candidate guidance for writing assignments · ilm provides a zsubmission cover sheet [ so that all...

1 Vers ion 4.0, Updated 18/01/18

Candidate Guidance for Writing

Assignments

ILM Leadership & Management Qualifications


Contents

Introduction ............................................................................................................................... 3

Assessment Criteria ................................................................................................................... 3 Other key words in assessment criteria for judging sufficiency.............................................. 4

Assessment Outcomes .............................................................................................................. 4 Word Count ............................................................................................................................... 5

Presentation and Layout ........................................................................................................... 6 Headings and Subheadings ....................................................................................................... 6

Diagrams and Pictures............................................................................................................... 6 Referencing ................................................................................................................................ 6 Assessor mark sheet comments and feedback to learners ..................................................... 7

Your Main Contacts ................................................................................................................... 7 Appendix 1 - Definitions of ILM’s assessment verbs ............................................................... 8

Appendix 2 – Copy of ILM Assignment Submission Cover Sheet .......................................... 13 Appendix 3 – Recommended Assignment Layout ................................................................. 14


Introduction This booklet offers comprehensive guidance to candidates on how best to read the assessment criteria, work out what it’s asking of you and then write and submit your ILM Assessment assignments. It’s worth reading this before you start work on each of your assignments, so that you are reminded of the requirements, tools and tips on how best to pull your evidence and answers to the questions together. We hope that this document helps, but please do ask your Training Specialist or a member of our Centre Team if you have any further queries or questions as a result of reading this guide (- contact details can be found at the end of this booklet.)

Assessment Criteria

For each assignment, you will have learning outcomes along with their associated ‘assessment criteria’ – these are descriptions of what you, as the learner is expected to do, to demonstrate that each learning outcome has been achieved. The assessment criteria are really important as the overall assessment outcome is a judgement based on whether you have satisfied the relevant criteria.

It is an ILM regulatory requirement that EVERY unit in a learner journey must be assessed and the assessment overall must address EVERY learning outcome and assessment criterion from those units. In order to achieve a unit, you must satisfy EVERY assessment criterion. The ONLY acceptable reason for ‘referring’ you (-where you don’t automatically pass) is your failure to satisfy one or more assessment criteria. Every assessment criterion contains a verb that states specifically what you must do to satisfy the assessment criterion. In order to meet each assessment criterion, it is crucial that the requirement of its verb is understood and addressed. For example, if the criterion required a learner to ‘describe’ something it would be insufficient to merely ‘identify’ it. The assessment criterion would not be satisfied and the unit would not be passed.

Important Note: A comprehensive list of definitions of ILM’s assessment verbs can be found at Appendix 1 at the end of this booklet. Please make sure you read them and refer back to them when answering each individual assessment criteria!


Other key words in assessment criteria for judging sufficiency The other important type of word in assessment criteria is those that specify the quantity and/or quality required (e.g. ‘list an example’ or ‘describe in detail’) and thus indicate the assessment sufficiency. The requirement to list an example can be problematic to an assessor. If the learner does not give an example then the only response can be to award zero marks. However, if more than one example is given, then rather than award zero marks on the basis that a simple instruction has not been followed, ILM’s guidance, in the situation where a learner gives more than one example, is that the assessor should examine the various examples offered and mark only one. However that example can be the one that best satisfies the criterion. Similarly, if an assessment criterion says ‘assess examples’ and the learner assesses only one in the submission then this will result in an automatic referral as ‘Examples’ is plural so at least two are required - anything less is insufficient. ‘Range’ is a related key word that is sometimes used in assessment criteria, as in ‘give a range of examples’. This requires at least three examples but, furthermore, the examples are required to be diverse. To satisfy the criterion, a spread is needed, such as high, medium, low; or best, middle, worst. There are other key words to indicate the quality of work required. Although less specific, terms like ‘in detail’, ‘thorough’ and ‘comprehensive’ all give an indication that extra is needed for sufficiency.

In general, assessment criteria must be read with care because any or all

of the words can have significance. For example, there is more than meets

the eye to the criterion ‘assess own organisation’s ability to efficiently and

effectively delegate responsibilities for the achievement of targets and

objectives’. The learner must develop a judgement on both the

organisation’s efficiency AND its effectiveness in delegating responsibilities

– one or the other will not suffice. Equally, consideration of both the

achievement of targets AND of objectives is essential. So, in addition to the key verb, the assessment

criterion contains more than one element that must be addressed.

