ASSESSMENT AND MARKING CRITERIA

RATIONALE

The School of World Business Law is well aware that what is “good enough” for the majority is not necessarily acceptable for individual. Our interpretation of student-oriented is the accomplishment of each individual affect mission outcomes in a reciprocal, growth-producing environment. It is necessary then that a multi-level assessment procedure be established, which contributes to the acquisition and maintenance of new patterns of thinking, feeling and acting as the central ingredient to structural and overall personal change.
SWBL believes that learning can occur in all situation. For this reason part of the teaching is carried out in traditional classroom environments, specifically through tutorials, case studies, etc., and another part through non-classroom activities. These non class activities provide the opportunity for the student to interact with peers and apply other skills such as communication, interpersonal and leadership skills to ‘real’ situations. SWBL monitors and observes the student’s performance and tasks are assigned to exercise a full range of skills.

MODEL FOR GROWTH PRODUCING ENVIRONMENTS

SWBL has designed a comprehensive guide for student assessment. The assessment methods cover objective and subjective aspects of the student’s performance and are important in compiling a comprehensive picture of the student, not only as a list of grades but as a fully integrated member of a group, a student cohort of society.
The following assessment criteria are applicable for all SWBL undergraduates programmes.
Involvement: The learner actively engages in the learning environment in a way that puts at risk significant psychological/social values such as: self-esteem, approval of others, or aspects of an existing self-concept.

Challenge:

Learner in condition of mild equilibrium/tension. Moderate degree of discrepancy exists between learner’s present coping behavior or cognitive (neurological) structure and those demanded by stimulation tasks present in the learning environment. General Levels of stimulation are measured in terms of variables such as novelty, complexity, abstract concept, ambiguity, intensity. An optimal mismatch must exist between individual learner and requirements for mastery of those aspects that lead to intrinsic rewards such as feelings of competence and control.

Feedback:

Opportunities afforded to practice use of cognitive structures and their related skills, and to receive clear, accurate, and immediate information about performance relative to demands of the environment.

Application:

Ability to actively test new concepts, attitudes and skills in a variety of natural settings and situations in which opportunities for improved relationships, problem solving, decision-making or appreciation can be directly experienced.

Integration:

Critical examination, review, and evaluation of new learning in an atmosphere in which past experiences can be reconciled and new learning assimilated.

SWBL MARKING SCHEME RATIONALE

SWBL uses the Italian system for the marking of examinations and other assessment written work.
The Italian system operates on a 30 point system and it is not uncommon that excellent students are awarded 30/30 for an examination. This is fundamentally different from the UK system whereby students are rarely, if ever, awarded 100%. For this reasons SWBL has designed a cross reference table for most international marking schemes.

WRITTEN ASSIGNMENTS AND THE DISSERTATION

During the four year study Programme students must complete a project year 1, which should b developed from the ideas discussed and analyzed in the Year 1 modules. In Year 2 a similar project must be completed but should include more innovative elements. The research project to be completed during Year 3 offers the opportunity for the student to develop both his/her research and writing skills.
This progression of assigned work during the Programme allows the student to practice those skills necessary in the preparation and drafting of the final Dissertation. Students are required to take non-credit courses in writing, research skills and academic writing and will be shown the main techniques necessary for producing effective and coherent written materials. The Dissertation requires the student to undertake a self-managed extended study of a selected topic of relevance to the degree which will involve extensive research, synthesis and application of learning and the demonstration of critical analysis and evaluation in the written and oral report. Dissertation should be of approximately 20,000-30,000 words.
Students will have had the opportunity to gather material for their projects during the period of study and placement abroad. The semester spent abroad provide the input necessary to undertake a highly topical theme to discuss and develop in the fourth year dissertation. The Dissertation is market internally by at least 2 members of the SWBL teaching faculty and will be confirmed by the external examiners/validating institution. These assessments weighting is as follows:
80% written component
20% oral presentation.

METHODS FOR COLLATION OF DATA ASSESSMENT

SWBL uses the following methods for the collation of data for student assessment:

Observable Performance Measures

Grades obtained on regular mid-terms, finals and course work components to include: projects, oral presentations, debates, videos, demonstrations, and work sample tests are all integral part of course modules, and are assessed principally, though not solely, on the marking criteria established by SWBL.
The In Company Training Programme Evaluation Module offers feedback by the host company regarding the performance and efficiency of the student during the placement period in that company (see Doc. 1; In Company Training Programme Evaluation)

Simulation and Continual Assessment

Role play, case studies, dilemma-analysis, in-house production (i.e., student newspaper) are all a regular part of the SWBL practice-oriented Programme where students are evaluated by faculty and peers, based on behavioral outcomes (see Doc. 2a, 2b: Continual Assessment Modules.)
Continual assessment inventories are regularly compiled by language teachers (and other faculty for other modules when appropriate) and which contain information regarding completion of assigned coursework, attendance, knowledge application and contribution to lessons (see Doc. 3a, 3b: Language Continual Assessment.)

Consensus Rendering Techniques

Feedback regarding individual students is shared regularly through student faculty conferences and regular departmental meetings. Comprehension of subject matter is further verified in tutorial sessions. Lecturers should be aware of the relevance and level of their specific module in the framework of the scheme, with the attention given to prerequisites and progression. This is monitored through peer discussion, class observation by other lecturers and feedback by student representation on the Board of Study. Students will also compile a faculty evaluation module (see Doc. 4: teacher Evaluation.)

Extenuating Circumstances and Personal Information

Personal tutorial records are complied by staff and the student’s personal tutor in which any salient information not necessary related to but affecting the student’s academic performance is recorded.
This information may be used to support any student showing poor academic performance at a later date. This information is kept confidential (see Doc. 5: Personal Tutorial Record).

Secondary Data Applications

Admissions test score data, grade transcripts, longitudinal student tracking systems and archival records may be used in lateral quality control such as Programme assessment and mission outcomes.

MARKING SCHEME FOR WRITTEN EXAMINATIONS

The following table shows the assessment criteria used in marking examinations