APPENDIX GA36a

LEVEL 4 ASSESSMENT SPECIFICATION

Student name: Student ID number:

Programme: Certificate of Higher Education Skills for the Workplace

Module: Digital Skills

Contribution to
Module code: LCLM4002 100%
Overall Module
Assessment (%):
Module Lead: Rebecca Stewart Internal Verifier: Yohan Mendis

Assignment Title: Portfolio of tasks comprising Word count (or Portfolio of tasks
equivalent):
Task 1 – Skills Quiz Task 1 – 45mins
Task 2 – Informative Poster Task 2 – 500words
Task 3 – Written report Task 3 – 1000words

Submission Task 1 – to be completed in Return date of

deadline week commencing 17th provisional marks
October 2022 & written feedback:
Task 2 – To be submitted to
Turnitin by end of week 8 (9am
7th November 2022)
Task 3 – To be submitted to
Turnitin by 23rd November by 9
AM.

All written assessments, where practical and possible, must be submitted via
Submission
Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this
method:
assessment specification into Turnitin or it will match many similarities with
other students’ submissions.)
Alternative submission method (if applicable):
Late submission of the assessment will result in a late penalty mark.
Penalties for late submission: Up to one week late, maximum mark of 40%.
Over one week late, 0%. Only the Extenuating Circumstances Panel may
approve a change to submission dates.

Academic Academic honesty is required. In the main body of your submission you must
honesty / give credit to authors on whose research and ideas your work is based. Append
referencing: to your submission a reference list that indicates the books, articles, etc. that
you have used, cited or quoted in order to complete this assessment.

Page 1 of 8
 Module Learning Outcomes
(from module syllabus)
Upon the successful completion of this module, the student should be able to:
• Demonstrate technical competencies in using technologies to improve workplace
efficiency;
• Effectively navigate, identify, and handle a range of digital information/content.

TASK DESCRIPTION
Task 1 of 3 –Skills Quiz (30 marks)

You will be asked to complete a skills quiz in your week 6 workshop session. The quiz will contain
30 questions on Microsoft 365 skills covered in weeks 1 – 4.

Each question will be worth one mark you will have 45mins to complete this quiz.

Task 2 of 3 – Information Poster – (30 Marks)

Create an informative poster to be displayed in a workplace.

You may choose one of the following topics:
- Basic Digital Safety
- How to create a chart in a Word document.
- How to insert hyperlinks into a PowerPoint presentation.

You may create your poster using Word, PowerPoint, Canva or Adobe. Your poster must be
saved and submitted as a pdf document.

Task 3 of 3 – Report – 1000words (40 marks)

You may choose one of the following reports to complete;

Write a 1000 word report about the role that social media tools, such as LinkedIn and
Facebook, can have in the recruitment of staff.

Or

Write a 1000 word report about how social and digital media can be used to reach a wider
customer base.

In your report, you must use relevant literature to support and develop your points and must
consider the advantages and disadvantages the social media tools can have for a business.

General Submission Guidance

1. All of your presentations and report must include a title page that clearly states your names, your
student numbers, the module code and title, your lecturer’s name, and your assignment title.
2. All of your submissions should be typed in Arial font.
4. All presentations must have a reference list and citations should be used throughout your work using
Harvard referencing.

Page 2 of 8
 GUIDANCE FOR STUDENTS IN THE COMPLETION OF
TASKS
NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf.

1. Engagement with Literature Skills

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 an appropriate 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 a suitable
referencing system, including in-text citations in the main body of your work and a reference list at the end of
your work.

Guidance specific to this assessment:

• Students must find, reference and utilise a minimum of 3 credible and reliable sources of
information throughout their task 3 report.
.
• A reference list should appear at the end of the task 3 report
.

2. Knowledge and Understanding Skills

At level 4, you should be able to demonstrate knowledge of the underlying concepts and principles associated
with your area(s) of study. 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. to
show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your
knowledge and understanding.

Guidance specific to this assessment:

Students must demonstrate technical competencies in using technologies to improve workplace

efficiency in task 2 and task 3

Students must demonstrate that they can effectively navigate, identify, and handle a range of digital
information/content in their task 1 assessment.

3. Cognitive and Intellectual Skills

You should be able to present, evaluate and interpret qualitative and quantitative data, in order to develop
lines of argument and make sound judgements in accordance with basic theories and concepts of your
subject(s) of study. You should be able to evaluate the appropriateness of different approaches to
solving problems related to your area(s) of study and/or work. Your work must contain evidence of
logical, analytical thinking. 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 what cost? You should provide justification for your arguments and
judgements using evidence that you have reflected upon the ideas of others within the subject area and that
you are able to make sound judgements and arguments using data and concepts. Where relevant,
alternative solutions and recommendations may be proposed.

Guidance specific to this assessment:

Page 3 of 8
 • Students should pay close attention to words in bold in guidance above.

