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School of Hospitality & Tourism Management
CertHE/BA International Hotel Management
Module Handbook Autumn Term 2022
Food and Beverage Operations
BMIH4002
LEVEL 4
Module Lead:
Ffion Cumberpatch BA (Hons) MIH
[email protected]
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Food and Beverage Operations Autumn Term 2022
Welcome to this generic overview handbook for the above module. This is a level 4, 20 credit module
taught in Term 2 to Level 4 BA IHM and CertHE IHM students in the School of Hospitality & Tourism
Management.
It should be read in conjunction with supplementary information and materials available on Moodle together
with information and instructions delivered by the module tutor.
To get the best out of this module it is vital that you engage with the themes explored as well as with both
the online and offline activities during tutorial sessions which are designed to enrich the learning experience
as well as to encourage self-directed study together with collaboration and interaction with your peer group.
AIM(S)
• To provide students with a practical first-hand experience of food and beverage operations. The
module is a practical introduction to the issues associated with food and beverage operations to
enable students to appreciate what constitutes good practice.
• To introduce the student to the key skills within food and beverage operations in the hotel industry.
The student will gain practical experience in areas such as restaurant (including bars) and kitchen.
They will gain an understanding of team – work, communication, task management etc. and will
focus upon self-management and developing the skills and competency required for their future
careers.
LEARNING OUTCOMES
Upon the successful completion of this module, the student should be able to:
• Undertake efficiently a variety of different positions within food and beverage operations and
appreciate the importance of the work based key skills within this area of hotel operation;
• Develop food production and food service skill competencies to meet organisational requirements
and standards;
• Examine issues such as resource allocation, marketing, management styles, culture, health and
safety and organisational/industry problems will be addressed.
INDICATIVE CONTENT
• Personal and Vocational Development: The experience will be designed to focus on the broad
range of areas within food and beverage operations in the hotel industry. The module will provide
students with a comprehensive introduction to the requirements of working in food and beverage
operations.
• Develop food production and food & beverage guest service skills.
• Key skills – communication, teamwork, task management, personal skills, operational issues.
• Operational tasks appropriate to F&B departments – task management, performance.
• Review – reflection, self-appraisal, reaction to feedback.
• Theory into practice.
• Operations Management
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• Organisational Issues: Policies and procedures relating to Food and Beverage Operations,
organisational aims and objectives, mission statement, operations, staffing, training, competition,
quality issues, performance measures, management structures, working practices, marketing,
health and safety.
Study Time Allocation
The study time for the module is divided as follows:
| Activity type | Hours | Percentage |
| Scheduled learning | 0 | 0% |
| Independent learning | 0 | 0% |
| Placement learning | 200 | 100% |
| TOTAL | 200 | 100% |
ASSESSMENT
Assessment Component 1
(Tick one)
| ☐ | Written exam | ☒ | Coursework | ☐ | Practical |
| Mode of assessment | Volume | Weighting |
| Learning Log | 750 words | 25% |
Assessment Component 2
(Tick one)
| ☐ | Written exam | ☐ | Coursework | ☒ | Practical |
| Mode of assessment | Volume | Weighting |
| Assessment of practical tasks | Throughout practical placement work | 25% |
Assessment Component 3
(Tick one)
| ☐ | Written exam | ☐ | Coursework | ☒ | Practical |
| Mode of assessment | Volume | Weighting |
| Multiple choice question paper | 1 hour | 50% |
Assessment Summary
| Activity type | Percentage |
| Written exam | 0% |
| Coursework | 25% |
| Practical | 75% |
| TOTAL | 100% |
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10-Week Teaching Plan.
| Week | Time | Lecture content – main themes to be covered |
Supporting material | Assessment | Assessment submission date |
| 1 W/C 26/09 |
9AM – 1PM | Introduction Week ▪ Introduction to Module ▪ Module Outcomes ▪ 10 Week Teaching Plan ▪ Assignments ▪ What is FOH? ▪ Roles and Responsibilities ▪ Job description, required skills and challenges. |
Presentation Group introductions and socialisation. Teams & Moodle Refresher Class Activity |
Assignment 1 Assignment 2 Assignment 3 |
Friday 28th of October 18th November 2022 10AM on the 5th Dec 2022 |
| 2 W/C 03/10 |
9AM – 1PM | Food & Beverage Operations • Food service Industry (Commercial vs Non Commercial) • Fundamentals of Management • Consumer Needs • F&B Marketing • Recruitment • Training • Quality & Performance |
Presentation Class Discussion |
||
| 3 W /C 10/10 |
9AM – 1PM | Restaurant Management ▪ Licensing Act ▪ Types of Service ▪ Steps of Service ▪ Staff Responsibilities (responsible service of alcohol) ▪ Unique Dining Experiences ▪ Crisis Management |
Presentation Class Discussion |
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| 4 W/C 17/10 |
9AM – 1PM | Menu Engineering ▪ What is a menu? ▪ When do we need a menu? ▪ Types of restaurant menus ▪ Menu inspiration ▪ DIY Menu ▪ Laws surrounding menus ▪ Allergen Statement ▪ Menu Psychology ▪ Seasonal Menus |
Presentation Example menus |
| 5 W/C 24/10 |
Reading Week / No Lecture |
Assignment 1 Student Journal 750 Words |
Friday 28th of October |
| 6 W/C 31/10 |
9AM – 1PM | Beverages – Wine • What are Beverages • Coffee • Intro to Wine • Old World vs New World • Sparkling Wines • Wine Labels • Storing & Serving Wine • Wine & Food |
Presentation Wine Folly Website |
| 7 W/C 07/11 |
9AM – 1PM | Introduction to BOH • What is Back of House? • Introduction to Kitchen: • The Kitchen Brigade • The Kitchen Layout • Sections of a Kitchen • Personal Hygiene |
Presentation Kitchen Layout Diagrams |
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| 8 W/C 14/11 |
9AM – 1PM | Food Safety & The Four C’s ▪ Introduction to Food Safety ▪ Introduction to HACCP ▪ The Four Cs ▪ EHO and Food Hygiene Ratings ▪ Allergies and Intolerances ▪ Labelling Trading standards and sampling for allergens. |
Food Standards Agency (FSA) Website |
Assignment 2 (Practical Task – Menu Development) |
Friday 18th of November |
| 9 W/C 21/11 |
9AM – 1PM | BOH – Food Hygiene ▪ SFBB (Safer Food, Better Business) ▪ Food Hygiene Ratings ▪ Environmental Health Officers |
SFBB (Safer Food, Better Business) Catering Pack and Recording Diary |
||
| 10 W/C 28/11 |
9AM – 1PM | Revision Week | Module Feedback Questionnaire |
||
| 11 W/C 05/12 |
9AM – 1PM | In-Class Test (1hr) Multiple Choice question paper, which will take place on Teams. Exam conditions will apply. |
Microsoft Forms In-class test |
Assignment 3 (Multiple choice paper – 1hr in-class test) |
10AM on the 5TH December |
| 12 W/C 12/12 |
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BIBLIOGRAPHY
Essential
Cousins, J. (2020) Food and beverage service. 9th ed. London: Hodder Education Group.**
Davis, B et al. (2018) Food and Beverage Management. 6 edn London: Routledge.**
Johnston, R. (2012) Service operations management : improving service delivery. 4th ed. Harlow, England:
Pearson.*
Motarjemi, Y and Lelieveld, H (2014) Food safety management : a practical guide for the food industry.