Assessment Outcomes

As we have previously mentioned, if you are to be successful in your assignment tasks, all the

assessment criteria must be passed. This means that there is a potential for a

submission that is very good overall to still be ‘referred’ because an assessment

criterion has been ignored.

Where this happens, Potential Unearthed will work with you to identify where

you fell short of a pass and more importantly, what you need to do to obtain a

pass. In this instance you will be given the opportunity to re -write your

assignment and re-submit it for assessment. You will be allowed a maximum of

more two attempts maximum to gain a pass.


The need to declare authenticity It is a regulatory requirement that every learner must formally declare the authenticity of their work for each submission for assessment. This is a prerequisite for an assignment to be assessed because no investigation for plagiarism, cheating or collusion can be carried out without this confirmation. (Your Training Specialist will go through this with you during your Induction.) Declarations must be in an auditable form because ILM External Verifiers cannot ratify any assessments where the learner has not specifically confirmed i t is their own work. ILM provides a ‘Submission Cover Sheet’ so that all learners can specifically confirm the authenticity

of each assignment (- see Appendix 2 for a copy). It is vital that you complete a copy of this document

for each assignment that you submit. Electronic signatures are acceptable or alternatively you may

wish to handwrite your signature on the sheet and scan it into your computer for submission. (A copy

of the Submission Cover Sheet can be found at Appendix 2 at the end of this bookle t.)

Word Count

Each assignment has an allocated recommended word count range, for example: 800 - 1500 words. This is to be used as a guide. Please note that assignments submitted with excessive word counts may be returned before marking by the assessor. Word counts are not prescriptive. They cannot be used as a basis for referring an assignment because they are not an assessment criterion requirement. However, as the word count is based on the length required to gain a pass, an assignment

containing less than this would be unlikely to pass. Equally, a lengthy assignment is no guarantee of a pass, because it is about quality rather than quantity. Many assignments can fail to meet the standard because, although lengthy, the contents are irrelevant because they do not address the assessment criteria. Very long assignments can be a problem for centres like ours because they take much longer to mark

and, of course, this has commercial implications. Therefore, we have the right not to accept over-long

assignments for marking - excessive assignments may be returned to you for re-working to an

acceptable length.


Presentation and Layout Your assignment is expected to follow the standard presentation of written assignments and include: • A title page that clearly shows:

o Your name o Title of your Assignment

• Text that: o Is typed o Is at least 11 point font o Is single spaced o Has 3-4cm margins to allow room for the markers comments o Is on numbered and named pages

Headings and Subheadings

Headings and subheadings are very useful to both the reader and the writer in structuring your

assignment, as they help the writer keep the assignment organised and give the reader a basic idea of

the structure of the work before actually reading the text. Use the outcomes and assessment criteria

as a guide when assigning headings and subheadings. This method is really helpful to your assessor

as they can clearly see which points relate to which assessment criteria when marking your work.

(Please refer to Appendix 3 at the end of this booklet for a draft recommended assignment layout.)

Diagrams and Pictures

Diagrams and pictures can be very effective ways of succinctly conveying complex information, and there is value in developing your skill in presenting information visually, so they may be a useful addition to the text. However, diagrams may be self-explanatory to you, but they may need a commentary for a reader coming upon them for the first time. It’s a useful tip to only use diagrams and pictures where they add value.

Referencing You will be expected to provide references for sources cited in your assignments. The following ILM guidelines will be helpful for you: • If you use someone else’s exact words in your work, they must be in quotation marks. Use

quotations sparingly and only when you feel the author has expressed something so well and so concisely that the words cannot be improved.

• When you have used a quote, you must provide the name of the author, the date of their work that you have referred to and the page number where you got the quotation from immediately after the quotation (e.g. Hill, 2004, p. 42) and also provide full details of the reference in the bibliography.


• You must provide a bibliography - a list of books, articles and any other sources you have quoted - at the end of your assignments.

• The Harvard system for referencing sources is well-established and you can find guidance on how to use it on the internet. When making a reference to a book the Harvard format is:

Hill, P. (2004) Concepts of coaching: a guide for managers. ILM, London.

and for a reference to an article the Harvard format is: Grant, A.M. (2010) It takes time: a ‘stages of change’ perspective on the adoption of workplace coaching skills. Journal of Change Management, 10(1), pp. 61-77

Assessor results sheet comments and feedback to learners Results sheets will be used when marking in order to give written feedback to you and to provide an audit trail for ILM. Along with each criterion score, you will receive assessment feedback, i.e. the rationale behind the marks awarded for every criterion and the assessment decision taken, i.e. pass or referral. You may see improvement feedback - this will detail suggestions on how you could improve and, even

if you passed, how the submission could have been better. You may also see some overall comments

which are designed to aid further learning and motivate you to keep your efforts up!