4. Practical Skills
At level 4, you should be able to apply the basic underlying concepts and principles to evaluate and interpret
these within the context of your area of study. You should be able to demonstrate how the subject-related
concepts and ideas relate to real world situations and/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, or to create artefacts. This is likely to involve, for
instance, the use of real world artefacts, examples and cases, the application of a model within an
organisation and/or benchmarking one theory or organisation against others based on stated criteria.

Guidance specific to this assessment:

• All tasks must be attempted independently and without the collusion of peers.
• All points must be made relevant to the task outlined in the assignment brief.

5. Transferable Skills for Life and Professional Practice

Your work must provide evidence of the qualities and transferable skills necessary for employment requiring
the exercise of some personal responsibility. This includes demonstrating: that you can communicate the
results of your study/work accurately and reliably, and with structured and coherent arguments; that you can
initiate and complete tasks and procedures, whether individually and/or collaboratively; fluency of expression;
clarity and effectiveness in presentation and organisation. Work should be coherent and well-structured in
presentation and organisation.

Guidance specific to this assessment:

• Follow the generic submission guidelines provided in page 2 for your task 3 report.
• All students but maintain the use of professional language in all tasks.

Page 4 of 8
 STUDENT FEEDBACK FORM
This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your
mark. The marks available for each category of skill 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.

awarded
available

Marks
Marks
Generic Assessment Criteria Task 1 = 30% Task 2 = 30% Task 3 = 40%

1. Engagement with Literature Skills

.

Task 1 0
Task 2 0
Task 3 10
2. Knowledge and Understanding Skills

Task 1 10
Task 2 10
Task 3 10
3. Cognitive and Intellectual Skills

Task 1 0
Task 2 0
Task 3 10
4. Practical Application Skills

Task 1 10
Task 2 10
Task 3 0
5. Transferable Skills for Life and Professional Practice

Task 1 10
Task 2 10
Task 3 10
Late Submission Penalties (tick if
Assessment Mark (Assessment marks are subject to ratification at the appropriate)
Exam Board. These comments and marks are to give feedback on module work Up to 1 week late (40% Max) %
and are for guidance only until they are confirmed. ) Over 1 week late (0%)

Page 5 of 8
GENERIC ASSESSMENT CRITERIA

Level 4
In accordance with the Framework for Higher Education Qualifications, at the end of Level 4 students will be expected to have demonstrated knowledge of the basic
underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that area of study. They should be able to present, evaluate
and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their
subject(s) of study. They will have learned how to evaluate different approaches to solving problems, and will be able to communicate the results of their study/work
accurately and reliably, and with structured and coherent arguments. They will be able to undertake further training and develop new skills within a structured and managed
environment and will have the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL

FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement with Little or no Poor engagement Engagement with a Engagement with Engagement with Engagement with Exceptional
literature (including evidence of with essential limited range of an appropriate a wide range of an extensive engagement with
reading, referencing, reading and/or reading. No mostly relevant and range of literature, literature, including range of relevant an extensive
academic reliance on evidence of wider credible sources including sources sources retrieved and credible range of relevant
conventions and inappropriate reading. Reliance on but with some retrieved independently. literature. and credible
academic honesty) sources. inappropriate reliance on independently. Selection of Consistently literature. High-
Views and sources, and/or information gained Some over- relevant and accurate level referencing
findings mostly indiscriminate use of through class reliance on texts credible sources. application of skills consistently
unsupported and sources. Heavily contact. Some rather than other Generally sound referencing. applied.
non-authoritative. reliant on omissions and sources. referencing, with
Referencing information gained minor errors. Referencing may no/very few
conventions used through class Referencing show minor inaccuracies or
incoherently or contact. Inconsistent conventions inaccuracies or inconsistencies.
largely absent. and weak use of evident though not inconsistencies.
referencing. always applied
accurately or
consistently.
Knowledge and Major gaps in Gaps in knowledge Limited knowledge Knowledge of the Competent Excellent Exceptional,
understanding knowledge and of the basic and understanding basic underlying knowledge of the knowledge and detailed
(Knowledge of the understanding of underlying concepts of the basic concepts and basic underlying understanding of knowledge and
basic underlying the basic and principles, with underlying principles is concepts and the basic understanding of
concepts and underlying flawed or superficial concepts and accurate with a principles. underlying the basic
principles of a concepts and understanding. principles within the good Exhibits very good concepts and underlying
subject.) principles of the Some significant subject area. Some understanding of understanding. principles of the concepts and
subject matter. inaccuracies and/or elements may be the field of study subject. principles
Inclusion of irrelevant material. missing. but lacks depth
irrelevant and/or breadth.
Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
material.
Substantial
inaccuracies.
Cognitive and Wholly or almost Largely descriptive Limited attempt at Good evaluation Sound evaluation Excellent Exceptional
intellectual skills wholly descriptive work, with evaluation of the of the underlying of the underlying evaluation of the evaluation of the
(Evaluate underlying work. Little or no superficial underlying concepts and concepts and underlying underlying
concepts and evaluation of the evaluation of the concepts and principles. Can principles. Can concepts and concepts and
principles of a underlying underlying concepts principles, tending interpret interpret qualitative principles. Can principles based
subject and interpret concepts and and principles. towards qualitative and and quantitative interpret evidence.
qualitative and principles. Weak interpretation description. quantitative data, data accurately. qualitative and Outstanding
quantitative data in Failure to develop of data, flawed Can interpret with minor errors. Ability to devise quantitative data interpretation of
order to develop
arguments, development of qualitative and An emerging arguments using accurately and qualitative and
lines of argument
and make sound leading to illogical arguments and quantitative data ability to use evidence to make with some insight. quantitative data.
judgements.) or invalid judgements. but with some evidence to mostly appropriate Excellent ability to Exceptional ability
judgements. Information errors. Some support the and valid devise arguments to devise
Minimal or no use accepted evidence to support argument. judgements. using evidence arguments using
of uncritically, uses emerging Mostly valid and make evidence and
evidence to back generalised arguments and arguments and appropriate and make wholly
up views. statements made judgements but logical valid judgements. appropriate and
with scant evidence these may be judgements. valid judgements.
and unsubstantiated underdeveloped or
opinions. Ideas with a little
sometimes illogical inconsistency / mis-
and contradictory. interpretation.