Illustrated edition. Amsterdam: Academic Press.*
Zutshi, A. (2019) ‘How to develop well-informed and assured teams to embed food safety compliance in the
UK catering and hospitality industry’, Perspectives in Public Health, 139(6), pp. 294–295.*
Recommended
Brown, D. R., TotalBoox and TBX (2013) The Restaurant Manager’s Handbook : How to Set Up, Operate,
and Manage a Financially Successful Food Service Operation. 4th Edition. Atlantic Publishing Group*
Cousins et al. (2011) Food and beverage management: For the hospitality, tourism and event
industries. 3rd edn. Oxford: Goodfellow.
Foskett, D. et al. (2021) The Theory of Hospitality and Catering. 14th Edition. London: Hodder Education
Group.*
Boussard, S (2021) Food and Beverage Management in the Luxury Hotel Industry. New York: Business
Expert Press**
Walker, J (2017) Introduction to Hospitality. Harlow: Pearson Education Limited.*
Wood, R. (2013) Key Concepts in Hospitality Management. London: Sage*
*Available online through the UWTSD Online Library
**Available through the Institute of Hospitality Library
Journals
Journal of Hospitality and Tourism Research
International Journal of Contemporary Hospitality Management
Journal of Foodservice Business Research
Journal of Hospitality and Tourism Management
International Hospitality Review
Research in Hospitality Management
The Caterer
Cornell Hospitality Quarterly
Magazines (available online)
Onboard Hospitality https://www.onboardhospitality.com
Modern Restaurant Management https://modernrestaurantmanagement.com/
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Websites
https://www.instituteofhospitality.org/
https://www.thecaterer.com/
www.theaccessgroup.com
www.bighospitality.co.uk
www.food.gov.uk
https://winefolly.com
https://guide.michelin.com/gb/en
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| CertHE/BA ASSIGNMENT SPECIFICATION HOSPITALITY & TOURISM MANAGEMENT |
|||
| Student name: | Student number: | ||
| Programmes: | CertHE/BA International Hotel Management | ||
| Module: | Food & Beverage Operations | Module Level (4, 5, 6): | 4 |
| Module code: | BMIH4002 | Contribution to Overall Module Assessment (%): |
25% |
| Lecturers: | Ffion Cumberpatch, Tristan Hawkins, Steve Jones, Thomas Cooper |
Internal Verifier: | Lisa Bassler |
| Assignment Title: |
Student Journal (Learning Log) 750 words (+/- 10%) |
Assignment No: | 1 of 3 |
| Hand Out Date: Draft Deadline: |
W/C 26th of September 2022 Wednesday 19th of October 2022 |
Submission deadlines: Return date of provisional marks & written feedback: |
Friday 28th of October 2022 25th November 2022 |
| Lecturer to indicate if a hard copy version of the assignment must be submitted. DO NOT put this form into Turnitin or it will match many similarities with other students’ submissions. |
|
| NO | X |
| Referencing: | In the main body of your submission you must give credit to authors on whose research your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials, year of publication, title of book, edition, publisher: place of publication). |
|
| Submission: | All assignments must be submitted to Turnitin unless otherwise instructed by the Lecturer. Note: the Turnitin version is the primary submission and acts as a receipt for the student. Late submission of the electronic version of the assignment will result in a late penalty mark. Penalties for late submission: Up to ONE week late, maximum mark of 40%. Over one week late, Refer. Only the Extenuating Circumstances Panel may grant an extension. |
Date: |
| Learning Outcomes tested (from module syllabus) |
| • Undertake efficiently a variety of different positions within food and beverage operations and appreciate the importance of the work based key skills within this area of hotel operation; • Develop food production and food service skill competencies to meet organisational requirements and standards; • Examine issues such as resource allocation, marketing, management styles, culture, health and safety and organisational/industry problems will be addressed. |
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| TASK DESCRIPTION |
Student Journal (Learning Log)
750 words (+/-10%)
This part of the assignment will require you to compile a Student Journal (learning log), through
summarising your learning on one lecture topic:
• Restaurant Roles and Responsibilities
• Restaurant Management and Types of Service
You must include personal reflections and link your work to industry discussion. Describe how
you will be able to apply the theoretical knowledge that you gain whilst working in industry. Discuss
why the topic is important in the hospitality industry.
You must reference your work accordingly, by providing both in-text citations and a reference
list containing a minimum of 10 references at the end, which must follow IHM’s UWTSD Harvard
Referencing Guide (this can also be located on Moodle, under the Module Information tile).
Microsoft Word settings:
Please use:
• Arial Font 12
• Justify Text
• 1.5 line spacing
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| GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS |
1. Research-informed Literature
Your work must be informed and supported by scholarly material that is relevant to and focused on the
task(s) set. You should provide evidence that you have accessed a wide range of sources, which may
be academic, governmental and industrial; these sources may include academic journal articles,
textbooks, current news articles, organisational documents, and websites. You should consider the
credibility of your sources; academic journals are normally highly credible sources while websites require
careful consideration/selection and should be used sparingly. Any sources you use should be current
and up-to-date, mostly published within the last five years or so, though seminal/important works in the
field may be older. You must provide evidence of your research/own reading throughout your work, using
in-text citations in the main body of your work and a reference list that is alphabetical at the end of your
work. Please use the Harvard/APA referencing system.
Specific to this assignment: Provide evidence of wider reading, according to your chosen topic and
reference accordingly, by providing both in-text citations and a reference list. Minimum of 10 references.
