Assessment -Guidance Essay 4000 words
Your assignment should be word processed (handwritten assignments are not accepted), using time new roman size 12 font, double spaced, with numbered pages and your student number printed as a footer on every page. The word limits stated for this assignment excludes the reference list at the end of the assignment but includes all text in the main body of the assignment (including direct quotations, in-text citations, footnotes, tables, diagrams and graphs). Please be aware that exceeding the word count limit will affect the academic judgement of the piece of work and may result in the award of a lower mark. Appendices are not considered a supplement, and thus, will not be assessed as part of the content of the assignment. As such, they will not contribute to the grade awarded, however it may be appropriate to use an Appendices section for any material which is a useful reference for the reader. Please note that appendices are not included in the word count. The majority of references should come from primary sources (e.g., journal articles, conference papers, reports, etc.) although you can also utilise area specific textbooks. You must ensure that you use the Liverpool John Moore’s Harvard style of referencing. Even though potential data sources and places to search for information are provided, you are reminded that you should demonstrate original work and critical thinking and refrain from plagiarism. You can use books, journals and Internet sources such as reports from organisations like WHO, World Bank, and other UN agencies. All citations should be listed alphabetically by author’s surname, however, where no author is cited then do it by organization. This is followed by date – except where no date available. Then by title of the article, chapter in edited text or book title. If it is an Internet source, the web site address comes last.
Please indicate the word count length at the end of your assignment.
For the assessment, you are asked to prepare an essay of 4000 words ‘‘Leaving no one behind’: critically discuss this statement with regards to Sustainable Development
Goals, specific health risks and international responses through strategic actions’.
Marking and assessment
This assignment will be marked out of 100%.
This assignment contributes 100% to the total module grade.
Learning outcomes assessed
1 Critically analyse the relationship between globalization, health transition and risk 2 Critically analyse the idea of global health governance
3 Critically evaluate international strategic responses to global health risks
Your work should include and cover the following sections/aspects and content (as shown and stated in the table below). The specific percentage marks allocated to each section/aspect of your work is stated below. Please also note that the Level 7 marking criteria (located towards the end of this assessment brief) will also be used to reflect this overall grade. Please remember that achievement and demonstration of both learning outcomes (1 to 3) is being assessed in this assessment.
| 1. Introduction Provide a clear introduction which gives the reader a clear idea of how you have interpreted the question. One paragraph on contextual information and one paragraph or a series of bullet points providing clear aims. Introduce the SDG’s and specifically SDG 3 or equivalent relevant goal linked to your choice of health risk and the statement ‘leave no one behind’ – this needs to be brief. | 15 marks |
| 2. Discussion Discuss some of the key health risks related to the social and/or commercial determinants of health in relation to the relevant SDG targets – you can focus in a particular area so this might be related to NCD’s, CD’s or migration risks (linked to decent work) | 30 marks |
| 3. Implications Critically evaluate the role of global organisations and their response to your identified risk area. Things to consider in your analysis include the ability of global organisations to enforce or even implement global agreements. Provide examples of some of the challenges/barriers faced by global actors/organisations in their role to improve global health. | 30 marks |
| 4. Conclusion Effective summary of key points. | 10 marks |
| 5. Presentation and Referencing High quality presentation that conforms to principles of academic writing and contains minimal errors in sentence construction, grammar and punctuation. The assignment followed appropriate academic conventions regarding in-text citations and referencing. | 15 marks |
| Grade descriptors for Level 7 written work | ||
| Mark range | characteristic | criteria |
| 90-100 | Exceptional Pass | Exemplary attainment of all learning outcomes. Demonstrates an outstanding synthesis of varied theoretical positions in the analysis of key issues in the subject area. Wide-ranging emphasis on knowledge and ideas that are at the forefront of the discipline. Offers an exhaustive exploration of the literature and evidence- base. The material covered is accurate and relevant. The argument is highly sophisticated. There are no spelling errors. Grammar and punctuation appear to be accurate and consistent. It facilitates the reader’s engagement with, and understanding of, the work. No errors in the use of the specified referencing system. Well-presented and organised in an appropriate academic style. |
| 80-89 | Outstanding Pass | Excellent attainment of all learning outcomes, with some met to an exemplary standard. Demonstrates a comprehensive synthesis of varied theoretical positions in the analysis of key issues in the subject area. Wide- ranging emphasis on knowledge and ideas that are at the forefront of the discipline. Extends far beyond expected levels of engagement with the literature and evidence-base. The material covered is accurate and relevant. The argument is generally very astute. There are no spelling errors. Grammar and punctuation appear to be accurate and consistent. It facilitates the reader’s engagement with, and understanding of, the work. No errors in the use of the specified referencing system. Well-presented and organised in an appropriate academic style. |
