Web Technologies

  

Southampton Solent University

Coursework Assessment Brief

Assessment Details

 

Unit Title:	Web Technologies
Unit Code:	COM713
Unit Leader:	Prins Butt
Level:	7
Assessment Title:	Web Technologies
Assessment Number:	1
Assessment Type:	Report and Software Product
Restrictions on Time/Word Count:	2000 words
Consequence of not meeting time/word count limit:	There is no penalty for submitting below the word/count limit, but students should be aware that there is a risk they may not maximise their potential mark.
Individual/Group:	Individual
Assessment Weighting:	100%
Issue Date:	09th March 2020
Hand In Date:	15th June 2020
Planned Feedback Date:	13st July 2020
Mode of Submission:	Online via Solent Online Learning
Number of copies to be submitted:	1
Anonymous Marking	This assessment will be marked anonymously

 

Assessment Task

 

You are required to develop a database driven website using appropriate web technologies for a scenario of your choice.  Your website must meet the following criteria:

 

1) Database

 

The website must utilise a database. 

 

You are expected to design the database as you see fit for this assessment however it is expected that you will have a users table that holds all the users’ records.

 

You should also have at least two different types of users (for example, an admin user and a standard user).

 

You should include a database schema in your report

 

 

 

2) Back-End

 

You are not expected to use a back-end framework.  Instead you should demonstrate your own implementation using PHP.

 

 

3) Front-End

 

Your website should provide a means for the user to login as well as a dashboard/main page from which the key or main functionality of the website can be accessed.

 

It is expected that a basic solution will be based around standard technologies such as HTML, CSS and JavaScript.

 

 

4) Course Specific Skills

 

In addition to the above requirements you should demonstrate your understanding and implementation of web technologies that focus on the following:

 

Back End

Front End

API:   The back-end should be implemented as an API, that is, a set of modules with functions that allow at least the basic Create, Retrieve, Update and Delete (CRUD) operations to be executed.  This should be done using PHP.   A more advanced solution should some incorporate security features such as protection against common attacks (e.g. SQL injection and cross-site scripting attacks) and perform robust error checking.   Database:   The back-end should utilise a database.  A basic solution should consist of normalised tables which store and allow retrieval of login details as well as information relevant to the scenario.

Technologies:   The front-end should utilise a core web technologies (HTML, CSS and JavaScript). A basic solution should layout the user interface using suitable semantic elements and provide a basic look and feel.  A more advanced solution should provide a fully responsive front-end that supports progressive enhancement.   User Experience:   The front-end should incorporate  features that enhance the user experience.  A basic solution should provide a clear way to navigate the site.  A more advanced solution should demonstrate the application of techniques that enhance the user experience and perform data validation.

 

 

 

 

Deliverables

 

It is expected that you will produce two deliverables.

 

- An implementation.  This is your website deployed on provided server.

- A report.  This will summarise your implementation.

 

You need to complete both elements to pass this assessment.

 

 

The Implementation

 

Your implementation will be graded as follows:

 

 

For a Grade D

 

Develop a basic website that allows a user to create, search, view and delete entries stored in a database.  It is expected you will use standard web technologies such as HTML, CSS, PHP and MySQL.

 

For a Grade C

 

In addition to the requirements for Grade D, develop a website with:

 

a basic back-end API consisting of modules of functions that allow the creating, viewing, updating and deleting of database entries. 

 

a front-end that utilises the back-end API to populate the web pages and suitably structures and presents the content providing an intuitive way to navigate and/or utilise the key functionality of the website.

 

 

For a Grade A – B

 

In addition to the requirements for Grade C, the website provides:

 

A mobile-first, responsive website that complies with modern standards, utilises an appropriate framework and/or toolkit and supports progressive enhancement. 

 

The website will have a suitable back-end API and be database driven.  For the higher grades the implementation should incorporate security features and the application UX principles. For full marks the implementation should demonstrate the application of techniques beyond the taught aspects of this module.  

