Student Feedback Form (Postgraduate Courses)

Course: MSc Programme Student ID:

Module Name: Internship Experience Project

Module code: BUSI48908 Grade:

Assessment Critical Literature Review Graded by:

type:
1st Assessor

Moderated?

Assessment Date Graded

Date:

Module learning outcomes assessed:

a) Apply knowledge creatively to critically analyse and understand organisational issues.

e) Write a literature review that shows knowledge and a critical understanding in an area relevant to the student’s route or programme.
k) Build a clear argument and draw appropriate and useful recommendations while adhering to specific terms of reference
l) Produce a clearly structured, cogent, adequately expressed and well-presented literature review
NB: Final grade determined holistically in reference to how the criteria have been met overall and not the sum of the individual aspects of the work.

Grade Fail Marginal Fail Pass Commendation Distinction Distinction

Assessment
Criteria
Low | Mid Pass | Mid | High Commendation | Mid | High Distinction | Mid | High Exceptional

The piece The central theme is Some key concepts are Key concepts are relevant, clearly Effectively establishes the Establishes a clear context for
demonstrates a weak unclear and the piece presented in relation to the expressed, understood and context for and significance of and significance of the problem
knowledge of the would benefit from topic under scrutiny. applied. the problem under study. Up under study. Up to date and
Topic/Concepts
subject area and there redrafting. Key and However some aspects to date and relevant concepts relevant concepts are employed
is little evidence that course relevant themes would benefit from further This work demonstrates a good are employed and assessed in and assessed in a way which
(learning the relevant are covered to some development. understanding of the subject area a way which demonstrates a demonstrates a deep awareness
outcome a) conceptual domain is extent, but important which contextualises the problem deep awareness of current of current problems and new
understood. information is lacking to be addressed. The problem problems area and course of insights in the subject area
and only a superficial relates to the course of study. study. Clear and topical within the course. Excellent
 knowledge of the subject The questions to be Clear questions established. questions are established. questions are established.
area is demonstrated. addressed through the
review may be a little
20% unclear and have little
relevance to the course of
study.

Sources selected are Some attempt is made Selection and use of Arguments are well balanced and A wide range of relevant and A wide range of relevant and
sparse and to compare and contrast relevant literature is literature is used in a persuasive current literature is used to current literature is used to
inappropriate, the literature, but the appropriate, although this is and coherent way to support the effectively support arguments effectively support arguments
Use of literature
demonstrating a lack links are unclear and largely functional and discussion. Evidence of wide and provide a clear framework and provide an imaginative
of wider reading and a under-developed. demonstrates only a reading is shown with a good for exploring the topic area. A framework for exploring the
(learning lack of engagement Selected sources are moderate degree of insight. range of established and emergent strong judgement is made on topic area. An outstanding
outcome e) with the subject area. limited in terms of depth However, some connections texts sourced. A very good sense how well the literature deals judgement of the literature is
or appropriateness and between concepts are made of how well the literature treats with the topic under review. made within the review. This
poorly linked to the & use is made of a range of the topic under review. Near publishable standard. compares well with current
discussion. sources to explore issues, journal articles.
although a conceptual
framework may be missing
or require development.

30%
The review is There is little analysis Evidence of development of The review reveals good analysis The review is clearly The review provides a
descriptive with no and the report is largely arguments and some skills, comparing and contrasting evaluative and reflects an sophisticated level of evaluation
analysis undertaken, descriptive. The relevant analysis. However, differing schools of thought, and excellent analysis using and reflects an excellent analysis
no central line of conclusions are not well some errors /omissions sustained arguments are clear. interrelated concepts through and consistent argument
Argument and argument and no connected to the evident and clearer focus a well-developed conceptual development.
Conclusions resulting conceptual argument. needed. The conclusions Evidence of development of framework.
framework or largely link to the questions appropriate conceptual framework. The conclusions are well The conceptual framework is
recommendations A conceptual framework set but lack detail and/or The conclusions are well justified, supported by the analysis and well developed.
(learning outcome k)
made to identify future is missing or may focus. No recommendations supported by the analysis and directly address the questions
areas of research. require reworking. No made to identify future largely address the questions posed. Recommendations for The conclusions are thoughtful,
gaps in the literature are areas of research. explored. Recommendations for future research area identified well supported by the analysis
identified. future research area identified. which display excellent insight. and directly address the
questions posed.
Recommendations for future
research area identified which if
delivered would make an
30% outstanding contribution to the
literature.

Appearance is Inconsistent The prose is generally The review is very readable; The piece is written in an The piece is written in a fluid
disorganised, organisation makes the readable and some thought professionally written with a engaging style, the structure and engaging style, the
Writing style, structure inconsistent and/or review confusing to to organisation apparent, consistent and coherent structure of the work is coherent and structure of the work is coherent
and format unprofessional, and follow and/or it is but use of language and clear lines of argument. persuasive. Formatting is and persuasive, and exhibits
structure and use of repetitive. Presentation sometimes leads to consistent throughout and the clarity and direction. Formatting
(learning outcome m) language obscure the and/or application of difficulties in understanding. Clearly and professionally structure of the piece ties the is consistent and imaginative
meaning throughout. Harvard referencing presented and references are parts together as one throughout and the structure of
There is no consistent convention makes it The whole piece is legible accurately integrated and listed complete document. Harvard the piece ties the parts together
 standard of Harvard sometimes difficult to but does not look polished (perhaps with one or two minor referencing is accurate as one complete document.
referencing applied. read and follow the line and may include some technical errors). throughout. Harvard referencing is flawless
of thought. confusion with referencing throughout.
conventions.

20%

Comments:

Strengths: Areas for improvement: