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Definition
1. Research Module: Artefact
For the research project, students must submit an artefact that meets the problem statement that they articulate in their final report. You will have a workshop on the module on how to ideate and design practical solutions for problems using an implementation lifecycle and how to succeed with your project. Throughout the programme, in particular, their programme modules, students will regularly receive formative assessment tasks and feedback opportunities to gain actionable feedback (from self, peers and staff) on their own work to indicate how to improve future work and learn how to give constructive feedback to other people.
- The artefact should take the form of a practical solution for the problem statement set out in the proposal that covers all or part of the implementation lifecycle. The artefact will need to reflect the learning outcomes, including how complex IT problems were used to develop a structured knowledge base for innovation and optimal solutions, how different IT research designs were evaluated during the project to determine their suitability for complex problem-solving, how IT project lifecycles incorporating iterative development and revision processes were used, especially in the implementation lifecycle, and how professional ethics, legal compliance,
Markers will use the School's Generic Assessment Criteria classifications to mark this assessment and give it a final grade. Please refer to this marking criteria available on the website, which sets out how percentages are determined based on the extent to which students met a learning outcome.
The final grade for this particular assessment reflects the weightings and marker's academic judgement across all the learning outcomes.
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Definition
2. Research Module: Presentation
Students must deliver a presentation on their artefact. The purpose of the presentation is to assess their ability to communicate their research findings, methodologies, and implications effectively to a diverse audience in a concise, professional, and engaging manner. The presentation stems from the research problem statement set out in the project proposal, which require students to come up with a practical solution in the form of an artefact that uses the implementation lifecycle. It is envisaged that the final project will require students to apply the tools and architectures they have learnt in their programme modules to diagnose problems, undertake requirements analyses, and produce an artefact. This presentation will require them to expand on how they strategised and overcame practical, professional, ethical and other issues and constraints they may have come across. Students will have a workshop in the research module on how to make an effective presentation, and their module leader will be able to provide them with further support whilst they work on their project. They will have the opportunity to present their work in their programme modules and receive peer and tutor feedback. Throughout such programme modules, students will also regularly receive formative assessment tasks and feedback opportunities to gain actionable feedback (from self, peers and staff) on their own work to indicate how to improve future work and learn how to give constructive feedback to other people.
- Students will have to present for 20 minutes outlining their research process, how they used the implementation lifecycle, and produced their artefact, which will be video recorded and marked based on the learning outcomes and assessment criteria for the research module. Please see module handbook on formatting.
Markers will use the School Generic Assessment Criteria classifications to mark this assessment and give it a final grade. Please refer to this marking criteria available on the website, which sets out how percentages are determined based on the extent to which students met a learning outcome.
The final grade for this particular assessment reflects the weightings and marker's academic judgement across all the learning outcomes.
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Definition
3. Research Module: Final Report
Students will be required to submit a final report. The purpose of the final report is to assess how students conducted independent research, applied critical thinking, and demonstrated a systematic understanding of their subject of study within computer science in producing their artefact. The final report also allows students to showcase their originality in applying knowledge and techniques in producing the artefact, as well as their proficiency in utilising established research methods and tools. It provides an opportunity for students to communicate their research findings, interpretations, and conclusions effectively, both to specialist and non-specialist audiences. Students will have a workshop in the module on how to prepare, structure, and submit a final report, and your module leader will be able to provide you with further support whilst you work on it. You will be shown examples of successful and unsuccessful final reports. You will also have the opportunity to present your work during your programme modules and receive peer and tutor feedback. Throughout the programme, students will regularly receive formative assessment tasks and feedback opportunities to gain actionable feedback (from self, peers and staff) on their own work to indicate how to improve future work and learn how to give constructive feedback to other people.
- The final report should be 5,000 words (Level 6) or 10,000 words (Level 7). It should set out the problem, literature in the field, why the artefact was considered an answer, how it was tested by using the various tools and techniques that have been looked at on programme modules, what refinements were made, and how the implementation lifecycle was used. The project should synthesise knowledge and concepts that you learn on the programme modules, and during your own study, and how the learning outcomes and grading criteria have been met. Your module handbook will contain further information on the final report, including format and referencing, how it should be submitted, and applicable parts of the assessment regulations, including on plagiarism. Please see module handbook on formatting.
Markers will use the School Generic Assessment Criteria classifications to mark this assessment and give it a final grade. Please refer to this marking criteria available on the website, which sets out how percentages are determined based on the extent to which students met a learning outcome.
The final grade for this particular assessment reflects the weightings and marker's academic judgement across all the learning outcomes.
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Definition
4. Open-Book Examination
The assessment for this 15-credit module is a comprehensive, open-book examination that combines multiple-choice questions, analytical problem-solving, and essay writing. This hybrid format is designed to assess a broad range of skills, including knowledge and understanding, critical thinking, analytical skills, professional and transferrable skills, and technical writing abilities. The assessment will be conducted under the School’s remote invigilation conditions to maintain quality and academic integrity. Throughout the module, students will engage in various formative activities, such as quizzes, mock exams, and workshops, to prepare for the exam and receive feedback from peers, staff, and self-assessment opportunities.