Practical skills Limited or no use Rudimentary An adequate A good and A very good An advanced Exceptional levels
(Different of taught, basic application of awareness and appropriate application of a application of a of application and
approaches to methods, taught, basic mostly appropriate application of range of basic range of taught, deployment skills
solving problems in materials, tools methods, materials, application of basic basic methods, methods, basic methods, in particular
particular contexts.) and/or tools and/or methods, materials, materials, tools materials, tools materials, tools practical contexts.
techniques. techniques but tools and/or and/or techniques. and/or techniques. and/or techniques. Outstanding
Little or no without techniques. Clear appreciation Very good The context of the identification of
appreciation of consideration and Basic appreciation of the context of consideration of application is well problems in
the context of the competence. of the context of the the application. the context of the considered, and particular contexts
application. Flawed appreciation application. Good evidence of application. Very insightful. and formulation of
Very weak of the context of the Can identify different good evidence of Excellent wholly
evidence of application. problems in approaches to different evidence of appropriate,
different Weak evidence of particular contexts problem-solving in approaches to different thoughtful
approaches to different approaches and propose basic particular contexts problem-solving in approaches to solutions /
problem-solving in to problem-solving alternative and proposes particular contexts problem-solving in different
approaches or and proposes particular contexts approaches.
Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
particular in particular solutions though mostly appropriate appropriate and proposes
contexts. contexts. there may be solutions. solutions. appropriate
errors. solutions.

Transferable Work is poorly Work is poorly Mostly ordered Mostly coherent, Work is accurate, Work is coherent, Work is accurate,
skills for life and structured, presented in a presentation and organised and coherent, fluent, very fluent and is exceptionally
professional disorganised, disjointed manner. It structure in which accurate work, in well-structured and presented coherent, very
practice inaccurate and/or is loosely, and at relevant ideas / a suitable organised. professionally. fluent and
(Communicate the confusingly times incoherently, concepts are structure and is for Can work Can work presented well.
results of their expressed. Very structured, with reasonably the most part effectively effectively Can work
study/work weak use of information and expressed. Work clearly expressed. independently independently effectively
accurately and language and/or ideas often poorly may lack Can work and/or as part of a and/or as part of a independently
reliably, and with very inappropriate expressed. Weak coherence and/or effectively team, with very team, with an and/or as part of a
structured and style. Failure to use of language accuracy in places. independently good contribution excellent team, with an
coherent arguments;
work effectively and/or inappropriate Can work as part of and/or as part of a to group activities. contribution to exceptional
the qualities needed
for employment individual or as style. Flawed a group, meeting team, with clear Demonstrates very group activities. contribution to
requiring the part of a group. approach to most obligations to contribution to good skills for Demonstrates group activities.
exercise of some Little or no individual or group others but perhaps group activities. employment excellent skills for Demonstrates
personal evidence of the work, meeting only with limited Demonstrates the requiring the employment exceptional skills
responsibility within a skills for partial obligations to involvement in skills for exercise of some requiring the for employment
structured and employment others. Limited group activities. employment personal exercise of some requiring the
managed requiring the evidence of the Demonstrates the requiring the responsibility, with personal exercise of some
environment.) exercise of some skills for basic skills for exercise of some just occasional responsibility with personal
personal employment employment personal minor weakness. an appetite for responsibility with
responsibility. requiring the requiring the responsibility, with further an appetite for
exercise of some exercise of some some areas of development. further
personal personal strength and some development.
responsibility. responsibility, with of minor
some areas of weakness.
minor weakness.

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