Assignment Question
Task 1 – 300 words
Show understanding of the main roles and responsibilities of health and social care workers when delivering care.
1.1: Explain how health and social care professionals protect individuals in their care.
1.2: Discuss the mechanisms for reporting poor practice in health and social care.
Assessment Criteria
1.1: Explain how health and social care professionals protect individuals in their care.
1.2: Discuss the mechanisms for reporting poor practice in health and social care.
Task 2 – 300 words
Show understanding of the importance of regulatory bodies in the delivery of high-quality care.
2.1: Discuss the roles of regulatory bodies that inspect health and social care provision.
2.2: Identify the professional bodies that regulate the professions within health and social care.
Assessment Criteria
2.1: Discuss the roles of regulatory bodies that inspect health and social care provision.
2.2: Identify the professional bodies that regulate the professions within health and social care.
Task 3 – 400 words
Evaluate the role of the inter-professional team in delivering health and social care.
3.1: Explain the roles and responsibilities of the inter-professional team in meeting care needs in the case study.
3.2: Discuss the difference between multidisciplinary and inter-professional team working.
3.3: Discuss the potential barriers to teamwork and how they could be overcome.
Assessment Criteria
3.1: Explain the roles and responsibilities of the inter-professional team in meeting care needs in the case study.
3.2: Discuss the difference between multidisciplinary and inter-professional team working.
3.3: Discuss the potential barriers to teamwork and how they could be overcome.
| Criteria | Distinguished (80+) | Excellent (70) | Good (60) | Proficient (50) | Basic (40) | Marginal (30) | Unacceptable (0) |
|---|---|---|---|---|---|---|---|
| Content (alignment with assessment criteria) | Extensive evaluation and synthesis of ideas; includes substantial original thinking | Comprehensive critical evaluation and synthesis of ideas; includes coherent original thinking | Adequate evaluation and synthesis of key ideas beyond basic descriptions; includes original thinking | Describes main ideas with evidence of evaluation; includes some original thinking | Describes some of the main ideas but omits some concepts; limited evidence of evaluation; confused original thinking | Largely incomplete description of main issues; misses key concepts; no original thinking | Inadequate information or containing information not relevant to the topic |
| Application of Theory and Literature | In-depth, detailed and relevant application of theory; expertly integrates literature to support ideas and concept | Clear and relevant application of theory; fully integrates literature to support ideas and concepts | Appropriate application of theory; integrates literature to support ideas and concepts | Adequate application of theory; uses literature to support ideas and concepts | Limited application of theory; refers to literature but may not use it consistently | Confused application of theory; does not use literature for support | Little or no evidence of application of theory and relevant literature |
| Knowledge and Understanding | Extensive depth of understanding and exploration beyond key principles and concepts | Comprehensive knowledge and depth of understanding key principles and concepts | Sound understanding of principles and concepts | Basic Knowledge and understanding of key concepts and principles | Limited and superficial knowledge and understanding of key concepts and principles | Confused or inadequate knowledge and understanding of key concepts and principles | Little or no evidence of knowledge or understanding of key concepts and principles |
| Presentation and Writing Skills | Logical, coherent and polished presentation exceeding expectations at this level; free from errors in mechanics and syntax | Logical, coherent presentation demonstrating mastery; free from errors in mechanics and syntax | Logical structure to presentation; makes a few errors in mechanics and syntax, which do not prohibit meaning | Orderly presentation; minor errors in mechanics and syntax | Somewhat weak presentation; errors in mechanics and syntax may interfere with meaning | Confused presentation; errors in mechanics and syntax often interfere with meaning | Illogical presentation lacking cohesion; contains significant errors that interfere with meaning |
| Referencing | Advanced use of in-text citation and references | Mastery of in-text citation and referencing | Appropriate use of in-text citation and referencing | Adequate use of in-text citation and referencing | Limited use of in-text citation and referencing | Inadequate use of citations and referencing | Little or no evidence of appropriate referencing or use of sources |
Directions:
1. For each of the criteria listed in the first column, circle one box in the corresponding column to the right that best reflects the student’s
work on this particular assessment activity (e.g., project, presentation, essay).
2. Provide specific feedback to a student about each of the criteria scores he/she earned by writing comments and suggestions for
improvement in the last row titled “Instructor’s comments.”
3. To arrive at a mark, total the boxes and divide by 5 to arrive at the final mark.
Example:
| Range | |
|---|---|
| Distinguished | 80 – 100 |
| Excellent | 70 – 79 |
| Good | 60 – 69 |
| Proficient | 50 – 59 |
| Basic | 40 – 49 |
| Marginal | 35 – 39 |
| Unacceptable | 0 – 34 |
| Criteria | Score |
|---|---|
| Content | 50 |
| Application of Theory and Literature | 40 |
| Knowledge and Understanding | 50 |
| Presentation/Writing Skills | 40 |
| Referencing | 40 |