Effective PowerPoint Presentations for Individual Assessment

Task 1: Analyzing the effectiveness of the service in providing support to individuals affected by the life event

Working individually, you are required to produce a PowerPoint presentation in which you choose one of the above organisations and address one of the following:

Assessment Criteria

Task 1

1.Analyse the effectiveness of the service in providing support to individuals affected by the life event.

OR

2.Evaluate how the service helps families, carers and friends to provide support for individuals experiencing the life event.

Assessment Instructions

As this is an individual assessment, you must only submit your own slides.

You should write a 1,000-word essay to accompany your slides; 800 of these words should be used to explain what you have shown in your slides in more detail, and 200 words should be a reflection of what you have learnt from working together in preparation for this task.

Your essay should be in a word document, with your PowerPoint slides copy/pasted onto the end of the document. There will be a video on your VLE module page to show you how to do this.

Anglia Ruskin University Generic Assessment Criteria And Marking Standards

LEVEL 5 (was level 2)

Level 5 reflects continuing development from Level 4. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required.

Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy.  With some additional effort, work may be considered for internal publication Exceptional management of learning resources, with a higher degree of autonomy/ exploration that clearly exceeds the brief. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination.

Exceptional team/practical/professional skills. With some additional effort, work may be considered for internal publication

Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and autonomy Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the brief. An exemplar of structured/accurate expression.

Demonstrates intellectual originality and imagination.  Outstanding team/practical/professional skills  

Excellent knowledge base, exploring and analysing the discipline, its theory and ethical issues with considerable originality and autonomy

Excellent management of learning resources, with a degree of autonomy/exploration that may exceed the brief. Structured/accurate expression. Very good academic/ intellectual skills and team/practical/professional skills  

Good knowledge base; explores and analyses the discipline, its theory and ethical issues with some originality, detail and autonomy

Good management of learning with consistent self-direction. Structured and mainly accurate expression. Good academic/intellectual skills and team/practical/ professional skills  

Satisfactory knowledge base that begins to explore and analyse the theory and ethical issues of the discipline Satisfactory use of learning resources. Acceptable structure/accuracy in expression. Acceptable level of academic/intellectual skills, going beyond description at times.  Satisfactory team/practical/professional skills. Inconsistent self-direction

Basic knowledge base with some omissions and/or lack of theory of discipline and its ethical dimension Basic use of learning resources with little self-direction. Some input to team work. Some difficulties with academic/ intellectual skills. Largely imitative and descriptive. Some difficulty with structure and accuracy in expression, but developing practical/professional skills

Limited knowledge base; limited understanding of discipline and its ethical dimension Limited use of learning resources, working towards self-direction. General difficulty with structure and accuracy in expression. Weak academic/intellectual skills. Still mainly imitative and descriptive. Team/practical/professional skills that are not yet secure

Little evidence of an information base. Little evidence of understanding of discipline and its ethical dimension

Little evidence of use of learning resources. No self-direction, with little evidence of contribution to team work. Very weak academic/intellectual skills and significant difficulties with structure/expression. Very imitative and descriptive. Little evidence of practical/professional skills

Inadequate information base. Inadequate understanding of discipline and its ethical dimension

Inadequate use of learning resources. No attempt at self-direction with inadequate contribution to team work. Very weak academic/intellectual skills and major difficulty with structure/expression. Wholly imitative and descriptive. Inadequate practical/professional skills

No evidence of any information base.  

No understanding of discipline and its ethical dimension No evidence of use of learning resources of understanding of self-direction with no evidence of contribution to team work. No evidence academic/intellectual skills and incoherent structure/ expression. No evidence of practical/ professional skills