2. Knowledge and Understanding of Subject
Your work must demonstrate the growing extent of your knowledge and understanding of concepts and
underlying principles associated with the subject area. Knowledge relates to the facts, information and
skills you have acquired through your learning. You demonstrate your understanding by interpreting the
meaning of the facts and information (knowledge). This means that you need to select and include in your
work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able
to explain the theories, concepts, etc. meaningfully to show your understanding. Your mark/grade will
also depend upon the extent to which you demonstrate your knowledge and understanding; ideally each
should be complete and detailed, with comprehensive coverage.
Specific to this assignment: Summarise your chosen topic effectively, through focusing on key points
and aspects. What have you learnt? How will you apply this knowledge in practice? Reflect on your
learning. Is your understanding of the topic clear to the reader? Use appropriate terminology and define
abbreviations when used.
3. Analysis
Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example,
to examine and break information down into parts, make inferences, compile, compare and contrast
information. This means not just describing What! But also justifying: Why? How? When? Who? Where?
At all times, you must provide justification for your arguments and judgements. Evidence that you have
reflected upon the ideas of others within the subject area is crucial to you providing a reasoned and
informed debate within your work. Furthermore, you should provide evidence that you are able to make
sound judgements and convincing arguments using data and concepts. Sound, valid conclusions are
necessary and must be derived from the content of your work. There should be no new information
presented within your conclusion. Where relevant, alternative solutions and recommendations may be
proposed.
Specific to this assignment: N/A
4. Practical application and deployment
You should be able to demonstrate how the subject-related concepts and ideas relate to real world
situations or a particular context. How do they work in practice? You will deploy models, methods,
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techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or
solutions to solve problems, some of which may be innovative and creative. This is likely to involve, for
instance, the use of real world examples and cases, the application of a model within an organisation
and/or benchmarking one organisation against others based on stated criteria. You should show
awareness of the limitations of concepts and theories when applied in particular contexts.
Specific to this assignment: N/A
5. Skills for professional practice
Your work must provide evidence of the attributes expected in professional practice. This includes
demonstrating your individual initiative and/or collaborative working. You must communicate effectively
in a suitable format, which may be written and/or oral, for example, essay, management report,
presentation. Work should be coherent and well-structured in presentation and organisation.
Specific to this assignment: You should use a font of Arial 12 point. Justify your text, in order for your
journal to look professional. Use 1.5 line spacing throughout the document. Spelling and grammar
should be accurate.
Essential Resources:
• Resources provided in Level 4 Guidebook, Module Handbook and Lecture Content
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| MARKING CRITERIA AND STUDENT FEEDBACK |
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each
criterion are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have
performed well and areas that would benefit from development/improvement.
| Common Assessment Criteria Applied | Marks available |
Marks awarded |
| 1. Research-informed Literature Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions. |
||
| 10 | ||
| 2. Knowledge and Understanding of Subject Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. |
||
| 40 | ||
| 3. Analysis Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence |
||
| 20 | ||
| 4. Practical Application and Deployment Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems. |
||
| 20 | ||
| 5. Skills for Professional Practice Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation. |
||
| 10 |
| Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) |
Late Submission Penalties (tick if appropriate) |
% |
| Up to 1 week late | 40% Max |
|
| Over 1 week late | 0% |
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| COMMON ASSESSMENT AND MARKING CRITERIA |
| OUTRIGHT FAIL | UNSATISFACTO RY |
SATISFACTORY | GOOD | VERY GOOD | EXCELLENT | EXCEPTIONAL | |
| Assessment Criteria |
0-29% | 30-39%* | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| 1. Research informed Literature Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions |
Little or no evidence of reading. Views and findings unsupported and non-authoritative. Referencing conventions largely ignored. |
Poor evidence of reading and/or of reliance on inappropriate sources, and/or indiscriminate use of sources. Referencing conventions used inconsistently. |
References to a limited range of mostly relevant sources. Some omissions and minor errors. Referencing conventions evident though not always applied consistently. |
Inclusion of a range of research informed literature, including sources retrieved independently. Referencing conventions mostly consistently applied. |
Inclusion of a wide range of research informed literature, including sources retrieved independently. Selection of relevant and credible sources. Very good use of referencing conventions, consistently applied. |
A comprehensive range of research informed literature embedded in the work. Excellent selection of relevant and credible sources. High-level referencing skills, consistently applied. |
Outstanding knowledge of research-informed literature embedded in the work. Outstanding selection of relevant and credible sources. High-level referencing skills consistently and professionally applied. |
| 2. Knowledge and Understanding of Subject Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. |
Major gaps in knowledge and understanding of material at this level. Substantial inaccuracies. |
Gaps in knowledge, with only superficial understanding. Some significant inaccuracies. |
Evidence of basic knowledge and understanding of the relevant concepts and underlying principles. |
Knowledge is accurate with a good understanding of the field of study. |
Knowledge is extensive. Exhibits understanding of the breadth and depth of established views. |
Excellent knowledge and understanding of the main concepts and key theories. Clear awareness of challenges to established views and the limitations of the knowledge base. |
Highly detailed knowledge and understanding of the main theories/concepts, and a critical awareness of the ambiguities and limitations of knowledge. |
| 3. Analysis Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence |
Unsubstantiated generalisations, made without use of any credible evidence. Lack of logic, leading to unsupportable/ missing conclusions. Lack of any attempt to analyse, synthesise or evaluate. |
Some evidence of analytical intellectual skills, but for the most part descriptive. Ideas/findings sometimes illogical and contradictory. Generalised statements made with scant evidence. Conclusions lack relevance. |
Evidence of some logical, analytical thinking and some attempts to synthesise, albeit with some weaknesses. Some evidence to support findings/ views, but evidence not consistently interpreted. Some relevant conclusions and recommendations, where relevant |
Evidence of some logical, analytical thinking and synthesis. Can analyse new and/or abstract data and situations without guidance. An emerging awareness of different stances and ability to use evidence to support the argument. Valid conclusions and recommendations, where relevant |
Sound, logical, analytical thinking; synthesis and evaluation. Ability to devise and sustain persuasive arguments, and to review the reliability, validity & significance of evidence. Ability to communicate ideas and evidence accurately and convincingly. Sound, convincing conclusions / recommendations. |
Thoroughly logical work, supported by evaluated evidence. High quality analysis, developed independently or through effective collaboration. Ability to investigate contradictory information and identify reasons for contradictions. Strong, persuasive, conclusions, justifiable recommendations. |