- Section 1: Multiple Choice Questions (MCQs)
- Consists of 20 multiple-choice questions designed to assess knowledge and understanding of key concepts from the module.
- Each question will have 4 possible answers, with only one correct answer.
- This section will be weighted at 20% of the total assessment.
- Duration: 30 minutes.
- Section 2: Analytical Problem-Solving and Short Essays
- Comprises 2 problem-based questions requiring analytical skills to interpret issues, evaluate competing perspectives, and apply theoretical concepts to practical scenarios.
- Students must produce concise responses that demonstrate reasoned judgement and the application of knowledge gained throughout the module.
- This section will be weighted at 40% of the total assessment.
- Duration: 1 hour.
- Section 3: Individual Essay
- Students will write an essay on a topic provided during the examination. The essay will require independent interpretation of a technical question, critical analysis, and the articulation of coherent arguments supported by appropriate research.
- The essay should demonstrate knowledge and understanding, critical thinking, and writing skills, as well as the ability to evaluate a question from multiple perspectives.
- This section will be weighted at 40% of the total assessment.
- Duration: 1 hour.
- Total Duration: 2.5 hours.
The assessment will take place during the scheduled examination period under remote invigilation conditions. An annual schedule of assessment activities, including the exact timing of this assessment, will be provided at the start of the module. All answers must be submitted through the designated online platform within the time limits set for each section. Please refer to the Academic Regulations for rules related to assessments, including integrity and plagiarism.
- Multiple Choice Section: Each correct answer will contribute equally to the total 20% weighting for this section.
- Analytical Problem-Solving and Short Essays Section: Marks will be awarded based on the quality of analysis, application of concepts, and clarity of argument, contributing to 40% of the total grade.
- Individual Essay Section: Marks will be awarded based on the Generic Assessment Criteria, focusing on the demonstration of knowledge, critical analysis, structure, argument coherence, and use of appropriate research, contributing to 40% of the total grade.
- Final grades will be assigned according to the School's Generic Assessment Criteria bandings, reflecting the overall achievement across all learning outcomes.
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Definition
5. Professional Case Presentation and Analytical Reflection
This assessment, titled "Professional Case Presentation and Analytical Reflection," is a single-session exercise designed to test both presentation and analytical skills. Students will analyse a professional scenario and present their findings and solutions in a structured presentation, followed by a written reflective analysis that will be due in within 24 hours of the presentation. This format evaluates key competencies such as communication, decision-making, and critical thinking skills.
- Total Duration: 2.5 hours
- The assessment consists of two parts:
Part 1: Presentation Preparation and Delivery (1 hour)
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- Students will receive a case scenario at the start of the assessment session, detailing a professional situation involving specific problems or challenges.
- They will have 30 minutes to prepare a 15-minute individual presentation that proposes a solution or approach to the given scenario.
- Presentations will be conducted in small groups (e.g., 10 groups of 10 students) to manage the logistical constraints. Each student will present their individual response to the case scenario while peers and an assessor listen.
- This section assesses the student’s ability to quickly synthesise information, make strategic decisions, and communicate their solutions effectively within a time limit.
Part 2: Reflective Analytical Response (Due Within 24 Hours of Presentation)
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- Immediately following the presentation, students will write a reflective analytical response. This response should critically evaluate their presentation and decision-making process, including their interpretation of the problem, the rationale behind their proposed solution, and any feedback received during the presentation.
- The reflective analysis should be 800-1,000 words and demonstrate depth of critical thinking, self-assessment, and the ability to incorporate constructive feedback into future professional practice.
The assessment will take place in a designated room with a clear schedule communicated to all students beforehand. Students will submit their written reflective analysis via the AGS within 25-hours. Detailed guidelines on the assessment process, including time management, presentation tips, and reflective writing techniques, will be provided in the module handbook and on the AGS. Students are encouraged to consult the Academic Regulations to ensure compliance with all assessment rules.
- Presentation (50% of the total mark): Assessed based on clarity of communication, relevance and practicality of the solution, adherence to the time limit, and engagement with the audience.
- Reflective Analytical Response (50% of the total mark): Assessed based on critical analysis, self-evaluation, coherence, and integration of feedback into their reflections. The final grade will be calculated according to the School's Generic Assessment Criteria.
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Definition
6. Seminar Presentation and Peer Evaluation Assessment
The "Seminar Presentation and Evaluation Assessment" integrates seminar presentations in each seminar with a peer evaluation component to assess students' communication, research, and analytical skills. Students will designated and deliver a presentation in a seminar on a designated seminar topic, demonstrating their ability to interpret and communicate complex ideas to a diverse audience. Following the presentation, other students will participate in a structured evaluation process, critically reviewing the presentations of their peers. Students will be assessed on a portfolio of their assessment and their peer evaluations. This assessment aims to enhance both the ability to present effectively and to provide constructive feedback, fostering a deeper understanding of the subject matter and promoting professional communication skills.
- Total Duration: Presentation conducted in one session at a seminar group; feedback ongoing during all seminars.