Your Main Contacts For the duration of your entire Leadership and Management Programme, you can

contact the following individuals from our team, regarding any matters relating to

your programme and/or personal development:

Name Role Direct Mobile No

E-mail Address

Mike Ode Principal Training Specialist; Owner & Director of Potential Unearthed.

07825 301660 [email protected]

Sarah Ode Approved Centre Manager; Owner & Director of Potential Unearthed

07825 301661 [email protected]

Remember – we’re here to help and we really want you to pass.

Here’s to your success!

The Potential Unearthed Team


Appendix 1 - Definitions of ILM’s Assessment Verbs

Analyse What makes this work the way it does?

To examine something in detail to discover the meaning or essential features and draw conclusions. To break something down into components or essential features, to identify possible causation and/or draw conclusions. Analysis is not solely confined to data, but will often involve some manipulation of data to identify patterns, etc. The more complex the topic being analysed, the higher the level, but analysis will rarely be a low-level activity.

Appraise Does this seem to work to the required standard?

Less detailed but broader and more comprehensive than an assessment, looking at the whole and making judgements. Appraisal in its broader sense requires a judgement about the subject, identifying its strengths and weaknesses and/or how well something or someone performs in a particular context. Appraisal is more subjective than an evaluation, although it will refer to appropriate criteria.

Assess Is this to the required standard?

Examining a topic and making a judgement, based on standard criteria. An assessment will judge each element individually. An assessment does not consider any causal factors, but focuses primarily on impact or outcomes.

Compare How does this relate to that?

Used with two or more examples, requires a description of their relative features, effectiveness or outcomes. Context and variation determines the level of cognition involved.

Compare and contrast To what extent are they alike and to what extent are they different?

Provide an account of the characteristics of two or more entities that enable judgements to be made as to how they are similar and how they are different.

Contrast How good is this compared to that?

Used with two or more examples, makes some assessment of their relative features, effectiveness or outcomes. By definition, this is more demanding than to compare, and the factors which determine the level for compare also apply.

Continued overleaf


Conclude Why is this my decision?

Decide by reasoning

Critical How valid and relevant are the ideas and information I am using?

To be critical means that you are required to make judgements about the validity or relevance of the ideas and information you are using; to explore their meaning and to demonstrate understanding of the topic from different perspectives and theoretical frameworks.

Critically analyse What makes this work the way it does, and why?

Implies careful, exact, in-depth or detailed analysis. Tends to focus more on the components and to comment on their significance, causal relationships or impact on the whole. Requires informed judgement with reference to some conceptual theory, idea, practice or experience so will always be fairly high level of cognitive skill.

Critique What are the reasons for my views and conclusions on this?

To critique is to analyse something in detail in order to draw conclusions and provide reasons for your opinion as to its worth or value.

Define What exactly does it mean?

To state precisely the meaning of.

Describe What does it look like?

An account of the principal features of the topic. Involves some element of selection of the more important features. Again, context and possible variation is significant, as is the degree of detail required in the description.

Detail What are the important features?

To detail is to include all the important elements or features.

Differentiate How is this different/.

Distinguish one thing from another.

Determine What is the scope? What have I found out?

To fix in scope. To conclude after observation or consideration.

Establish How permanent is this? How true is this?

Create or set up on a permanent basis. To prove correct, to confirm, to ratify to validate etc.

Continued overleaf


Evaluate How well does each part of this work, and what needs to be done to make it work better?

An evaluation is an examination of complex issues, requiring higher level cognitive skills, that is more focussed (narrower area, but in more detail) than a review. An evaluation is normally detailed and normally provides a solution or conclusion and/or recommendation (perhaps for further exploration). An evaluation could include a comparative element and will ascertain the usefulness or contribution of each part to the whole.

Examine What can you find out about it?

Examine is about exploring a topic in some detail (identifying positive and negative features of the topic) without necessarily drawing conclusions and making judgements. An examination could be used to inform decision making; in itself it will probably not be conclusive. The degree of detail and the context in which the examination takes place will determine level.

Explain How does it work?