 

 

 

 

The Report

 

Your report should provide a summary of your implementation.  Your report will be graded as follows:

 

 For a Grade D

 

The report provides a summary of the key functionality that has been implemented and is consistent with the solution that has been submitted.  This should include details of the technical aspects or workings of the website (e.g. explains how a web page fetches data from the database and presents this to the user).  The report should also include an appropriate database schema.

 

 

For a Grade C

 

In addition to the requirements for Grade D, develop a website with:

 

The report summarises both the front-end and back-end aspects of the  implementation including the user experience, the front-end framework, back-end API and the database.  The report also includes a brief summary and evidence to demonstrate the use of a version control repository as well as the incremental development of the website (e.g. commit history).

 

 

For a Grade A – B

 

In addition to the requirements for Grade C, the website provides:

 

The report provides a concise and consistent summary of the implementation with strong supporting evidence of its development.  This should summarise all functionality that is equivalent to a Grade A – B implementation as indicated in the marking criteria for the implementation.

 

 

 

How and what to submit

 

You should use the assessment submission link provided on the Solent Online Learning (SOL) page for the module in order to submit your solution. 

 

You should submit a zip file containing your report and the website implementation including an SQL file with an export of your database. 

 

The website should also be deployed on the Edward 2 server and should not be modified once submission has been made.

 

 

Learning Outcomes

 

This assessment will enable students to demonstrate in full or in part the learning outcomes identified in the unit descriptors.

Late Submissions

 

Students are reminded that:

 

i.          If this assessment is submitted late i.e. within 5 working days of the submission deadline, the mark will be capped at 40% if a pass mark is achieved;

ii.        If this assessment is submitted later than 5 working days after the submission deadline, the work will be regarded as a non-submission and will be awarded a zero;

iii.       If this assessment is being submitted as a referred piece of work (second or third attempt) then it must be submitted by the deadline date; any Refer assessment submitted late will be regarded as a non-submission and will be awarded a zero.

 

http://portal.solent.ac.uk/documents/academic-services/academic-handbook/section-2/2o-assessment-policy-annex-1-assessment-regulations.pdf?t=1411116004479

 

Extenuating Circumstances

The University’s Extenuating Circumstances procedure is in place if there are genuine circumstances that may prevent a student submitting an assessment. If students are not 'fit to study’, they can either request an extension to the submission deadline of 5 working days or they can request to submit the assessment at the next opportunity (Defer).  In both instances students must submit an EC application with relevant evidence.   If accepted by the EC Panel there will be no academic penalty for late submission or non-submission dependent on what is requested.  Students are reminded that EC covers only short term issues (20 working days) and that if they experience longer term matters that impact on learning then they must contact a Student Achievement Officer for advice.

 

A summary of guidance notes for students is given below:

 

http://portal.solent.ac.uk/documents/academic-services/academic-handbook/section-4/4p-extenuating-circumstances-procedures-for-students.pdf?t=1472716668952

 

 

Academic Misconduct

Any submission must be students’ own work and, where facts or ideas have been used from other sources, these sources must be appropriately referenced. The University’s Academic Handbook includes the definitions of all practices that will be deemed to constitute academic misconduct.  Students should check this link before submitting their work.

 

Procedures relating to student academic misconduct are given below:

 

http://portal.solent.ac.uk/support/official-documents/information-for-students/complaints-conduct/student-academic-misconduct.aspx

 

 

 

Ethics Policy

The work being carried out by students must be in compliance with the Ethics Policy. Where there is an ethical issue, as specified within the Ethics Policy, then students will need an ethics release or an ethical approval prior to the start of the project.

