Demonstrate an Inadequate Basic Exhibits breadth Exhibits accurate Displays understanding understanding knowledge of and depth of and detailed exceptional of the of the the understanding of breadth ability in and organizational organizational organizational the organizational and depth of understanding values that values that values that values that understanding of of the support ethical support ethical support ethical support ethical the organizational organizational decision making decision decision decision making values that values that (50%) making making support ethical support ethical decision making decision making

Distinction High Distinction Exhibits Displays accurate and exceptional detailed ability in and breadth understanding and depth of of regulations, understandin the law and g of business regulations, ethics in the law and organizations business ethics in organizations

Assessment attributes Level of Attainment Mark Obtained Fail Pass Credit Distinction High Distinction Demonstrate an Inadequate Basic Exhibits breadth Exhibits Displays understanding understanding knowledge and depth of accurate and exceptional on regulations, of regulations, of understanding detailed ability in and the law and the law and regulations, of regulations, breadth understanding business ethics business ethics the law and the law and and depth of of regulations, in organizations in business business ethics understandin the law and (50%) organizations ethics in in organizations g of business organization regulations, ethics in s the law and organizations business

Pre- and post-assessment moderation is a quality assurance process for ensuring appropriate assessment and the consistent marking and grading of student work. APIC does not define the proportion of marks and/ or grades that lie within pre-determined bands. Moderation may occur: • before marking individual assessment tasks (pre-assessment) to ensure markers have a shared understanding of the relevant criteria and standards; and • after marking individual assessment tasks and before the release of marks to students (post- assessment) to ensure markers have applied the relevant criteria and standards consistently.

Group assignments provide a platform of authentic assessment that highlights best practice and enhances the development of collaborative skills. The assessment focus is around the process of working in groups for purposes including: • Collaboration and cooperation; • Analysis of the task for the purpose of assigning responsibility for its components; • Incorporating elements of leadership, teamwork, delegation and coordination; • Preparation and presentation of group reports, which may be supplemented by individual component reports; • Understanding and evaluating the challenges that arise in collaborative work, and formulating techniques to manage them.

Assessment Principles and Practice The following principles and practice inform the design, development and implementation of assessment at APIC: • Assessment is fair and valid; • Assessment is marked against clearly-defined criteria; • Assessment processes provide timely feedback to students to improve their understanding and subsequent performance; • Assessment is designed to the appropriate level for the course; • Assessment provides opportunities for students to apply and demonstrate their learning in a variety of ways, including both individually and working in groups.

Task Assessment Tasks and Description ULO Weighting Due Week 2 Quiz 30-minute, closed-book quiz 10% Due Week 5 Critical review Students need to provide a written constructive criticism or judgement on a given topic by the lecturer. [ULO1], [ULO2] 40% Due Week 9 Debate Students will undertake a debate on a topic provided by the lecturer. [ULO1], [ULO2], [ULO3], [ULO4] 30% Due Week 13 Reflection Students need to provide a self – reflection report on own learning that includes narrative and critical analytical thinking. [ULO1], [ULO2], [ULO3], [ULO5] 20%