Assessment Feedback And Learning Resources At Anglia Ruskin University

Providing Feedback for Assessed Work

You are entitled to feedback on your performance for all your assessed work.  For all assessment tasks which are not examinations, this is accomplished by a member of academic staff providing a mark and associated comments which will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued.  This feedback will be available on-line via Turnitin®UK GradeMark® (if relevant) or may be sent directly to your Anglia Ruskin e-mail account.

Examination scripts are retained by Anglia Ruskin and are not returned to students.  However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance.

Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; e.g.: between Christmas and New Year).  Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging.

At Anglia Ruskin University London campus, the details of the arrangements for the return of assessed work (e.g.: a marked essay or case study etc.) That is not administered electronically (e.g.: via Turnitin®UK GradeMark ® or e-mail) will be published by the Module Leader on the VLE.

On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module.  We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete.  It is important to note that, in these cases, the marks for these pieces of work are unconfirmed.  This means that, potentially, marks can change, in either direction!

Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results, which can be checked at Learning Resources

ARU London Learning Resource Centre (LRC) is located on the first floor (room 101). For help with using the LRC, contact our librarian Maria Elfani

As a registered student at ARU, you have access to a number of online resources, which are important and are free of charge. To access these services you must first log into e-Vision. This key website for ARU students enables you, amongst other things, to find out your library login barcode for access to ARU’s digital library.

Accessing Feedback through Turnitin®UK GradeMark® or Email

(You will have been given tuition to use e-Vision at your induction course but a leaflet reminding you is available at reception. You will need your ARU student ID number to access e-Vision.)

Once you have logged into e-Vision you will gain access to the My.Anglia portal, which is designed to provide you with access to a wide range resources and support for your studies.

Accessing the online library

The easiest way to access the online library is through ARU website:

Step 1: Clicking on the link will take you to the following page:

Step 2: Click on My.Anglia to be taken to the following page:

Step 3: Enter your username and password and click on ‘Log On’. (Your login details will be sent to you by e-mail as soon as you have registered for the course.) The next page you will see will be the one in the screenshot below. There are two options for gaining access to the library:

• Using the ‘University Library’ link on top of the page; or
• Using the library icon.

Whichever option you choose, you will be taken to the University Library page from where you can conduct your search through the catalogue. 

This is a scheme, which allows many university library users to borrow or use books and journals at other libraries, which belong to the scheme. To find out more about the scheme, who is eligible, and how it works, explore the links on the left-hand side of the SCONUL homepage:

Resource	Notes
Key Text Jolly, A., (2016). The growing business handbook: Inspiration and advice from successful entrepreneurs and fast growing companies. 17th Ed. London: Kogan Page	A key resource & good introductory text
Additional Textbooks Dolan, R., Kennedy, R. and Moore, S., (2011).Creating, Running & Sustaining Successful Businesses, WDI Publishing	Good general background reading
Journals o CityAM APP · www.economist.co.uk · www.ft.com	Should be read at least once per week/month to build on theoretical knowledge and application in reality On the Economist website you can find useful business data in the ‘Business’, ‘Finance and Economics’, and ‘Markets and Data’ sections of the website. On the Financial Times website contains much useful information on the economy There is also a useful ‘Companies’ section which gives information by company and region.
Websites Peter Day’s World of Business https://www.bbc.co.uk/podcasts/series/worldbiz The Bottom Line with Evan Davis https://www.bbc.co.uk/podcasts/series/bottomline  Start the Week with Andrew Marr https://www.bbc.co.uk/podcasts/series/stw  Management Today https://www.managementtoday.co.uk  Moneyweek www.Moneyweek.com	These are really useful websites which will enable students to keep abreast of current events
Other Resources The following websites of major national newspapers frequently contain articles relevant to a range of business issues. · www.guardian.co.uk · www.independent.co.uk · www.telegraph.co.uk · www.timesonline.co.uk Professional Bodies – Chartered Institute of procurement and Supply (CIPS) – Institute of Corporate Responsibility and Sustainability (ICRS) – Chartered Institute of Personnel Development (CIPD) – Chartered Institute of Marketing (CIM)	Should be read at least once per week/month to build on theoretical knowledge and application in reality This list represents a small selection from the many professional bodies created in th UK under Royal harter.