 

The Ethics Policy is contained within Section 2S of the Academic Handbook:

http://portal.solent.ac.uk/documents/academic-services/academic-handbook/section-2/2s-university-ethics-policy.pdf

 

 

Grade marking

The University uses a letter grade scale for the marking of assessments. Unless students have been specifically informed otherwise their marked assignment will be awarded a letter grade. More detailed information on grade marking and the grade scale can be found on the portal and in the Student Handbook.

 

Policy:          http://portal.solent.ac.uk/documents/academic-services/academic-handbook/section-2/2o-assessment-policy.pdf

 

 

Guidance for online submission through Solent Online Learning (SOL)

 

http://learn.solent.ac.uk/onlinesubmission

 

 

 

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Applied Epidemiology & Statistics in the Global Context

 

Assessment instructions

PSYC-1115: Applied Epidemiology & Statistics in the Global Context

 

1) Introduction to the assessment

This assessment involves analysis and interpretation of a public health related data set, and the preparation of workbook in a format of a technical report. Choosing and applying statistical tests to a dataset provided and interpreting the output will increase students’ familiarity with statistical methods and their critical interpretive skills.

This assessment has he following aims:

• To increase your understanding of statistical techniques by applying them to data

• To build your confidence in using statistical software

• To gain skills in sourcing and retrieving health and epidemiological information

• To help you acquire the skills necessary to write and present a technical report/ workbook

 

2) Background

Task: Each student will be provided with a dataset and will analyse the data, interpret the results and prepare a technical report/workbook of the findings.

The data are derived from the Health Survey for England 2003 dataset. Student will be provided with different versions of the dataset; thus, study findings may differ slightly between students.

Because we are not using the complete survey database and some changes have been made to the description of the methodology to simplify comprehension of the data, we will refer to the country as Pinkland instead of England for the purpose of this assessment.

 

3)      Instructions

You will be provided with a dataset (Pinkland.SAV) in SPSS format. Make sure you can open the database in SPSS.

 

Analysing the data

It is for you to decide what are the appropriate methods using the knowledge you’ve learned from the material studied in this module.

Analysis:

•      Descriptive statistics & descriptive epidemiology of the sample & main outcome variable (BMI)

•      Inferential statistics & analytical epidemiology (association between BMI and other variables)

Write an extended technical summary about your findings. At a minimum, the workbook/technical report should provide estimates for men and women of the prevalence of overweight and obesity and identify which population groups are most at risk.

You must carefully consider which of the output from SPSS is necessary to include in the workbook/ technical report. Do NOT cut and paste tables directly from the SPSS output files without deleting superfluous text and figures. Please edit the charts to make them reader friendly.

Round values for your data to no more than four significant figures. (For the same number of significant figures, different variables will have different numbers of decimal places because they are measured using different units. For example, mean Z scores may have three decimal places, while mean weight in kg might only have one or two.) Also, except for very small p-values, values of most test statistics should be rounded to two decimal places.

 

Please remember:

For the purposes of writing your report/workbook, the data are from Pinkland even though you know that the data are actually from England.

 

 

Completing the assessment

While you may wish to discuss ideas with other students about how to analyse the data, it is absolutely essential that you write up your results individually. Working together on your written work is considered a form of cheating and is an assessment offence.

You will most likely choose to analyse your data and present your findings in different ways from your classmates and there is no single correct approach.

 

a)    Minimum recommended process for data analysis and for reporting of the findings

You should always clearly state the objectives of your analyses. For example, ‘A paired t-test was performed to assess the mean difference in x between the two sets of observations.’

Descriptive statistics

·         Summarise the demographic characteristics of the sample in terms of age, sex, ethnicity, and marital status. You could treat age as a continuous variable, and/or group it into appropriate categories.

·         You can also summarise variables such as car ownership, family size and limiting longstanding illness.

·         Create a new continuous variable, BMI, from the values of weight and height. Remember BMI is measured as weight in kilograms (kg) divided by the square of height in metres (m). The units for BMI are kg/m².

·         Summarise the data relating to BMI. You will need to include measures of location (or central tendency) and measures of spread (variation) and to report confidence intervals.

