General assessment criteria (20%) Poorly written with errors Is written according to Is well-written and in spelling, grammar. academic genre (e.g. with adheres to the academic *General assessment criteria shown below introduction, conclusion genre (e.g. with Demonstrates or summary) and has introduction, conclusion or inconsistent use of good accurate spelling, summary). quality, credible and grammar, sentence and relevant research sources paragraph construction. Demonstrates consistent to support and develop use of high quality, ideas. Demonstrates consistent credible and relevant use of credible and research sources to relevant research sources support and develop There are mistakes in to support and develop ideas. using the APA style. ideas, but these are not always explicit or well There are no mistakes in developed. using the APA style. There are no mistakes in using the APA style.

Analysis and application with synthesis of Limited synthesis and Demonstrated analysis Well-developed analysis new knowledge analysis. and synthesis of new and synthesis with knowledge with application of application. recommendations linked • Analysis of evidence to recommend to analysis/synthesis. changes in current policy, regulation Shows the ability to and management (25%) Limited interpret relevant application/recommendat information and ions based upon analysis. literature.

Critical reasoning, presentation and Specific position Specific position Specific position defence of an argument and/or position (perspective or argument) (perspective or (perspective or argument) • Critical analysis of the driving forces fails to take into account argument) begins to take takes into account the the complexities of the into account the issue(s) complexities of the issue(s) (economic, social, political, issue(s) or scope of the or scope of the or scope of the institutional, developmental) behind assignment. assignment. assignment. Others’ points the environmental determinants (10%) of view are acknowledged. • Critical analysis of the impact of the Makes assertions that are Justifies any conclusions environmental risk upon the not justified. reached with arguments Justifies any conclusions geographic population (10%) not merely assertion. reached with well-formed • Critical analysis of the impact of the arguments not merely assertion. environmental risk upon equity issues (10%)

Limited understanding of Knowledge/understandin Thorough required concepts and g of the field or discipline. knowledge/understanding knowledge of the field or discipline/s. Resembles a recall or Supports personal opinion summary of key ideas. and information Key components of the substantiated by evidence assignment are not Often conflates/confuses from the research/subject addressed. assertion of personal materials. opinion with information substantiated by Demonstrates a capacity evidence from the to explain and apply research/subject relevant concepts. materials. Highly developed understanding of the field or discipline/s. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.

Evidence of unsatisfactory Evidence of satisfactory Evidence of a good level of achievement of one or achievement of subject understanding, knowledge more of the learning learning objectives, the and skill development in objectives of the subject, development of relevant relation to the content of insufficient understanding skills to a competent the subject or work of a of the subject content level, and adequate superior quality on the and/or unsatisfactory interpretation and critical majority of the learning level of skill development. analysis skills. objectives of the subject. Demonstration of a high level of interpretation and critical analysis skills.

• General Assessment Criteria (20%) o Provides a lucid introduction o Shows a sophisticated understanding of the key issues o Shows ability to interpret relevant information and literature in relation to chosen topic o Demonstrates a capacity to explain and apply relevant concepts o Shows evidence of reading beyond the required readings o Justifies any conclusions reached with well-formed arguments and not merelyassertions o Provides a conclusion or summary o Correctly uses academic writing, presentation and grammar: ? Complies with academic standards of legibility, referencing and bibliographical details (including reference list) ? Writes clearly, with accurate spelling and grammar as well as proper sentence and paragraph construction ? Uses appropriate APA style for citing and referencing research

Assignments will be assessed in terms of the extent to which students demonstrate: • Knowledge and understanding of evidence-based approaches to environmental risk assessment and management (25%) • Critical analysis (30% in total) o Critical analysis of the driving forces (economic, social, political, institutional, developmental) behind the environmental determinants (10%) o Critical analysis of the impact of the environmental risk upon the geographic population (10%) o Critical analysis of the impact of the environmental risk upon equity issues (10%) • Analysis of evidence to recommend changes in current policy, regulation and management (25%)