 

After you have handed your work in or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly, honestly and consistently.  These include:

• Anonymous marking– your name is not attached to your work so, at the point of marking, the lecturer does not know whose work he/she is considering.  When you undertake an assessment task where your identity is known (e.g.: a presentation or Major Project), it is marked by more than one lecturer (known as double marking)

• Internal moderation– a sample of all work for each assessment task in each module is moderated by other Anglia Ruskin staff to check the standards and consistency of the marking

• External moderation– a sample of student work for all modules is moderated by external examiners – experienced academic staff from other universities (and sometimes practitioners who represent relevant professions) – who scrutinise your work and provide Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your work is comparable to that in other UK universities. Many of Anglia Ruskin’s staff acts as external examiners at other universities.

External examiners are appointed to our Departmental Assessment Panels (DAPs) and oversee the assessment of modules which fall within the remit of each DAP.  A full and up-to-date list of Anglia Ruskin’s External Examiners is available to students and staff at www.anglia.ac.uk/eeinfo.

• Departmental Assessment Panel (DAP)– performance by all students on all modules is discussed and approved at the appropriate DAPs, which are attended, by all relevant Module Leaders and external examiners.  Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.

Anglia Ruskin’s marking process is represented in the flowchart below:

LEVEL 3

Level 3 (Access) prepares students to function effectively at Level 4. Criteria for assessment at Level 3 reflect the preparatory nature of these modules. Students are expected to demonstrate the acquisition of generic learning skills appropriate for self-managed learning in an HE context. Students are expected to demonstrate that they have acquired the underpinning discipline-specific skills, knowledge and understanding necessary to undertake a programme of higher education
Mark Bands	Outcome	Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)
Knowledge & Understanding	Intellectual (thinking), Practical, Affective and Transferable Skills
Characteristics of Student Achievement by Marking Band	90-100%	Achieves module outcome(s) related to GLO at this level	Exceptional information base and understanding of ethical issues	Exceptional management of learning resources. Exceptional leadership and contributions to teams. Structured and accurate expression. Demonstrates exceptional intellectual originality and imagination. Exceptional practical/professional skills
80-89%	Outstanding information base and understanding of ethical issues	Outstanding management of learning resources. Provides an exemplar of leadership and contributions to teams. Structured and accurate expression. Demonstrates outstanding intellectual originality and imagination. Outstanding practical/professional skills
70-79%	Excellent information base and understanding of ethical issues	Excellent management of learning resources. Contributes well to teams. Structured and largely accurate expression. Excellent academic/ intellectual skills and practical/ professional skills
60-69%	Good information base covering all major/ ethical issues	Good management of learning resources. Expression is structured and mainly accurate. Good academic/ intellectual skills.  And team/practical/professional skills
50-59%	Satisfactory information base covering most major issues and their ethical dimension	Satisfactory use of learning resources. Expression shows some lack of structure and/or accuracy. Acceptable but undistinguished skill sets.  Satisfactory team/practical/ professional skills
40-49%	A marginal pass in module outcome(s) related to GLO at this level	Basic information base; basic understanding of major/ ethical issues of discipline	Basic use of learning resources, with significant lack of structure and/or accuracy in expression. Some issues with academic/intellectual skills.  Basic team/practical/ professional skills
30-39%	A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Sat-isfies qualifying mark	Limited information base; limited understanding of discipline and its ethical dimension	Limited use of learning resources with little contribution to team work. Weak academic/intellectual skills and difficulty with expression. Insecure practical/professional skills
20-29%	Fails to achieve module outcome(s) related to this GLO.  Qualifying mark not satisfied.  No compensation available	Little evidence of an information base; little evidence of understanding of discipline and its ethical dimension	Little evidence of use of learning resources with little evidence of contribution to team work. Very weak academic/intellectual skills and difficulty with expression. Little evidence of practical/professional skills
10-19%	Inadequate information base; inadequate understanding of discipline and its ethical dimension.	Inadequate use of learning resources with Inadequate contribution to team work. Very weak academic/ intellectual skills and difficulty with expression. Inadequate practical/ professional skills
1-9%	No evidence of any information base; no understanding of discipline and its ethical dimension.	No evidence of use of learning resources with no evidence of contribution to team work. No evidence academic/ intellectual skills and incoherent expression. No evidence of practical/ professional skills
0%	Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (e.g.: answers the wrong question) and/or related learning outcomes

Attending all your classes is very important and one of the best ways to help you succeed in this module.  In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes.  If you are unable to attend a class for a valid reason (e.g.: illness), please contact your Course Leader and/or Module Tutor.

