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Assessment

Brief 2

 

 

 

Module Code	Module Title
APH7012	Public Health Principles
Academic Year	Semester
21/22	One
Module Leader email
[email protected]

 

 

 

 

Content

 

Assessment Details. 2

Submission Details. 3

Assessment Criteria. 3

Further Information.. 5

Who can answer questions about my assessment?. 5

Referencing. 5

Submission problems. 5

Unfair academic practice. 5

How is my work graded?. 6

 

 

Assessment Details

Assessment title	Abr.	Weighting
Health Impact assessment	WRIT1	70%
Pass marks are 40% for undergraduate work and 50% for postgraduate work unless stated otherwise.

 

Task/assessment brief:
Option A  You are working in a public health team in the fictional county of Curninshire. It has been brought to your attention that there is a proposal under consideration to close a local community resource centre within the borough, the resource centre is currently located on the junction of Victoria Street and Scott Street in Newby on Sea. The Centre is a community facility and is run and owned by a charity.  The centre has several rooms of varying sizes and offers the following services:   Parent and Children Services   ·         The centre offers a play group for pre school children which is often visited by health workers. ·         The centre offers holiday clubs for children between 8 – 16 years of age. ·         The centre offers youth clubs for three age groups – 8-10 year olds, 10-13 year olds, 13-16 year olds. ·         Vaccinations – the centre is used as an outreach location where parents can bring their children for their vaccinations – this clinic is run by the local surgery but is operated from the community resource centre.  This is not a permanent clinic and vaccinations are only offered as an outreach service (the main surgery is located 2 miles outside Newby on the A9876)   Food   ·         The centre provides a food bank in partnership with another local charity.  The food bank holds stocks of basic food provisions and non-perishable items, donated by local businesses/food manufacturers and these are supplied free of charge to people in need. ·         Community Cafe – the café is run by volunteers and offers breakfasts and teas and coffees.   Sustainability   ·         Energy advice and support – a local organisation uses the centre to provides advice around fuel poverty.  They offer support in accessing grants for home insulation and solar panels. They also give out free smart meters for helping to measure electricity usage in the home and energy-efficient light bulbs.       Employment/Training Zone   ·         The centre houses a job centre plus hub, this is a government funded job agency that helps people to find jobs and supports people accessing benefits.  The hub operates 1 day a week from the centre.   To inform the decision-making process, you have been asked to undertake a rapid desktop Health Impact Assessment and provide comments about the likely implications of closing this centre on local health, well-being & inequities. You have also been asked to provide recommendations for how to maximize any potential health and well-being benefits and mitigate potential negative impacts.   Option B If you are currently in employment and would like to consider undertaking a rapid desktop HIA relevant to your workplace, you are able to choose this option for this task   Whichever option you progress… Your report should include: a brief summary of the key elements of the proposal and the geographical/community context a brief summary of the outcomes of your screening and scoping for the HIA an evidence-based assessment of the impacts of the proposal on health, well-being and inequities You are expected to use a recognised methodology and tools but you are not limited to WHIASU’s ‘Health Impact Assessment: A Practical Guide’ (WHIASU, 2012) to complete this assignment. Assessment marked by: Gayle Davis Moderated by: Mel Jones
Word count (or equivalent):	3000
This a reflection of the effort required for the assessment. Word counts will normally include any text, tables, calculations, figures, subtitles and citations. Reference lists and contents of appendices are excluded from the word count. Contents of appendices are not usually considered when determining your final assessment grade.

 

Academic or technical terms explained:

 

 

Submission Details

Submission Deadline:	This will be provided on the Moodle submission point.	Estimated Feedback Return Date	This will normally be 20 working days after initial submission.
Submission Time:	By 2.00pm on the deadline day.
Moodle/Turnitin:	Any assessments submitted after the deadline will not be marked and will be recorded as a non-attempt unless you have had an extension request agreed or have approved mitigating circumstances. See the School Moodle pages for more information on extensions and mitigating circumstances.
File Format:	The assessment must be submitted as a pdf document (save the document as a pdf in your software) and submit through the Turnitin submission point in Moodle.   Your assessment should be titled with your:   student ID number, module code and assessment ID, e.g. st12345678 BHL5007 WRIT1
Feedback	Feedback for the assessment will be provided electronically via Moodle. Feedback will be provided with comments on your strengths and the areas which you can improve. View the guidance on how to access your feedback.   All marks are provisional and are subject to quality assurance processes and confirmation at the programme Examination Board.

 

Assessment Criteria

Learning outcomes assessed

Access and appraise current research and advanced scholarship to provide informed advice about the impacts of policies and interventions on the determinants of health, health outcomes and health inequities Communicate complex information and concepts to diverse audiences using appropriate techniques and technologies Act professionally and ethically, valuing diversity, promoting equity, and reflecting on their own behaviour, skills and competencies to continually develop their practice

Other skills/attributes developed This includes elements of the Cardiff Met EDGE (Ethical, Digital, Global and Entrepreneurial skills) and other attributes developed in students through the completion of the module and assessment. These will also be highlighted in the module guidance, which should be read by all students completing the module. Assessments are not just a way of auditing student knowledge. They are a process which provides additional learning and development through the preparation for and completion of the assessment.