Exceptional work; judiciously selected and evaluated evidence. Very high quality analysis, developed independently or through effective collaboration. Ability to investigate contradictory information and identify reasons for contradictions. Highly persuasive conclusions |
| 4. Practical Application and Deployment Effective deployment of appropriate methods, materials, tools and techniques; extent of skill demonstrated in the application of concepts to a variety of processes and/or contexts; |
Limited or no use of methods, materials, tools and/or techniques. Little or no appreciation of the context of the application. |
Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application. |
An adequate awareness and mostly appropriate application of well established methods, materials, tools and/or techniques. Basic appreciation of the context of the application. |
A good and appropriate application of standard methods, materials, tools and/or techniques. Good appreciation of the context of the application, with some use of examples, where relevant. |
A very good application of a range of methods, materials, tools and/or techniques. Very good consideration of the context of the application, with perceptive use of examples, where relevant. Evidence of some innovation and creativity. |
An advanced application of a range of methods, materials, tools and/or techniques. The context of the application is well considered, with extensive use of relevant examples. Application and deployment extend beyond established conventions. Innovation and |
Outstanding levels of application and deployment skills. Assimilation and development of cutting edge processes and techniques. |
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| formulation of innovative and creative solutions to solve problems. |
creativity evident throughout. |
||||||
| 5. Skills for Professional Practice Demonstrates attributes expected in professional practice including: individual initiative and collaborative working; deployment of appropriate media to communicate (including written and oral); clarity and effectiveness in presentation and organisation. |
Communication media is inappropriate or misapplied. Little or no evidence of autonomy in the completion of tasks. Work is poorly structured and/or largely incoherent. |
Media is poorly designed and/or not suitable for the audience. Poor independent or collaborative initiative. Work lacks structure, organisation, and/or coherence |
Can communicate in a suitable format but with some room for improvement. Can work as part of a team, but with limited involvement in group activities. Work lacks coherence in places and could be better structured. |
Can communicate effectively in a suitable format, but may have minor errors. Can work effectively as part of a team, with clear contribution to group activities. Mostly coherent work and is in a suitable structure. |
Can communicate well, confidently and consistently in a suitable format. Can work very well as part of a team, with very good contribution to group activities. Work is coherent and fluent and is well structured and organised. |
Can communicate professionally and, confidently in a suitable format. Can work professionally within a team, showing leadership skills as appropriate, managing conflict and meeting obligations. Work is coherent, very fluent and is presented professionally. |
Can communicate with an exceptionally high level of professionalism. Can work exceptionally well and professionally within a team, showing advanced leadership skills. Work is exceptionally coherent, very fluent and is presented professionally. |
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| Student Self Evaluation Form | |
| Student name: | Student number: |
| Programme: | Year of programme |
| Assignment Title: |
This section repeats in brief the common assessment criteria detailed on previous pages. The extent to which
these are demonstrated by you determines your mark. Using these criteria, tick the box that best indicates
the level of achievement you feel you have achieved with regard to each of them.
| Common Assessment Criteria Applied |
Level of Achievement | ||||||
| REFER | 3rd | 2:2 | 2:1 | 1st | 1st | ||
| OUTRIGHT FAIL |
UNSATISFACT ORY |
SATISFACTOR Y |
GOOD | VERY GOOD | EXCELLENT | EXCEPTIONAL | |
| 1. Research informed Literature |
0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| | | | | | | | |
| 2. Knowledge and Understanding of Subject |
0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| | | | | | | | |
| 3. Analysis | 0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| | | | | | | | |
| 4. Practical Application and Deployment |
0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| | | | | | | | |
| 5. Skills for Professional Practice |
0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| | | | | | | |
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| PLEASE COMMENT ON AREAS IN WHICH YOU FEEL THAT YOU HAVE PERFORMED WELL |
PLEASE COMMENT ON AREAS YOU FEEL THAT YOU NEED TO DEVELOP |
| Student’s Name | Date |
| Student’s Signature |
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| CertHE/BA ASSIGNMENT SPECIFICATION SCHOOL OF HOSPITALITY & TOURISM MANAGEMENT |
|||
| Student name: | Student number: | ||
| Programmes: | CertHE/BA International Hotel Management | ||
| Module: | Food & Beverage Operations | Module Level (4, 5, 6): | 4 |
| Module code: | BMIH4002 | Contribution to Overall Module Assessment (%): |
25% |
| Lecturers: | Ffion Cumberpatch, Tristan Hawkins, Steve Jones, Thomas Cooper |
Internal Verifier: | Lisa Bassler |
| Assignment Title: |
Assessment of Practical Tasks (Menu Engineering) |
Assignment No: | 2 of 3 |
| Hand Out Date: Draft Deadline : |
W/C 26th of September 2022 9th of November 2022 |
Submission deadlines: Return date of provisional marks & written feedback: |
Friday 18th November 2022 16th December 2022 |
| Lecturer to indicate if a hard copy version of the assignment must be submitted. DO NOT put this form into Turnitin or it will match many similarities with other students’ submissions. |
|
| NO | X |
| Referencing: | In the main body of your submission you must give credit to authors on whose research your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials, year of publication, title of book, edition, publisher: place of publication). |
|
| Submission: | All assignments must be submitted to Turnitin unless otherwise instructed by the Lecturer. Note: the Turnitin version is the primary submission and acts as a receipt for the student. Late submission of the electronic version of the assignment will result in a late penalty mark. Penalties for late submission: Up to ONE week late, maximum mark of 40%. Over one week late, Refer. Only the Extenuating Circumstances Panel may grant an extension. |
Date: |
| Learning Outcomes tested (from module syllabus) |
| • Undertake efficiently a variety of different positions within food and beverage operations and appreciate the importance of the work based key skills within this area of hotel operation; • Examine issues such as resource allocation, marketing, management styles, culture, health and safety and organisational/industry problems will be addressed. |
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| TASK DESCRIPTION |
Assignment 2 (25%) – Assessment of Practical Tasks
Hotel Trinity is a 4* city centre hotel, part of the Trinity Hotel chain, located in the United Kingdom
(within your locality). Your task is to create and design a fixed price Christmas Party menu for Hotel
Trinity (fictional hotel), that they can offer over the Christmas period. You must offer drinks packages
on the menu. The menu will need to be designed on an A4 page format (Word / PowerPoint / Other).
This can be a singular page, or 2 pages (as this could be printed back to back). You should consider:
• The look of the menu (layout, headings, font, colours and a logo created by you)
• Number of courses, the dishes and cuisine
• Seasonality of ingredients used
• Theme, consider optional add ons such as entertainment or live music.
• A suitable price-point, that reflects the location and offering and is competitive with local
businesses. Consider weekdays vs weekends.
• What information is needed on a menu (Allergens statement, vegetarian / vegan symbol
etc. menu legend). Some of these are legal requirements whilst others are recommended /
optional.
• Availability – when is the menu available? Is a deposit or pre order required?