Involves some description of a topic with an account of the practices or uses associated with the topic, or characteristics of the topic. It may also imply some reasons for those practices, depending on context. Again, the level of cognitive skill involved will depend on the complexity of the subject matter.

Identify What are they?

Involves some selection of subject matter from a larger set or context. Requires ability to recognise - the level of cognitive skill required depends on the context. And the degree of variation in the set from which the identified elements are being drawn.

List What exists?

Presentation of specific, required information in a structured format. Essentially a recall of learnt information; although this may be quite complex information, listing does not imply significant cognitive skills.

Continued overleaf


Justify Why do it?

Present an argument for a particular action or choice. Will usually imply some form of assessment or analysis, and may be linked with one or other action.

List What exists?

Presentation of specific, required information in a structured format. Essentially a recall of learnt information; although this may be quite complex information, listing does not imply significant cognitive skills.

Outline What are the main features?

To give general idea and overview without going into detail.

Reflect What have I learnt from this experience?

A process or model of learning from an experience in order to give consideration to what might be an improvement or be done differently next time.

Research What can you find out about it?

Identifying and collecting data or information about a subject and presenting it in a codified or structured form. Research does not imply any analysis of the data collected, although that may be implied by the context. Research does not imply any judgement about the data collected, but may well be combined with related verbs (analyse, evaluate) to ensure that these actions take place.

Review Overall, how well does this work, and what may need to be done about it?

Making a judgement about a topic which relies upon a combination of evidence and some kind of theoretical model(s), construct or practice. A review is a ‘snapshot’ of an activity that has breadth and will focus more on the whole. A review may well lead onto detailed further exploration and/or recommendations for further actions

Select Which are the most important?

Choose in preference to others

Specify What, exactly, is it?

Precise and exact; the particular qualities or characteristics of something.

Continued overleaf


Summarise What are the main points?

A brief account giving the main points.

Verify How have I checked this to ensure it is correct?

To verify to confirm by investigation.


Appendix 2 – Copy of ILM Assignment Submission Cover Sheet Instructions to the learner: It is a regulatory requirement that every assessment submission is authenticated as the work of the named learner whether submitted to the centre or the ILMA Assessment Service (ILMA). Therefore this cover sheet or an alternative form of formal declaration of authenticity if a centre uses electronic systems or e-portfolios, must be completed with each assessment that is submitted. Any submission that does not carry a cover sheet or a formal declaration of authenticity will not be verified and will result in the centre undergoing a Malpractice Investigation.

Centre name This will always be “Potential Unearthed Ltd”

Centre number This will always be “06472”

Learner name Insert your full name here

Learner registration number Insert your number here; “XXXXXXX” (It will start with 3 letters, then 4 numbers

Unit(s) covered in this submission

These details will be sent to you via e-mail or advised by your Training Specialist prior to each course.

Date and learner signature Insert your electronic or handwritten signature and date here

Statement of confirmation of authenticity By the act of making this submission I am declaring that this is all my own words and that:

• The work has not, in whole or in part, been knowingly submitted elsewhere for assessmen t • Where the submission includes work from a previous assessment this has been identified

• Where materials have been used from other sources it has been properly acknowledged

• If this statement is untrue, I acknowledge that an assessment offence has been committed Centre Statement By the act of signing this submission I am declaring that this learner’s submission has:

• Been checked for plagiarism

• Learner has received adequate on-programme tutorial support and relevant feedback given Attention is drawn to the plagiarism, collusion and cheating policies of both the centre and of ILM. Proven incidents of plagiarism, collusion or cheating can result in a learner being withdrawn from a qualification. Permission for ILM to use this script ILM uses learners’ submissions – on an anonymous basis – for assessment standardisation. By submitting, both the centre and the learner agree that ILM may use this script on condition that identifying information is removed. However, if you are unwilling to allow ILM use this script, please refuse by ticking the box: □


Appendix 3 – Recommended Assignment Layout

Header: Your Name, ILM Level 4 Award in Leadership & Management

Insert Assignment Title, e.g. Module 3 ‘’Management Communication’’ Insert Assessment Criteria, e.g. “1.0 Explain the relevance of the communication cycle for effective communication in management.” Now insert your answer, for this assessment criteria, following the guidance on pages 6-7 of this booklet. Repeat for each individual assessment criteria, leaving at least one line space between each answer to allow for markers comments. References: (Add this at the end of your entire assignment, as per the guidance on page 6 of this booklet.) - - - Footer: Insert page number

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