation, but with a few errors
 good problem-solving and/or analytical and/or creativity skills
40-49%  basic, possibly derivative, presentation of material
Sufficient  sufficient breadth of knowledge and understanding to address the assessment criteria /
learning outcomes at a threshold level
 some errors in the work
 sufficient problem-solving and/or analytical and/or creativity skills
30-39%  poor presentation of material
Insufficient  several errors in the work
 insufficient breadth of knowledge and understanding that misses and/or
misunderstands many elements of the taught materials
 some assessment criteria / learning outcomes not met at the threshold level
0-29%  very poor presentation of material for assessment
Poor  multiple errors in the work
 poor breadth of knowledge and understanding that fails to draw upon most elements
of the taught materials
 majority, or all, assessment criteria / learning outcomes not met at the threshold level
 Postgraduate
Marking band Work demonstrates:
90-100%  outstanding originality and/or independent thought that could be considered for
Outstanding dissemination to the broader discipline (e.g. through publication in a journal)
 engagement in a focused academic debate, which presents a range of evidence
underpinning a deep understanding of all the issues studied
 challenges to current theory and/or practice
 no errors
 outstanding problem-solving and/or analytical and/or creativity skills
80-89%  excellent level of originality and/or independent thought with the potential for
Excellent dissemination to the broader discipline
 engagement in an academic debate which presents clear evidence of a considered
understanding of the professional issues studied, the approach adopted and the
position taken
 enhancements to current theory and/or practice
 very few errors
 excellent problem-solving and/or analytical and/or creativity skills
70-79%  analysis and critique of concepts, models of key authors, rival theories, and major
Very good debates together with some evidence of synthesis
 the complexity of the context in which the work is situated
 differing perspectives and interpretations
 a few minor errors
 very good problem-solving and/or analytical and/or creativity skills
60-69%  capacity to express views based on sound argument and solid evidence in an articulate
Good and concise way
 effective engagement in a critical dialogue relating to professional practice
 willingness to question and to explore issues and to synthesise theoretical perspectives
and practical application
 a few minor errors
 good problem-solving and/or analytical and/or creativity skills
50-59%  evidence of engagement with pertinent issues
Sufficient  presentation of key authors and debates
 evidence of suitable basic reading
 clear presentation, but requiring stronger presentation of synthesis or evaluation
 sufficient problem-solving and/or analytical and/or creativity skills
40-49%  little evidence of an ability to apply the principles of the module to a wider context
Insufficient  an overly descriptive account demonstrating only minimal interpretation, and very
limited evidence of analysis, synthesis or evaluation
 lack of counterarguments and/or alternative frames of reference
 insufficient problem-solving and/or analytical and/or creativity skills
0-39%  fundamental misconceptions of the content
Poor  little or no understanding of relevant theory and/or practice
 no evidence of independent thought or criticality
 a descriptive form of presentation