• Offers / discounts to encourage more bookings
• Beverages – be sure to state the measurements along with descriptive text that helps to
describe and sell the items. Consider drinks packages you could offer.
• Spelling and grammar – You are advertising the Hotel Trinity brand with this menu. Ensure
you have accurate spelling throughout.
• Menu planning fundamentals. Have you included descriptive language to help sell your
menu items? Have you considered the local element?
It is entirely up to you what menu items you include. However, you should consider the occasion
and the location of the hotel, making sure you incorporate elements of this in to your menu. You
should also choose dishes that would suitably represent a 4* hotel restaurant.
You will also be required to supply a reference list on a separate page, detailing the sources
that you have used to create your menu. This could include references for images used, menu
inspiration, theories you have studied and researched and so on. Your list must conform to
UWTSD’s Harvard Referencing Guide, a copy of which can be found on Moodle, under the Module
Information tile. There is no requirement to provided in-text citations for this task, as we need to see
the menu as a final product.
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| GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS |
1.Research-informed Literature
Your work must be informed and supported by scholarly material that is relevant to and focused on the
task(s) set. You should provide evidence that you have accessed a wide range of sources, which may
be academic, governmental and industrial; these sources may include academic journal articles,
textbooks, current news articles, organisational documents, and websites. You should consider the
credibility of your sources; academic journals are normally highly credible sources while websites require
careful consideration/selection and should be used sparingly. Any sources you use should be current
and up-to-date, mostly published within the last five years or so, though seminal/important works in the
field may be older. You must provide evidence of your research/own reading throughout your work, using
in-text citations in the main body of your work and a reference list that is alphabetical at the end of your
work. Please use the Harvard/APA referencing system.
Specific to this assignment: Provide evidence of wider reading, and reference all sources accordingly,
by providing a separate reference list which conforms to UWTSD’s Harvard Referencing Guide.
Minimum of 8 references required.
2.Knowledge and Understanding of Subject
Your work must demonstrate the growing extent of your knowledge and understanding of concepts and
underlying principles associated with the subject area. Knowledge relates to the facts, information and
skills you have acquired through your learning. You demonstrate your understanding by interpreting the
meaning of the facts and information (knowledge). This means that you need to select and include in your
work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able
to explain the theories, concepts, etc. meaningfully to show your understanding. Your mark/grade will
also depend upon the extent to which you demonstrate your knowledge and understanding; ideally each
should be complete and detailed, with comprehensive coverage.
Specific to this assignment: Suitable drink packages should be offered. Necessary information
should be included, such as allergen statements and food symbols (v). Price points should be reflective
of your offering. Research 4* hotels in the area, to review menu pricing and offering for Christmas
Parties. Menu should be limited. Include all legal requirements. Take note of the menu planning
strategies given to you during the menu planning week.
3.Analysis
Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example,
to examine and break information down into parts, make inferences, compile, compare and contrast
information. This means not just describing What! But also justifying: Why? How? When? Who? Where?
At all times, you must provide justification for your arguments and judgements. Evidence that you have
reflected upon the ideas of others within the subject area is crucial to you providing a reasoned and
informed debate within your work. Furthermore, you should provide evidence that you are able to make
sound judgements and convincing arguments using data and concepts. Sound, valid conclusions are
necessary and must be derived from the content of your work. There should be no new information
presented within your conclusion. Where relevant, alternative solutions and recommendations may be
proposed.
Specific to this assignment: N/A
4.Practical application and deployment
Page 21 of 35
You should be able to demonstrate how the subject-related concepts and ideas relate to real world
situations or a particular context. How do they work in practice? You will deploy models, methods,
techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or
solutions to solve problems, some of which may be innovative and creative. This is likely to involve, for
instance, the use of real world examples and cases, the application of a model within an organisation
and/or benchmarking one organisation against others based on stated criteria. You should show
awareness of the limitations of concepts and theories when applied in particular contexts.
Specific to this assignment: N/A
5. Skills for professional practice
Your work must provide evidence of the attributes expected in professional practice. This includes
demonstrating your individual initiative and/or collaborative working. You must communicate effectively
in a suitable format, which may be written and/or oral, for example, essay, management report,
presentation. Work should be coherent and well-structured in presentation and organisation.
Specific to this assignment: Your menu should look professional and appealing, with accurate
spelling and grammar. Suitable headings should be used to differentiate menu items. A logo should be
included for the hotel. Appropriate fonts for both text and monetary values should be applied. Menu
should be A4 sized (1 or 2 pages). The menu should reflect a 4* hotel offering.
Essential Resources:
• Resources provided in Level 4 Guidebook, Module Handbook and Lecture Content
Page 22 of 35
| ASSIGNMENT 2 MARKING CRITERIA AND FEEDBACK |
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each
criterion are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have
performed well and areas that would benefit from development/improvement.