·         In order to give prevalence rates of overweight and obesity, create a new categorical variable from BMI using the threshold values of 18.5, 25 and 30 as follows:

o   BMI <18.5 = underweight

o   BMI from 18.5 to 24.99 = normal weight

o   BMI ≥ 25.00 = overweight

o   BMI ≥ 30.00 = obese

·         If the data allows you can further classify the obese group into:  Obese class 1 (BMI from 30 to 34.99); Obese class 2 (BMI from 35.00 to 39.99); Obese class 3 (BMI ≥ 40.00).

 

Inferential statistics and analytical epidemiology

·         Investigate if and how BMI is associated with age, sex, and educational attainment.

·         You can choose whether you use BMI as a continuous variable or as the derived categorical variable.

·         You can choose how to use age (continuous or categorical) and educational attainment (if you prefer to condense education into fewer categories or use the number of categories originally defined).

 

b)  Additional Analysis (Optional)

 

Investigate the association of BMI with ethnicity, car ownership, occupation and presence of long-standing illness. You can also look at the association between presence of long-standing illness and ethnicity and check if the burden of disease is distributed evenly across ethnic groups or not. Again, you are free to re-group the variables. For example, ethnicity could be treated as a binary variable (white vs non-white).

 

c)  Report writing: Guidance on the style of a technical report/ workbook

 

Technical/ executive summaries are briefing documents written by technical experts on specific topics for decision-makers (often civil servants, programme managers or administrators.) They are commissioned to provide information on specific questions or issues and to provide a basis for decision- making and action. As such they should put forward all the relevant facts and set out the relevant issues. The aim is to inform the reader sufficiently to enable her/him to understand the reasons for and implications of any decisions and subsequent actions that she/he takes. Information presented in the report should not include personal views that are not supported by the data or by other evidence/literature. You should assume that the person you are writing for is intelligent and proficient, but busy, and not an expert in relation to the issue in hand. The report should include a short background, aim(s) of the report, key results a discussion and conclusions.

Below are suggestions of content that should be covered in each section:

Introduction

·         Why overweight/obesity is an important issue in this particular country. (You can use data and evidence from England and the UK to support this section.)

·         Why this survey is needed

 

Objectives

·         Clear statement of the aims of the report

 

Methods

·         Brief description of data collection and sampling procedure

·         Important features of the study design and quality control

·         Description of how the variables used in the analysis were defined

·         Description of the analysis plan for descriptive and inferential statistics (for categorical and continuous variables) and of the software used for analyses

 

Results

·         Description of the sample (e.g. age distribution, gender, socio-economic status, demographics, etc), descriptive statistics for the nutritional variables (BMI) and for other health outcomes used in the analysis

·         Presentation of the results of analytical analyses (associations between BMI and other variables).

·         At least one table and one graph

 

Discussion and conclusions

·         Compare your findings to the WHO values (for example) which indicate a crisis and to other relevant literature on the topic

·         Suggested reasons for the patterns and trends in the data based on the research and literature

·         Identify any limitations of your data analysis and the survey methodology

·         Identify the need for intervention to address the problems identified and make recommendations

References

·         Keep a list of all references in the Harvard format. Preferably use appropriate software for this.

 

d)  Length (max 2500 words +/- 10%)

The maximum length of the workbook is not limited to the text only, this includes tables and figures/charts, but excludes the reference list. To simplify the length estimation, each table (regardless of the size) will count as 100 words and each graph as 50 words.

For example, if you include 4 tables (4 x 100 = 400) and 2 graphs (2 x 50 =100) in your workbook you have used 500 words. The remaining 2000 will be distributed as text across the workbook.

IMPORTANT: The reference list is NOT included in the word count.

 

Marking criteria

Please see the attached rubric for details of the marking criteria and grading scale.

