assissgnment

Course code

AM6225

Contact hours

52

Level

6

Self-Directed with tutorial support available

19

Credits

15

Self-Directed Hours

79

Name: Fahimi Ali

Programme Manager: Xanthia Bollen

Office: Level 7, Tower Block, Petone Campus

Office: Level 7, Tower Block, Petone Campus

E-mail: Fahimi.ali@weltec.ac.nz

E-mail: xanthia.bollen@wandw.ac.nz

Phone: 04 8300895

Head of School: Mary-Claire Proctor

Email: mary.proctor@wandw.ac.nz

Monday

9.00 AM - 1.00 PM

Petone Campus

A107

No.

Assessment name

Passing Criteria

Weighting

Learning Outcomes

Due date

1.

Assignment 1 – Report

Must achieve a minimum of 50% for each assessment

30%

1,2

3/4/20

2.

Assignment 2 – Report

30%

3

8/5/20

3.

Assignment 3 – Case Study

40%

4,5

5/6/20

Week

Class

Date

(Monday)

Topics covered (may subject to change)

1

2 March

Introduction to Operation Management

2

9 March

Competitiveness, Strategy and Productivity

3

16 March

Management of Quality

4

23 March

Quality Control

5

30 March

Product & Service Design

ASSESSMENT 1 SUBMISSION (3/4/20)

6

6 April

Process Selection and Facility Layout

7

13 April – 17 April

STUDY BREAK (1 week)

8

20 April

Work Design & Measure

9

27 April

Project Management

10

4 May

Project Management

ASSESSMENT 2 SUBMISSION (8/5/20)

11

11 May

Forecasting

12

18 May

Forecasting

13

25 May

Strategic Capacity Planning

14

1 June

Course Revision

ASSESSMENT 3 SUBMISSION (5/6/20)

15,16,17

8 June – 26 June

STUDY BREAK – No exams (3 weeks)

Achievement

Description

Grade

Grade Point

Result / Mark Range

Excellent

Learning outcomes met. Proficient in the most difficult concepts, theories and skills. Is able to integrate concepts, theories and skills, and recognise the links and relationships between them. Is able to adapt and apply concepts, theories and skills to new situations, and to formulate and evaluate new ideas.

A+

4

90–100

A

4

80–89

Good

Learning outcomes met. Is able to use and apply the fundamental theories, concepts and skills of the learning outcomes to a wide range of problems, going beyond mere replication of content knowledge or skill. Shows an understanding of key ideas, awareness of their relevance, some use of analytical skills and some originality.

B+

3.3

75–79

B

3

65–74

Satisfactory

Learning outcomes met. Has a basic grasp of factual content, theories, concepts and issues, and/or performance of basic skills to a level that would allow continuation of study in the area or to carry out work requiring these skills.

C+

2.3

60–64

C

2

50–59

Ungraded Pass

Learning outcome/s met. Ungraded assessment result and/or course grade.

P

1

P

Not Achieved

Unsuccessful assessment attempt result; optional assessment not submitted result (0)

Course grade when all required assessments attempted but one or more learning outcomes not met.

D

0

0–49

Ungraded Fail

Required assessment not submitted;

Course grade when either one or more required assessments are not attempted and/or one or more course requirements are not met.

F

0

F

Activity

Evidence

Assessment preparation

Student completes assignment/s on time, and is prepared for supervised assessments

Laboratory / workshop

Student practices skills or develops outputs to meet assessment task requirements

Group study

Notes, activities or output meet assessment task requirements

Independent study

Student engages in a variety of tutor recommended or self-selected materials to meet assessment outcomes

Information gathering, readings

Student discusses gathered information in tutor-directed activities, and in assessment (including evidence for portfolio)

Observation

Student reflects on work place practice in relation to theoretical and practical learning

Project work

Defined project outcomes are progressively achieved

‘A’ Grade Description

‘B’ Grade Description

‘C’ Grade Description

‘D’ Grade Description

Criterion One:

Ideas and understanding

· Excels in responding to assessment tasks

· Interesting; demonstrates development of complex ideas

· Appropriately limits and defines terms. Central ideas are clearly and succinctly communicated

· Understands and critically evaluates supporting evidence /reference material

· A sound course, responding to assessment tasks

· Attempts to define terms, not always successful

· Clearly states central ideas, but may have minor lapses in development

· Begins to acknowledge the complexity of central ideas and the possibility of other points of view

· Shows careful reading of supporting evidence/ reference material but may not evaluate them critically

· Adequate, but less effective response to assessment tasks

· Presents central ideas in general terms, occasionally depending on generalisations and/or dictionary definitions

· Limited exploration of other points of views

· Shows basic comprehension of supporting evidence /reference material with occasional lapses in understanding

· Does not respond appropriately to the assessment task

· Lacks central ideas

· Supporting evidence /reference material misunderstood or inadequate

· Ineffective development of ideas

· Assessment too brief

Criterion Two:

Supporting Evidence

· Uses citations appropriately and effectively, providing sufficient evidence

· Explanations supported and justified convincingly

· Support points using a range of relevant citations

· Begins to interpret and justify the evidence, explaining connections between evidence and main ideas

· Generalizations sometimes used to support points

· Sometimes depends on unsupported evidence or personal experience

· Occasionally assumes that evidence speaks for itself and needs no application to the point being discussed

· Occasional lapses in logic

· Uses irrelevant or inadequate supporting evidence /reference material throughout

· Supporting evidence /reference material consistently not acknowledged

Criterion Three:

Organisation and coherence

· Uses logical structure appropriate to assessment tasks

· Transitional sentences often develop and link ideas and identify their logical relations

· Paragraphs have topic sentences guiding the reader through the chain of reasoning or progression of ideas

· Shows a logical progression of ideas and uses transitional sentences

· Some logical links may be faulty but each paragraph clearly relates to central ideas

· Occasionally lists ideas arranged randomly (rather than using any evident logical structure)

· While each paragraph may relate to central idea, logic is not always clear

· Arrangement of sentences within paragraphs may occasionally lack coherence

· Lacks organisation, paragraph coherence and uses few or inappropriate transitional sentences

· Paragraphs lack topic main ideas and may not all relate to assessment tasks

Criterion Four:

Style

· Chooses words for their precise meaning and uses discipline appropriate language

· Writing style fits assessment task

· Sentences are varied, yet clearly structured, focused and succinct

· Generally uses words and discipline appropriate language accurately and effectively

· Sentences generally clear, well structured and focused, though some sentences may be awkward or ineffective

· Occasionally uses relatively vague and simple words

· May use some non academic language occasionally

· Sentence structure generally correct, but sentences may occasionally be wordy, unfocused, repetitive or confusing

· Too vague and abstract

· Overall, contains awkward or grammatically incorrect sentences

· Majority of sentence structure is too simple with use of non academic language

Criterion Five:

Mechanics

(Spelling, punctuation, grammar, referencing and formatting)

· Almost entirely free of mechanical errors

· May contain mechanical errors, which may distract the reader but not impede understanding

· Contains several mechanical errors, which may temporarily confuse the reader but not impede the overall understanding

· Contains many mechanical errors that block the reader’s understanding and ability to see connections between ideas