| Common Assessment Criteria Applied | Marks available |
Marks awarded |
| 1. Research-informed Literature Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions. |
||
| 10 | ||
| 2. Knowledge and Understanding of Subject Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. |
||
| 60 | ||
| 3. Analysis Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence |
||
| 0 | ||
| 4. Practical Application and Deployment Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems. |
||
| 0 | ||
| 5. Skills for Professional Practice Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation. |
||
| 30 |
| Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) |
Late Submission Penalties (tick if appropriate) |
% |
| Up to 1 week late | 40% Max |
|
| Over 1 week late | 0% |
Page 23 of 35
| COMMON ASSESSMENT AND MARKING CRITERIA |
| OUTRIGHT FAIL | UNSATISFACTO RY |
SATISFACTORY | GOOD | VERY GOOD | EXCELLENT | EXCEPTIONAL | |
| Assessment Criteria |
0-29% | 30-39%* | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| 1. Research informed Literature Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions |
Little or no evidence of reading. Views and findings unsupported and non-authoritative. Referencing conventions largely ignored. |
Poor evidence of reading and/or of reliance on inappropriate sources, and/or indiscriminate use of sources. Referencing conventions used inconsistently. |
References to a limited range of mostly relevant sources. Some omissions and minor errors. Referencing conventions evident though not always applied consistently. |
Inclusion of a range of research informed literature, including sources retrieved independently. Referencing conventions mostly consistently applied. |
Inclusion of a wide range of research informed literature, including sources retrieved independently. Selection of relevant and credible sources. Very good use of referencing conventions, consistently applied. |
A comprehensive range of research informed literature embedded in the work. Excellent selection of relevant and credible sources. High-level referencing skills, consistently applied. |
Outstanding knowledge of research-informed literature embedded in the work. Outstanding selection of relevant and credible sources. High-level referencing skills consistently and professionally applied. |
| 2. Knowledge and Understanding of Subject Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. |
Major gaps in knowledge and understanding of material at this level. Substantial inaccuracies. |
Gaps in knowledge, with only superficial understanding. Some significant inaccuracies. |
Evidence of basic knowledge and understanding of the relevant concepts and underlying principles. |
Knowledge is accurate with a good understanding of the field of study. |
Knowledge is extensive. Exhibits understanding of the breadth and depth of established views. |
Excellent knowledge and understanding of the main concepts and key theories. Clear awareness of challenges to established views and the limitations of the knowledge base. |
Highly detailed knowledge and understanding of the main theories/concepts, and a critical awareness of the ambiguities and limitations of knowledge. |
| 3. Analysis Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence |
Unsubstantiated generalisations, made without use of any credible evidence. Lack of logic, leading to unsupportable/ missing conclusions. Lack of any attempt to analyse, synthesise or evaluate. |
Some evidence of analytical intellectual skills, but for the most part descriptive. Ideas/findings sometimes illogical and contradictory. Generalised statements made with scant evidence. Conclusions lack relevance. |
Evidence of some logical, analytical thinking and some attempts to synthesise, albeit with some weaknesses. Some evidence to support findings/ views, but evidence not consistently interpreted. Some relevant conclusions and recommendations, where relevant |
Evidence of some logical, analytical thinking and synthesis. Can analyse new and/or abstract data and situations without guidance. An emerging awareness of different stances and ability to use evidence to support the argument. Valid conclusions and recommendations, where relevant |
Sound, logical, analytical thinking; synthesis and evaluation. Ability to devise and sustain persuasive arguments, and to review the reliability, validity & significance of evidence. Ability to communicate ideas and evidence accurately and convincingly. Sound, convincing conclusions / recommendations. |
Thoroughly logical work, supported by evaluated evidence. High quality analysis, developed independently or through effective collaboration. Ability to investigate contradictory information and identify reasons for contradictions. Strong, persuasive, conclusions, justifiable recommendations. |
Exceptional work; judiciously selected and evaluated evidence. Very high quality analysis, developed independently or through effective collaboration. Ability to investigate contradictory information and identify reasons for contradictions. Highly persuasive conclusions |
| 4. Practical Application and Deployment Effective deployment of appropriate methods, materials, tools and techniques; extent of skill demonstrated in the application of concepts to a |
Limited or no use of methods, materials, tools and/or techniques. Little or no appreciation of the context of the application. |
Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application. |
An adequate awareness and mostly appropriate application of well established methods, materials, tools and/or techniques. Basic appreciation of the context of the application. |
A good and appropriate application of standard methods, materials, tools and/or techniques. Good appreciation of the context of the application, with some use of examples, where relevant. |
A very good application of a range of methods, materials, tools and/or techniques. Very good consideration of the context of the application, with perceptive use of examples, where relevant. Evidence of some innovation and creativity. |
An advanced application of a range of methods, materials, tools and/or techniques. The context of the application is well considered, with extensive use of relevant examples. Application and deployment extend beyond established conventions. |
Outstanding levels of application and deployment skills. Assimilation and development of cutting edge processes and techniques. |
Page 24 of 35
| variety of processes and/or contexts; formulation of innovative and creative solutions to solve problems. |
Innovation and creativity evident throughout. |
||||||
| 5. Skills for Professional Practice Demonstrates attributes expected in professional practice including: individual initiative and collaborative working; deployment of appropriate media to communicate (including written and oral); clarity and effectiveness in presentation and organisation. |
Communication media is inappropriate or misapplied. Little or no evidence of autonomy in the completion of tasks. Work is poorly structured and/or largely incoherent. |
Media is poorly designed and/or not suitable for the audience. Poor independent or collaborative initiative. Work lacks structure, organisation, and/or coherence |
Can communicate in a suitable format but with some room for improvement. Can work as part of a team, but with limited involvement in group activities. Work lacks coherence in places and could be better structured. |
Can communicate effectively in a suitable format, but may have minor errors. Can work effectively as part of a team, with clear contribution to group activities. Mostly coherent work and is in a suitable structure. |
Can communicate well, confidently and consistently in a suitable format. Can work very well as part of a team, with very good contribution to group activities. Work is coherent and fluent and is well structured and organised. |
Can communicate professionally and, confidently in a suitable format. Can work professionally within a team, showing leadership skills as appropriate, managing conflict and meeting obligations. Work is coherent, very fluent and is presented professionally. |
Can communicate with an exceptionally high level of professionalism. Can work exceptionally well and professionally within a team, showing advanced leadership skills. Work is exceptionally coherent, very fluent and is presented professionally. |
Page 25 of 35
| Student Self Evaluation Form | |
| Student name: | Student number: |
| Programme: | Year of programme |
| Assignment Title: |
This section repeats in brief the common assessment criteria detailed on previous pages. The extent to which
these are demonstrated by you determines your mark. Using these criteria, tick the box that best indicates
the level of achievement you feel you have achieved with regard to each of them.