Feedback on Examinations

Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks.  Please remember to “tap-in” using your Ruskin card at every taught session.  Continued absence can result in various consequences including the termination of your registration, as you will be considered to have withdrawn from your studies.

International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (Tier 4 student visa) are required to be in regular attendance at Anglia Ruskin. Failure to attend is considered to be a breach of Tier 4 visa conditions.  Failure to do so will have serious implications for your immigration status in the UK.  Anglia Ruskin, like all British Universities, is statutorily obliged to inform UK Visa & Immigration (Home Office) and withdraw sponsorship of the Tier 4 visa where the holder has significant unauthorised absences.

As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community, both individually and collectively, and diminishes our values. We are committed to ensuring that every student and member of staff is made aware of the responsibilities s/he bears in maintaining the highest standards of academic integrity and how those standards are protected.

You are reminded that any work that you submit must be your own.  When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (e.g.: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity.

• Plagiarism

Plagiarism is theft and occurs when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated works of others, without properly acknowledging where this is from or you do this without their permission.

You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on.

Examples of plagiarism include:

• Directly copying from written work, physical work, performances, recorded work or images, without saying where this is from;
• Using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own;
• Rewording someone else’s work, without referencing them; and
• Handing in something for assessment, which has been produced by another student or person.

It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own.  There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on.  To use someone else’s work, words, images, ideas or discoveries is a form of theft.

• Collusion

Timeframe for Feedback

Collusion is similar to plagiarism as it is an attempt to present another’s work as your own.  In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work.

• Agreeing with others to cheat;
• Getting someone else to produce part or all of your work;
• Copying the work of another person (with their permission);
• Submitting work from essay banks;
• Paying someone to produce work for you; and
• Allowing another student to copy your own work.

Many parts of university life need students to work together.  Working as a team, as directed by your tutor, and producing group work is not collusion.  Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor).

• Cheating

Cheating is when someone aims to get unfair advantage over others.

• Taking unauthorised material into the examination room;
• Inventing results (including experiments, research, interviews and observations);
• Handing your own previously graded work back in;
• Getting an examination paper before it is released;
• Behaving in a way that means other students perform poorly;
• Pretending to be another student; and
• Trying to bribe members of staff or examiners.

Most of our students are honest and want to avoid committing assessment offences.  We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills.  We will make sure that we make available consistent statements about what we expect. In accordance with our ‘Academic Honesty Policy’, you will be able to do tutorials on being honest in your work from the library (https://anglia.libguides.com/GAP) and other central support services and faculties, and will be able to review your work for plagiarism using ‘Turnitin^®UK’ (where appropriate), an online service for matched-text. You can get advice on how to use honestly the work of others in your own work from the library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal tutor.

Turnitin^®UK will produce a report which clearly shows if passages in your work have been matched with another source. Originality of assessment is an academic judgement and there is no generally acceptable upper or lower similarity score. You may talk about the matched-text in the ‘Turnitin^®UK’ report with a member of academic staff to see where you may need to improve your academic practice. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor, module tutor or other member of academic staff. They will be able to help you and tell you about other resources that will help you develop your academic skills.

An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for himself or herself or another student.

We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, an appropriate penalty will be imposed which, for the most serious offences, includes expulsion from Anglia Ruskin.  For full details of our assessment offences policy and procedures, see Section 10 of the Academic Regulations at: www.anglia.ac.uk/academicregs.

During the second half of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module.

This is an extremely important process, which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention.

Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation survey.  We very much value our students’ views and it is very important to us that you provide feedback to help us make improvements.