Part 1: Seminar Presentation (20 minutes per student)
- Students will be assigned a seminar topic and date at the start of the module and prepare a 20-minute presentation on that topic.
- The presentation should demonstrate a deep understanding of the topic, effective research and analysis, and the ability to present in a clear, engaging, and professional manner.
- The presentation will be assessed by the tutor on knowledge and understanding, research quality, analytical skills, presentation structure, clarity, engagement with the audience, and overall effectiveness.
- Guidance on effective presentation techniques and assessment criteria will be provided in the module handbook and through a dedicated workshop.
Part 2: Peer Evaluation
- During each presentation session, students will use a structured evaluation form to provide constructive feedback on their peers' presentations.
- The evaluation form will cover criteria such as the presenter’s clarity of argument, depth of analysis, engagement with the audience, use of evidence, and overall presentation effectiveness.
- Each student will complete a brief written evaluation (200 words) for at least five peer presentations, focusing on constructive feedback that aligns with the learning outcomes of the module. Student can submit their best five peer evaluations.
- The evaluations will be submitted at the end of the session and contribute to the overall mark for this assessment.
Students will present on their allocated topic and date as provided by the tutor. Completed peer evaluation forms and written feedback must be submitted at the end of the seminar session on the AGS. Please refer to the Academic Regulations for important rules related to assessments and submissions.
- The final grade for this assessment will be based on a combination of the seminar presentation (70%) and the quality of peer evaluations (30%).
- Presentations will be marked using the Generic Assessment Criteria, focusing on the demonstration of knowledge, research and analytical skills, presentation effectiveness, and overall professionalism.
- Peer evaluations will be assessed based on their constructiveness, relevance, and depth of analysis.
- The final grade will reflect the assessors' academic judgement across all learning outcomes.
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Definition
7. Solution Design and Analysis Assessment
The "Integrated Solution Design and Analysis Assessment" combines practical design and analytical skills into a single, cohesive assessment. Students are required to design a solution to a complex problem within a simulated domain and then critically analyse their design through a comprehensive written report. This assessment evaluates both the practical application of technical concepts and the ability to critically assess and articulate the effectiveness of the proposed solution. The assessment will be conducted in one session, ensuring that students can showcase their technical and analytical skills effectively.
Part 1: Solution Design (2 hours)
- Students will be given a complex problem within a simulated domain. They will be required to design a solution, which involves creating an artefact (such as a prototype, model, or detailed plan) that addresses the problem.
- The artefact should demonstrate the application of concepts, tools, techniques, and architectures from the module.
- Students must prepare a comprehensive design that includes consideration of professional, ethical, and practical constraints.
Part 2: Analytical Report (1 hour)
- Students will write a report of up to 1000 words that critically evaluates their solution design.
- The report should include a discussion of the problem, the design process, justification of the chosen solution, and how it meets the module’s learning outcomes.
- The report should also reflect on potential improvements and the feasibility of the solution based on appropriate research and analysis.
The solution design and analytical report must be submitted at the end of the 3-hour session. Detailed instructions and submission deadlines will be provided in the module handbook. Please refer to the Academic Regulations for rules related to assessments and submissions.
- The final grade for this assessment will be based on a combination of the artefact (60%) and the analytical report (40%).
- Artefacts will be assessed on their technical accuracy, creativity, and how well they address the problem using the concepts and techniques from the module.
- The report will be marked based on clarity of analysis, justification of design decisions, depth of critical reflection, and alignment with learning outcomes.
- Marking will follow the Generic Assessment Criteria available on the website.
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Definition
8. Technical Analysis and Solution Assessment
This assessment requires students to develop a solution to a complex problem within a simulated domain, followed by a detailed analysis and reflection on their design and its theoretical underpinnings. The aim is to assess students' abilities to design practical solutions, critically analyse their work, and articulate their understanding of the technical and theoretical aspects of the module.
Part 1: Solution Design Artefact (2.5 hours)
- Students will design a solution to a complex problem presented in a simulated domain. This solution will be represented through an artefact (such as a prototype, model, or detailed design plan).
- The artefact must demonstrate the application of module concepts, tools, techniques, and architectures.
- Students should consider professional, ethical, and practical constraints and detail how their design addresses these factors.
Part 2: Analytical Report (1.5 hours)
- Students will write a report of up to 1500 words that evaluates their solution design.
- The report should include an explanation of the problem, design process, and justification for the chosen solution.
- It must also critically analyse the effectiveness of the design, reflecting on potential improvements and discussing theoretical aspects related to the module’s content.
Both the artefact and the analytical report must be submitted at the end of the 4-hour session. Detailed submission instructions and deadlines will be provided in the module handbook. Please refer to the Academic Regulations for rules regarding assessment submission and integrity.
- The final grade will be based on the artefact (60%) and the analytical report (40%).
- Artefacts will be assessed on technical accuracy, creativity, and how well they address the problem using module concepts.
- The report will be evaluated based on clarity of analysis, justification of design decisions, depth of critical reflection, and alignment with learning outcomes.
- Marking will adhere to the Generic Assessment Criteria available on the website.
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