Finance Assignment

Money, Banking and Finance

APC312

Individual assignment

Weighting – 100% of the marks for this module

This is an individual assignment of 3000 words. (+ or – 10%)

The hand in date is: Friday 15 th

January 2016 23:59 GMT

Please submit a hard copy to the Jira online submission system

(https://webservices.sunderland.ac.uk)

Requirements:

This assignment is in two parts with each part carrying a maximum mark of 50%.

Part A.

Critically analyse the purpose of monetary policy and the different methods employed

by central banks to achieve monetary policy goals. (50%)

Part B

Evaluate the role financial intermediaries’ play in smoothing out the incompatibilities

between savers and borrowers and promoting a well functioning financial system.

(50%)

The University policy on cheating collusion and plagiarism will be applied to this

piece of work.

Guidance:

Students should approach this assignment as an academic essay, weighing the

arguments for and against each issue, making comment on the literature and drawing

logical conclusions. Harvard referencing is a key requirement of the assignment to

demonstrate wider reading and to underpin the discussions, ensuring they have

sufficient depth.

Generic Assessment Criteria – Undergraduate Bachelor’s degree These should be interpreted according to the level at which you are working

Categories

Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature

P a

s s

86 – 100%

The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.

76-85% The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance o f argument, interpretation or discourse and there may be some evidence of originality

70 – 75%

The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriat e to the Level of the qualification. There is also clearly articulated t evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.

60 – 69%

Directly relevant to the requirements of the assessment

A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein

Good analysis, clear and orderly

Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)

May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice.

Well written, with standard spelling and grammar, in a readable style with acceptable format

Critical appraisal of up-to- date and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources

50 – 59%

Some attempt to address the requirements of the assessment: may drift away from this in less focused passages

Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance

Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose

Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms

Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic

Competently written, with only minor lapses from standard grammar, with acceptable format

Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material.

40 – 49%

Some correlation with the requirements of the assessment but there are instances of

Basic understanding of the subject but addressing a limited range of material

Largely descriptive or narrative, with little evidence of analysis

A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence

Some evidence of a view starting to be formed but mainly derivative.

A simple basic style but with significant deficiencies in expression or format that may pose obstacles for

Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point.

irrelevance the reader

F a

il

35 – 39%

Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms

A limited understanding of a narrow range of material

Heavy dependence on description, and/or on paraphrase, is common

Little evidence of coherent argument: lacks development and may be repetitive or thin

Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase

Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style

Barely adequate use of literature. Over reliance on material provided by the tutor.

The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration.

30 – 34%

The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The eviden ce provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.

15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.

0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.