| 70-79 | Excellent pass | Excellent attainment of all learning outcomes. Demonstrates a thorough synthesis of varied theoretical positions in the analysis of key issues in the subject area. Strong emphasis on knowledge and ideas that are at the forefront of the discipline. Thorough use of the literature and evidence-base. The material covered is accurate and relevant. |
| The argument is persuasive and there are very perceptive elements. There are no spelling errors. Grammar and punctuation appear to be accurate and consistent. It facilitates the reader’s engagement with, and understanding of, the work. No errors in the use of the specified referencing system. Well-presented and organised in an appropriate academic style. | ||
| 60-69 | Good Pass | Good attainment of all learning outcomes Demonstrates detailed synthesis of varied theoretical positions in the analysis of key issues in the subject area. Good emphasis on knowledge and ideas that are at the forefront of the discipline. Good consideration of the literature and evidence-base that develops from recommended readings. The material covered is accurate and relevant. The argument is persuasive. There are no spelling errors. Grammar and punctuation appear to be accurate and consistent. It facilitates the reader’s engagement with, and understanding of, the work. No errors in the use of the specified referencing system. Well-presented and organised in an appropriate academic style. |
| 50-59 | Pass | Adequate attainment of all learning outcomes. Demonstrates a limited, but sufficient, synthesis of varied theoretical positions in the analysis of key issues in the subject area. Some emphasis on knowledge and ideas that are at the forefront of the discipline. Sufficient consideration of the literature and evidence-base, but little consideration beyond recommended readings. The material covered is mostly accurate and relevant. The argument is straightforward and relatively clear. There are no spelling errors. Grammar and punctuation appear to be accurate and consistent. It facilitates the reader’s engagement with, and understanding of, the work. No errors in the use of the specified referencing system. Well-presented and organised in an appropriate academic style. |
| 40-49 | Needs some improvement | Meets most, but not all learning outcomes. Demonstrates limited synthesis of varied theoretical positions in the analysis of key issues in the subject area. |
| Less than expected emphasis on knowledge and ideas that are at the forefront of the discipline. Basic consideration of the literature and evidence-base, but restricted to recommended readings. Some inaccuracies or irrelevant materials that suggest confusion and misunderstanding. The argument is relatively clear, although some elements are difficult to understand. There are few spelling errors. Grammar and punctuation appear to be reasonably accurate and consistent. Errors are minor and do not undermine the reader’s engagement with, and understanding of, the work. Minor errors in the use of the specified referencing system, but meets key principles. Generally well-presented and organised but does not always conform to conventions of academic presentation. | ||
| 30-39 | Needs major improvement | Approximately half the learning outcomes are met. Demonstrates very little synthesis of varied theoretical positions in the analysis of key issues in the subject area. Little emphasis on knowledge and ideas that are at the forefront of the discipline. Minor consideration of the literature and evidence-base, with inadequate use of recommended reading and no exploration outside that. Some materials are accurate, but the amount of inaccurate or irrelevant materials indicates insufficient understanding of key concepts. The argument is poorly defined and defended. There are several spelling errors. Grammar and punctuation appear to be reasonably accurate and consistent. Most errors are minor, but some hinder the reader’s engagement with, and understanding of, the work. Some errors in the use of the specified referencing system. Some errors in the use of the specified referencing system, but meets key principles. Generally well-presented and organised but does not always conform to conventions of academic presentation. |
| 20-29 | Needs significant revision | Most learning outcomes are not met. Demonstrates no synthesis of varied theoretical positions in the analysis of key issues in the subject area. Little or no emphasis on knowledge and ideas that are at the forefront of the discipline. Superficial consideration of the literature and evidence-base. |
| There are major inaccuracies or significant amounts of irrelevant material. The argument is very weak. There are spelling errors. Some of these weaken the argument. Grammar and punctuation are generally acceptable and consistent. Some errors hinder the reader’s engagement with the argument or are confusing and open to misinterpretation. Attempts to use of the specified referencing system. Meets key principles, but there are systematic errors. Acceptable presentation that may include some organisational errors and/or tendency not to conform to conventions of academic presentation. | ||
| 0-19 | Needs substantial work | Does not meet any learning outcomes. Demonstrates misunderstanding of varied theoretical positions in the analysis of key issues in the subject area. No emphasis on knowledge and ideas that are at the forefront of the discipline. No engagement with the literature and evidence-base. The material covered is inaccurate or irrelevant. The argument is incoherent. There are spelling errors. Some of these weaken the argument. Grammar and punctuation are generally acceptable and consistent. Some errors hinder the reader’s engagement with the argument or are confusing and open to misinterpretation. Attempts to use the specified referencing system, but there are significant errors. Weak or untidy presentation that may include some organisational errors and does not conform to conventions of academic presentation. |
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