| Common Assessment Criteria Applied |
Level of Achievement | ||||||
| REFER | 3rd | 2:2 | 2:1 | 1st | 1st | ||
| OUTRIGHT FAIL |
UNSATISFACT ORY |
SATISFACTOR Y |
GOOD | VERY GOOD | EXCELLENT | EXCEPTIONAL | |
| 1. Research informed Literature |
0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| | | | | | | | |
| 2. Knowledge and Understanding of Subject |
0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| | | | | | | | |
| 3. Analysis | 0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| | | | | | | | |
| 4. Practical Application and Deployment |
0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| | | | | | | | |
| 5. Skills for Professional Practice |
0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| | | | | | | |
Page 26 of 35
| PLEASE COMMENT ON AREAS IN WHICH YOU FEEL THAT YOU HAVE PERFORMED WELL |
PLEASE COMMENT ON AREAS YOU FEEL THAT YOU NEED TO DEVELOP |
| Student’s Name | Date |
| Student’s Signature |
Page 27 of 35
| CertHE/BA ASSIGNMENT SPECIFICATION SCHOOL OF HOSPITALITY & TOURISM MANAGEMENT |
|||
| Student name: | Student number: | ||
| Programmes: | CertHE/BA International Hotel Management | ||
| Module: | Food & Beverage Operations | Module Level (4, 5, 6): | 4 |
| Module code: | BMIH4002 | Contribution to Overall Module Assessment (%): |
50% |
| Lecturer: | Ffion Cumberpatch, Tristan Hawkins, Steve Jones, Thomas Cooper |
Internal Verifier: | Lisa Bassler |
| Assignment Title: |
Multi-choice paper (1hr) In-class test |
Assignment No: | 3 of 3 |
| Hand Out Date: | W/C 26th September 2022 | Submission deadlines: Return date of provisional marks & written feedback: |
10AM Monday 5th December 2022 |
| Lecturer to indicate if a hard copy version of the assignment must be submitted. DO NOT put this form into Turnitin or it will match many similarities with other students’ submissions. |
|
| NO | X |
| Referencing: | In the main body of your submission you must give credit to authors on whose research your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials, year of publication, title of book, edition, publisher: place of publication). |
|
| Submission: | All assignments must be submitted to Turnitin unless otherwise instructed by the Lecturer. Note: the Turnitin version is the primary submission and acts as a receipt for the student. Late submission of the electronic version of the assignment will result in a late penalty mark. Penalties for late submission: Up to ONE week late, maximum mark of 40%. Over one week late, Refer. Only the Extenuating Circumstances Panel may grant an extension. |
Date: |
| Learning Outcomes tested (from module syllabus) |
| • Undertake efficiently a variety of different positions within food and beverage operations and appreciate the importance of the work based key skills within this area of hotel operation; • Develop food production and food service skill competencies to meet organisational requirements and standards; • Examine issues such as resource allocation, marketing, management styles, culture, health and safety and organisational/industry problems will be addressed. |
Page 28 of 35
| TASK DESCRIPTION |
Assignment 3 (50%) – Food & Beverage Multi-choice Paper (1hr – in-class test)
Assignment 3 requires you to complete a multiple-choice test, which will be based on the Food &
Beverage content delivered to you throughout this module. There will be 45 multiple-choice
questions overall. Questions will be based on content from Week 1 to 9, for example:
• Kitchen roles and responsibilities
• Allergies and intolerances
• Food safety
• Food hygiene
• 4 C’s
• Beverages
• Fine Dining
• Restaurant Management
• Menu engineering and psychology
The test will take place in-class (online), where all cameras must be turned on. You will have 1hr to
complete the test. The test date and time will be provided to you by your lecturer in Week 1. Exam
conditions will apply.
You must be logged in with your Student account on Teams in order for you to access the test via
Microsoft Forms.
Results will be provided after you submit the test.
Page 29 of 35
| GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS |
1. Research-informed Literature
Your work must be informed and supported by scholarly material that is relevant to and focused on the
task(s) set. You should provide evidence that you have accessed a wide range of sources, which may
be academic, governmental and industrial; these sources may include academic journal articles,
textbooks, current news articles, organisational documents, and websites. You should consider the
credibility of your sources; academic journals are normally highly credible sources while websites require
careful consideration/selection and should be used sparingly. Any sources you use should be current
and up-to-date, mostly published within the last five years or so, though seminal/important works in the
field may be older. You must provide evidence of your research/own reading throughout your work, using
in-text citations in the main body of your work and a reference list that is alphabetical at the end of your
work. Please use the Harvard/APA referencing system.
Specific to this assignment: N/A
2. Knowledge and Understanding of Subject
Your work must demonstrate the growing extent of your knowledge and understanding of concepts and
underlying principles associated with the subject area. Knowledge relates to the facts, information and
skills you have acquired through your learning. You demonstrate your understanding by interpreting the
meaning of the facts and information (knowledge). This means that you need to select and include in your
work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able
to explain the theories, concepts, etc. meaningfully to show your understanding. Your mark/grade will
also depend upon the extent to which you demonstrate your knowledge and understanding; ideally each
should be complete and detailed, with comprehensive coverage.
Specific to this assignment: You should demonstrate your knowledge and understanding by
answering the multiple choice questions correctly. A 40% pass mark is needed in order to pass the test.
3. Analysis
Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example,
to examine and break information down into parts, make inferences, compile, compare and contrast
information. This means not just describing What! But also justifying: Why? How? When? Who? Where?
At all times, you must provide justification for your arguments and judgements. Evidence that you have
reflected upon the ideas of others within the subject area is crucial to you providing a reasoned and
informed debate within your work. Furthermore, you should provide evidence that you are able to make
sound judgements and convincing arguments using data and concepts. Sound, valid conclusions are
necessary and must be derived from the content of your work. There should be no new information
presented within your conclusion. Where relevant, alternative solutions and recommendations may be
proposed.
Specific to this assignment: N/A
4. Practical application and deployment
You should be able to demonstrate how the subject-related concepts and ideas relate to real world
situations or a particular context. How do they work in practice? You will deploy models, methods,
techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or
solutions to solve problems, some of which may be innovative and creative. This is likely to involve, for
instance, the use of real world examples and cases, the application of a model within an organisation
Page 30 of 35
and/or benchmarking one organisation against others based on stated criteria. You should show
awareness of the limitations of concepts and theories when applied in particular contexts.
Specific to this assignment: N/A
5. Skills for professional practice
Your work must provide evidence of the attributes expected in professional practice. This includes
demonstrating your individual initiative and/or collaborative working. You must communicate effectively
in a suitable format, which may be written and/or oral, for example, essay, management report,
presentation. Work should be coherent and well-structured in presentation and organisation.
Specific to this assignment: N/A
Essential Resources:
• Resources provided in Level 4 Guidebook, Module Handbook and Lecture Content
Page 31 of 35
| ASSIGNMENT 3: MARKING CRITERIA AND FEEDBACK |
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each
criterion are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have
performed well and areas that would benefit from development/improvement.