The criteria for passing this assessment include:

 

Data analysis and interpretation (Accounts for 75% of the mark)

•      Use of appropriate tests

•      Appropriate use and display of tables and graphs

•      Presentation of results (key prevalence rates, identification of high-risk groups and main associations)

•      Adequate interpretation of key results

•      Reasons for the patterns and trends in the data

•      Explanations clear and understandable

•      Degree of synthesis / creative thought demonstrated

•      Limitations of survey methodology and of your data

•      Use of statistical software package (SPSS) to conduct data analyses and present results.

 

Academic writing and referencing (Accounts for 25% of mark)

•      Clarity and logical organisation of the report/workbook

•      The style of the text is clear, simple, concise, logical and systematic

•      Page style / font / margins appropriate

•      Reference list and in text references consistent

•      References using Harvard style

•      Reference list complete and without errors

•      Supplementary items cross referenced and appropriate

•      Appropriate text explaining tables and graphs

•      Clear English with coherent flow and correct grammar

•      Appropriate length

 

Submission

The assessment must be submitted electronically on Monday the 11^th of January 2021 by 11:30 pm GMT using the Coursework Submission section on Moodle. You can use the Originality Report section on Moodle to check the originality of your assignment before submitting.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Marking Rubric

	80-100% Exceptional	70-79% Excellent	60-69% Very Good	50-59% Good	30-49% Fail	0-29% Fail
Domain 1: Knowledge and understanding of content  • Use of appropriate tests • Appropriate use and display of tables and graphs • Presentation of results (key prevalence rates & descriptive statistics, identification of high-risk groups and main associations)	Sophisticated and comprehensive knowledge of basic statistics and epidemiology and a systematic understanding of the statistical and epidemiological concepts taught in the module. Appropriate use of the relevant theory, methodologies, practices and tools to analyse and synthesise data at the master's level. This includes the use of appropriate statistical tests and presentation of appropriate descriptive statistics and descriptive epidemiology for all analyses.	Extensive knowledge of basic statistics and epidemiology and a clear understanding of the statistical and epidemiological concepts taught in the module.  Appropriate use of the relevant theory, methodologies, practices and tools to analyse and synthesise data at the master's level. This includes the use of appropriate statistical tests and presentation of appropriate descriptive statistics and descriptive epidemiology for nearly all analyses.	Very good knowledge of basic statistics and epidemiology and a reasonable understanding of most of the statistical and epidemiological concepts taught in the module.  Mostly appropriate use of the relevant theory, methodologies, practices and tools to analyse and synthesise data at the master's level. This includes the use of appropriate statistical tests and presentation of appropriate descriptive statistics and descriptive epidemiology for most of the analyses.	Good knowledge of basic statistics and epidemiology and an understanding of many of the statistical and epidemiological concepts taught in the module. Reasonable use of the relevant theory, methodologies, practices and tools to analyse and synthesise data at the master's level. This includes the use of appropriate statistical tests and presentation of appropriate descriptive statistics and descriptive epidemiology to conduct and present at least half of the analyses.	Inadequate knowledge of basic statistics and epidemiology. Limited understanding of the statistical and epidemiological concepts taught in the module. Inappropriate use of the relevant theory, methodologies, practices and tools to analyse and synthesise data at the master's level. Only some (less than half) of the analyses are conducted with appropriate statistical tests or presented with appropriate descriptive statistics and epidemiology.	Little to no knowledge of basic statistics and epidemiology and poor understanding of the statistical and epidemiological concepts taught in the module. Inability to use the relevant theory, methodologies, practices and tools to analyse and synthesise data at the master's level. Few if any analyses are conducted with appropriate statistical tests or presented with appropriate descriptive statistics and epidemiology.