 

Marking/Assessment Criteria

Marking criteria Marks will be awarded for demonstrating: Report scope: An ability to briefly summarise the key elements of the proposal and the geographical and community context Evidence: An ability to identify high-quality, relevant evidence about impacts on health. Care should be taken to cite high-quality sources wherever possible. Over-reliance on non-peer reviewed or non-validated sources will not attract a high grade. Evaluation: An ability to evaluate the likely impacts of the proposal on health, wellbeing and inequities based on evidence and a local profile An ability to make concise, clear recommendations that aim to maximize any potential health and well-being benefits and mitigate potential negative impacts from the proposal. Communication: an ability to communicate your work in accordance with expected academic standards – academic writing, punctuation, spelling & grammar, Harvard referencing, and observation of the word limit.   (see detailed Rubric on moodle)

 

 

 

Further Information

 

 

Who can answer questions about my assessment?

 

Questions about the assessment should be directed to the staff member who has set the task/assessment brief. This will usually be the Module Leader. They will be happy to answer any queries you have.

 

Staff members can often provide feedback on an assignment plan but cannot review any drafts of your work prior to submission. The only exception to this rule is for Dissertation Supervisors to provide feedback on a draft of your dissertation.

 

Referencing and independent learning

 

Please ensure you reference a range of credible sources, with due attention to the academic literature in the area. The time spent on research and reading from good quality sources will be reflected in the quality of your submitted work.

 

Remember that what you get out of university depends on what you put in. Your teaching sessions typically represent between 10% and 30% of the time you are expected to study for your degree. A 20-credit module represents 200 hours of study time. The rest of your time should be taken up by self-directed study.

 

Unless stated otherwise you must use the HARVARD referencing system. Further guidance on referencing can be found in the Study Smart area on Moodle and at www.citethemrightonline.com (use your university login details to access the site). Correct referencing is an easy way to improve your marks and essential in achieving higher grades on most assessments.

Technical submission problems

It is strongly advised that you submit your work at least 24 hours before the deadline to allow time to resolve any last minute problems you might have. If you are having issues with IT or Turnitin you should contact the IT Helpdesk on (+44) 2920 417000. You may require evidence of the Helpdesk call if you are trying to demonstrate that a fault with Moodle or Turnitin was the cause of a late submission.

 

Extensions and mitigating circumstances

 

Short extensions on assessment deadlines can be requested in specific circumstances. If you are encountering particular hardship which has been affecting your studies, then you may be able to apply for mitigating circumstances. This can give the teachers on your programme more scope to adapt the assessment requirements to support your needs. Extensions and mitigating circumstances policies and procedures are regularly updated. You should refer to your degree programme or school Moodle pages for information on extensions and mitigating circumstances.

 

Unfair academic practice

 

Cardiff Met takes issues of unfair practice extremely seriously. The University has procedures and penalties for dealing with unfair academic practice. These are explained in full in the University’s Unfair Practice regulations and procedures under Volume 1, Section 8 of the Academic Handbook. The Module Leader reserves the right to interview students regarding any aspect of their work submitted for assessment.

 

Types of Unfair Practice, include:

 

Plagiarism, which can be defined as using without acknowledgement another person’s words or ideas and submitting them for assessment as though it were one’s own work, for instance by copying, translating from one language to another or unacknowledged paraphrasing. Further examples include:

• Use of any quotation(s) from the published or unpublished work of other persons, whether published in textbooks, articles, the Web, or in any other format, where quotations have not been clearly identified as such by being placed in quotation marks and acknowledged.
• Use of another person’s words or ideas that have been slightly changed or paraphrased to make it look different from the original.
• Summarising another person’s ideas, judgments, diagrams, figures, or computer programmes without reference to that person in the text and the source in a bibliography/reference list.
• Use of assessment writing services, essay banks and/or any other similar agencies (NB. Students are commonly being blackmailed after using essay mills).
• Use of unacknowledged material downloaded from the Internet.
• Re-use of one’s own material except as authorised by your degree programme.

Collusion, which can be defined as when work that that has been undertaken with others is submitted and passed off as solely the work of one person. Modules will clearly identify where joint preparation and joint submission are permitted, in all other cases they are not.

Fabrication of data, making false claims to have carried out experiments, observations, interviews or other forms of data collection and analysis, or acting dishonestly in any other way.

 

How is my work graded?

 

Assessment grading is subject to thorough quality control processes. You can view a summary of these processes on the Assessment Explained Infographic.

 

Grading of work at each level of Cardiff Met degree courses is benchmarked against a set of general requirements set out in Volume 1, Section 4.3 of our Academic Handbook. A simplified version of these Grade Band Descriptors (GBDs) with short videos explaining some of the academic terminology used can be accessed for Foundation, 1^st year, 2^nd year and 3^rd year undergraduate and MSc programmes.

 

We would strongly recommend looking at the Study Smart area of Moodle to find out more about assessments and key academic skills which can have a significant impact on your grades. Always check your work thoroughly before submission.

 

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