| Common Assessment Criteria Applied | Marks available |
Marks awarded |
| 1. Research-informed Literature Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions. |
||
| 0 | ||
| 2. Knowledge and Understanding of Subject Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. |
||
| 100 | ||
| 3. Analysis Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence |
||
| 0 | ||
| 4. Practical Application and Deployment Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems. |
||
| 0 | ||
| 5. Skills for Professional Practice Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation. |
||
| 0 |
| Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) |
Late Submission Penalties (tick if appropriate) |
% |
| Up to 1 week late | 40% Max |
|
| Over 1 week late | 0% |
Page 32 of 35
| COMMON ASSESSMENT AND MARKING CRITERIA |
| OUTRIGHT FAIL | UNSATISFACTO RY |
SATISFACTORY | GOOD | VERY GOOD | EXCELLENT | EXCEPTIONAL | |
| Assessment Criteria |
0-29% | 30-39%* | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| 1. Research informed Literature Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions |
Little or no evidence of reading. Views and findings unsupported and non-authoritative. Referencing conventions largely ignored. |
Poor evidence of reading and/or of reliance on inappropriate sources, and/or indiscriminate use of sources. Referencing conventions used inconsistently. |
References to a limited range of mostly relevant sources. Some omissions and minor errors. Referencing conventions evident though not always applied consistently. |
Inclusion of a range of research informed literature, including sources retrieved independently. Referencing conventions mostly consistently applied. |
Inclusion of a wide range of research informed literature, including sources retrieved independently. Selection of relevant and credible sources. Very good use of referencing conventions, consistently applied. |
A comprehensive range of research informed literature embedded in the work. Excellent selection of relevant and credible sources. High-level referencing skills, consistently applied. |
Outstanding knowledge of research-informed literature embedded in the work. Outstanding selection of relevant and credible sources. High-level referencing skills consistently and professionally applied. |
| 2. Knowledge and Understanding of Subject Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. |
Major gaps in knowledge and understanding of material at this level. Substantial inaccuracies. |
Gaps in knowledge, with only superficial understanding. Some significant inaccuracies. |
Evidence of basic knowledge and understanding of the relevant concepts and underlying principles. |
Knowledge is accurate with a good understanding of the field of study. |
Knowledge is extensive. Exhibits understanding of the breadth and depth of established views. |
Excellent knowledge and understanding of the main concepts and key theories. Clear awareness of challenges to established views and the limitations of the knowledge base. |
Highly detailed knowledge and understanding of the main theories/concepts, and a critical awareness of the ambiguities and limitations of knowledge. |
| 3. Analysis Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence |
Unsubstantiated generalisations, made without use of any credible evidence. Lack of logic, leading to unsupportable/ missing conclusions. Lack of any attempt to analyse, synthesise or evaluate. |
Some evidence of analytical intellectual skills, but for the most part descriptive. Ideas/findings sometimes illogical and contradictory. Generalised statements made with scant evidence. Conclusions lack relevance. |
Evidence of some logical, analytical thinking and some attempts to synthesise, albeit with some weaknesses. Some evidence to support findings/ views, but evidence not consistently interpreted. Some relevant conclusions and recommendations, where relevant |
Evidence of some logical, analytical thinking and synthesis. Can analyse new and/or abstract data and situations without guidance. An emerging awareness of different stances and ability to use evidence to support the argument. Valid conclusions and recommendations, where relevant |
Sound, logical, analytical thinking; synthesis and evaluation. Ability to devise and sustain persuasive arguments, and to review the reliability, validity & significance of evidence. Ability to communicate ideas and evidence accurately and convincingly. Sound, convincing conclusions / recommendations. |
Thoroughly logical work, supported by evaluated evidence. High quality analysis, developed independently or through effective collaboration. Ability to investigate contradictory information and identify reasons for contradictions. Strong, persuasive, conclusions, justifiable recommendations. |
Exceptional work; judiciously selected and evaluated evidence. Very high quality analysis, developed independently or through effective collaboration. Ability to investigate contradictory information and identify reasons for contradictions. Highly persuasive conclusions |
Page 33 of 35
| 4. Practical Application and Deployment Effective deployment of appropriate methods, materials, tools and techniques; extent of skill demonstrated in the application of concepts to a variety of processes and/or contexts; formulation of innovative and creative solutions to solve problems. |
Limited or no use of methods, materials, tools and/or techniques. Little or no appreciation of the context of the application. |
Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application. |
An adequate awareness and mostly appropriate application of well established methods, materials, tools and/or techniques. Basic appreciation of the context of the application. |
A good and appropriate application of standard methods, materials, tools and/or techniques. Good appreciation of the context of the application, with some use of examples, where relevant. |
A very good application of a range of methods, materials, tools and/or techniques. Very good consideration of the context of the application, with perceptive use of examples, where relevant. Evidence of some innovation and creativity. |
An advanced application of a range of methods, materials, tools and/or techniques. The context of the application is well considered, with extensive use of relevant examples. Application and deployment extend beyond established conventions. Innovation and creativity evident throughout. |
Outstanding levels of application and deployment skills. Assimilation and development of cutting edge processes and techniques. |
| 5. Skills for Professional Practice Demonstrates attributes expected in professional practice including: individual initiative and collaborative working; deployment of appropriate media to communicate (including written and oral); clarity and effectiveness in presentation and organisation. |
Communication media is inappropriate or misapplied. Little or no evidence of autonomy in the completion of tasks. Work is poorly structured and/or largely incoherent. |
Media is poorly designed and/or not suitable for the audience. Poor independent or collaborative initiative. Work lacks structure, organisation, and/or coherence |
Can communicate in a suitable format but with some room for improvement. Can work as part of a team, but with limited involvement in group activities. Work lacks coherence in places and could be better structured. |
Can communicate effectively in a suitable format, but may have minor errors. Can work effectively as part of a team, with clear contribution to group activities. Mostly coherent work and is in a suitable structure. |
Can communicate well, confidently and consistently in a suitable format. Can work very well as part of a team, with very good contribution to group activities. Work is coherent and fluent and is well structured and organised. |
Can communicate professionally and, confidently in a suitable format. Can work professionally within a team, showing leadership skills as appropriate, managing conflict and meeting obligations. Work is coherent, very fluent and is presented professionally. |
Can communicate with an exceptionally high level of professionalism. Can work exceptionally well and professionally within a team, showing advanced leadership skills. Work is exceptionally coherent, very fluent and is presented professionally. |
Page 34 of 35
| Student Self Evaluation Form | |
| Student name: | Student number: |
| Programme: | Year of programme |
| Assignment Title: |
This section repeats in brief the common assessment criteria detailed on previous pages. The extent to which
these are demonstrated by you determines your mark. Using these criteria, tick the box that best indicates
the level of achievement you feel you have achieved with regard to each of them.
| Common Assessment Criteria Applied |
Level of Achievement | ||||||
| REFER | 3rd | 2:2 | 2:1 | 1st | 1st | ||
| OUTRIGHT FAIL |
UNSATISFACT ORY |
SATISFACTOR Y |
GOOD | VERY GOOD | EXCELLENT | EXCEPTIONAL | |
| 1. Research informed Literature |
0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| | | | | | | | |
| 2. Knowledge and Understanding of Subject |
0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| | | | | | | | |
| 3. Analysis | 0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| | | | | | | | |
| 4. Practical Application and Deployment |
0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| | | | | | | | |
| 5. Skills for Professional Practice |
0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| | | | | | | |
| PLEASE COMMENT ON AREAS IN WHICH YOU FEEL THAT YOU HAVE PERFORMED WELL |
PLEASE COMMENT ON AREAS YOU FEEL THAT YOU NEED TO DEVELOP |
| Student’s Name | Date |
| Student’s Signature |