Domain 2: Use of research informed evidence •   Appropriate text explaining tables and graphs                                                              •   Reasons given for the patterns and trends observed in the data                                • Limitations of survey methodology and of your data discussed	Use of relevant literature showing critical awareness of current problems and new insights related to the assessment topic (overweight & obesity). Discussion of results and study limitations demonstrates a comprehensive understanding of techniques applicable to the research, originality in the application of knowledge, and a practical understanding of how established techniques of epidemiological research and enquiry are used to create and interpret knowledge in the discipline. Conceptual understanding that enables the student to critically evaluate current research and advanced scholarship in the discipline, as well as to evaluate methodologies.	Use of relevant literature showing high awareness of current problems and/or new insights related to the assessment topic (overweight & obesity). Discussion of results and study limitations demonstrates an extensive understanding of techniques applicable to the research, originality in the application of knowledge, and a practical understanding of how established techniques of epidemiological research and enquiry are used to create and interpret knowledge in the discipline. Conceptual understanding that enables the student to evaluate current research and scholarship in the discipline, as well as to evaluate methodologies.	Use of relevant literature showing adequate awareness of current problems related to the assessment topic (overweight & obesity). Discussion of results and study limitations demonstrates a very good understanding of techniques applicable to the research, appropriate application of knowledge, and an understanding of how established techniques of epidemiological research and enquiry are used to create and interpret knowledge in the discipline. Conceptual understanding that enables the student to evaluate research and scholarship in the discipline, as well as to evaluate some methodologies.	Use of literature showing moderate awareness of current problems related to the assessment topic (overweight & obesity). Discussion of results and study limitations demonstrates a good understanding of techniques applicable to the research, reasonable application of knowledge, and a modest understanding of how established techniques of epidemiological research and enquiry are used to create and interpret knowledge in the discipline. Conceptual understanding that enables the student to evaluate some research and scholarship in the discipline.	Use literature shows limited awareness of current problems related to the assessment topic (overweight & obesity). Discussion of results and study limitations demonstrates a weak understanding of techniques applicable to the research, inadequate application of knowledge, and a limited understanding of how established epidemiological techniques of research and enquiry are used to create and interpret knowledge in the discipline. Little understanding of concepts needed to evaluate research and scholarship in the discipline.	Use of literature shows little to no awareness of current problems related to the assessment topic (overweight & obesity). Discussion of results and study limitations demonstrates a misunderstanding of techniques applicable to the research, a lack of application of knowledge, and a poor understanding of how established techniques of epidemiological research and enquiry are used to create and interpret knowledge in the discipline. No understanding of concepts needed to evaluate research and scholarship in the discipline.
Domain 3: Evaluation and analysis • Adequate interpretation of key results     • Explanations clear and understandable  • Degree of synthesis / creative thought demonstrated	Demonstrates critical thinking and enquiry; deals with the issues both systematically and creatively; makes sound judgements based on the data; able to communicate conclusions clearly to specialist and non-specialist audience. Able to draw upon critical evaluation of current knowledge in the field to propose new hypotheses. Originality in critical analysis and interpretation and application to appropriate contexts.	Demonstrates critical thinking and enquiry; deals with the issues systematically or creatively; makes sound judgements based on the data; able to communicate conclusions clearly. Able to draw upon evaluation of knowledge in the field to propose hypotheses. Originality in analysis and interpretation and application to appropriate contexts.	Demonstrates some critical thinking and enquiry; deals with the issues systematically or creatively; makes good judgements based on the data; able to communicate conclusions adequately. Some originality in analysis and interpretation.	Deals with the issues systematically or creatively; makes good judgements based on the data; able to communicate conclusions adequately.	Does not deal with the issues systematically or creatively; makes few judgements based on the data; not able to communicate conclusions adequately.	Does not deal with the issues systematically or creatively; makes poor or unsound judgements based on the data; not able to communicate conclusions.
Domain 4: Communication, Organisation and Presentation • Clarity and logical organisation of the report/workbook                                                • Page style / font / margins appropriate   • Supplementary items (tables, graphs, etc.) cross-referenced and appropriate                                                 • Clear English with coherent flow and correct grammar                                                              • The style of the text is clear, simple, concise, logical and systematic • Appropriate length	Expresses ideas effectively and fluently. Follows prescribed format and structure for the workbook/report and demonstrates originality in planning and implementing the workbook/report at a professional level by going beyond the minimum requirements. Keeps to the word limit. Use of clear, accurate English. Minimal errors in writing. Well organised and well presented, with flow and progression.	Expresses ideas effectively. Follows prescribed format and structure for the workbook/report and demonstrates thoughtfulness in planning and implementing the workbook/report by going beyond the minimum requirements. Keeps to the word limit. Use of clear English. Few errors in writing. Well organised and well presented, with flow and progression.	Expresses ideas adequately/sufficiently. Follows prescribed format and structure for the workbook/report and meets the minimum requirements. Keeps to the word limit. Use of good English. Not many errors in writing. Organised and presented with flow and progression.	Expresses ideas adequately/sufficiently. Follows prescribed format and structure for the workbook/report and meets the minimum requirements. Keeps to the word limit. Use of understandable English. Some errors in writing. Some organisation showing progression.	Expresses ideas inadequately. Does not follow prescribed format/structure for the workbook/report or does not meet minimum requirements. Does not keep to the word limit (either too long or too short). Improper use of English or several errors that get in the way of understanding. Little organisation or progression.	Expresses ideas poorly. Does not follow prescribed format/structure for the workbook/report and does not meet minimum requirements. Poor use of English with many errors that prohibit understanding. No organisation or progression.
Domain 5: Referencing and coverage (5%) • Reference list and in-text references consistent • References using Harvard style • Reference list complete and without errors	Sources used are all acknowledged in the text and reference list (including online sources). References are done professionally using the Harvard style. Referencing is consistent throughout and without errors. Reference list is outstanding in terms of its breadth and depth and all references are from reputable and high-quality sources. Comprehensive range of evidence used.	Sources used are all acknowledged in the text and reference list (including online sources). References are done professionally using the Harvard style. Referencing is consistent throughout with minimal errors. Reference list is excellent in terms of its breadth and depth and nearly all references are from reputable and high-quality sources. Extensive range of evidence used.	Sources used are all acknowledged in the text and reference list (including online sources). References are mostly done professionally using the Harvard style. Referencing is fairly consistent throughout with few errors. Reference list is very good in terms of its breadth and depth and the majority of references are from reputable and high-quality sources. Wide range of evidence used.	Most sources used are acknowledged in the text and reference list (including online sources). References include most of the required information but with some errors in terms of formatting according to the Harvard style. Referencing is fairly consistent. Reference list is good in terms of its breadth and depth and many references are from reputable and high-quality sources. Decent range of evidence used.	Few sources used are acknowledged in the text. Reference list is not formatted academically. Referencing is not consistent and has many errors. Reference list is inadequate in terms of its breadth and depth and many references are not from reputable or high-quality sources. Limited range of evidence used.	No sources used are acknowledged in the text. Reference list is poor or non-existent. No evidence from reputable sources presented.
Domain 6: Graduate employability and application of skills                                                                                                                                                                                    • Use of statistical software package (SPSS) to conduct data analyses and present results.	Exceptional or advanced range of practical and technology-based skills using a statistical software package (SPSS) for data analysis.	Excellent range of practical and technology-based skills using a statistical software package (SPSS) for data analysis.	Good range of practical and technology-based skills using a statistical software package (SPSS) for data analysis.	Some practical and technology-based skills using a statistical software package (SPSS) for data analysis.	Limited practical and technology-based skills in using a statistical software package (SPSS) for data analysis.	Little to no practical and technology-based skills in using a statistical software package (SPSS) for data analysis.

 

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[1] This has been adapted by Kafui Adjaye-Gbewonyo from Amanda Adegboye 

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