Assignment: You are a Senior Quantity Surveyor working for a large Professional Quantity Surveying Practice. A…

You are a Senior Quantity Surveyor working for a large Professional Quantity Surveying Practice.

A manufacturing company (the client) is looking to move to your country and has selected your practice to recommend a procurement and tendering strategy for their project.

As part of their expansion policy, they have decided to invest in new-build industrial units (light manufacturing and office space – total 10,000m2) on an industrial site.

A senior member of staff is being sent over to manage the work; they have little knowledge of the construction industry. They are very interested in receiving detailed recommendations from your practice including a recommendation of a procurement and tendering strategy that will support project success; and have also stated that a quick start is essential.

Provide a professional report to the senior member of staff on the briefing discussions that need to be held with the Client and Stakeholders to ensure that a satisfactory development is identified.

The report should include:

Client/Stakeholder briefing items (approximately 500–600 words).

Critical analyses of the various procurement, tendering and contractor selection strategies that may be used (approximately 1,000–1,200 words).

Demonstration of a comprehensive understanding of how risk in projects can be allocated and managed through the appropriate choice of procurement and tendering strategy and choice of contract form (approximately 500–600 words).

Provision of your conclusions and recommendations based on your critical analyses (approximately 500–600 words).

Reference list and bibliography
You should include a reference list with a minimum of 15 separate relevant and appropriate sources (in additional to UCEM references) that you have written about and cited within your work.

A bibliography of uncited sources is not required.

Marking guidance for students
This guidance is designed to help you to do as well as possible in your assessments by explaining how the person marking your work will be judging it. This should ensure you are aware of what they are looking for when you prepare your assessment. When you receive feedback on your assessment, the guide should also help you to see where you gained marks and how you could have improved your mark.

Every assessment will have a brief. In the brief you will be told what you have to produce. The assessment criteria marking criteria guide should be read alongside the assessment brief.

The assessment criteria marking guide will enable you to make judgments about how you should approach this assessment at this academic level.

It is recommended that you read the assessment criteria marking guide before attempting each assessment and keep in mind what will help you to achieve the highest marks as you work on the assessment. Once you have finished you should review the assessment before submitting it, to check you have done what is required to achieve the highest marks to the best of your ability.

When you receive your feedback from your tutor you should clearly be able to see which categories you lost/gained marks in. The feedback should provide you with more detail on the extent to which you have achieved each of the criteria, as well as with recommendations about how to improve your performance going forward (where relevant).

Further information to support you with this assignment is available within the study materials for this module on the UCEM VLE. If you have any questions about this assignment, please contact your Module Tutor or Module Leader via the VLE.

LEVEL 7
ASSESSMENT
CRITERIA MARKING
GUIDE

 
1. COMMUNICATION
15
0–2
Inadequate

3–5
Limited

6–7
Below threshold

8 Threshold
9–10 Good
11
Excellent

12–15
Outstanding

Relevance to task
• The relevance of the information provided to the context of the task
• The way the needs of the intended audience have been addressed.

 
Irrelevant and addresses neither the task nor the needs of the intended audience.
Largely irrelevant and does not effectively address the task or the needs of the intended audience.
Partially relevant and attempts to address the task and the needs of the intended audience with significant irrelevance or omissions.
Sufficiently relevant to the task and the needs of the intended audience to meet the learning outcomes.
Consistently relevant to the task and focussed on the requirements of the intended audience.
Highly relevant to the task and precisely focussed on the requirements of the intended audience.
Completely relevant to the task and fully focussed on the requirements of the intended audience.
Structure and presentation
• Organisation and presentation of ideas

 
A lack of structure beyond a loosely connected list of points.
Largely unstructured and does not have a clear logical flow.
Inconsistent structure and logical flow.
Adequate Structure and logical flow.
Capable structure and logical flow.
Advanced structure and logical flow.
Proficient structure and logical flow.
• Format appropriate to the intended audience and/or industry protocols
• How structure and presentation enable communication.

 
Presentation format is inappropriate.

Communication is obstructed.

Presentation format is ineffective.

Communication is hindered.

Presentation format is confused.

Communication is only partially effective.

Presentation format is satisfactory.

Communication is sufficient to meet the learning outcomes.

Presentation format is effective.

Communication is sound.

Presentation format is sophisticated.

Communication is articulate.

Presentation format is innovative.

Communication is insightful.

Grammar
• Selection of words, sentence construction, spelling and punctuation.

 
Use of grammar is deficient and meaning is obstructed.
Significant grammatical errors and meaning lacks clarity.
Several grammatical errors and meaning conveyed insufficiently clearly.
Notwithstanding some minor errors and oversights, grammar and clarity of meaning are sufficient to meet the learning outcomes.
Grammar usage is capable and conveys meaning effectively.
Grammar usage is advanced and conveys meaning precisely.
Grammar using is exceptional and conveys meaning eloquently.
2. KNOWLEDGE AND
UNDERSTANDING 

20
0–3
Inadequate

4–7
Limited

8–9
Below threshold

10–11
Threshold

12–13 Good
14–15
Excellent

16–20
Outstanding

Systematic knowledge and understanding of the key aspects of the field of study
 
Inadequate systematic understanding of the field of study.
Limited systematic understanding of the field of study.
Insufficient systematic understanding of the field of study.
Sufficient systematic understanding of the field of study to meet the learning outcomes.
Good systematic understanding of the field of study to meet the learning outcomes.
Excellent systematic understanding of the field of study to meet the learning outcomes.
Outstanding systematic understanding of the field of study to meet the learning outcomes.
Critical awareness of current problems and/or new insights at or informed by the forefront of the academic discipline
 
Inadequate level of critical awareness of current problems
and/or new insights, very little, if any, of which has been informed by the forefront of the academic discipline.

Unsatisfactory level of critical awareness of current problems and/or new insights, little of which has been informed by the forefront of the academic discipline.
Basic level of critical awareness of current problems and/or new insights, some of which has been informed by the forefront of the academic discipline.
Adequate level of critical awareness of current problems and/or new insights, much of which has been informed by the forefront of the academic discipline.
Sound level of critical awareness of current problems and/or new insights, most of which has been informed by the forefront of the academic discipline.
Comprehensive level of critical awareness of current problems and/or new insights, nearly all of which has been informed by the forefront of the academic discipline.
Exceptional level of critical awareness of current problems and/or new insights, all of which has been informed by the forefront of the academic discipline.

3. USE AND
APPLICATION OF
SOURCE MATERIAL

20
0–3
Inadequate

4–7
Limited

8–9
Below threshold

10–11
Threshold

12–13 Good
14–15
Excellent

16–20
Outstanding

Application of UCEM Harvard referencing style
 
A minimal number of sources have been referenced. The referencing system is applied incoherently.
Referencing is unsatisfactory due to significant omissions, inaccuracies or inconsistencies in the application of the referencing system.
Referencing is insufficient due to several omissions, inaccuracies or inconsistencies in the application of the referencing system.
Referencing is sufficiently complete, accurate and consistent in the application of the referencing system to meet the learning outcomes.
Referencing is competent with mostly complete, accurate and consistent application of the referencing system.
Referencing is comprehensive with complete, accurate and consistent application of the referencing system with minimal errors.
Referencing is comprehensive and applied faultlessly.
Source Materials
• Selection of course materials

 

 
Minimal and incoherent selection of course materials.

 
Ineffective selection of course materials with significant omissions.

 
Inconsistent and inaccurate selection of course materials.

 
Adequate selection of course materials.

 
Competent selection of course materials.

 
Sophisticated selection of course materials.

 
Innovative selection of course materials.

• Independent research
 
Independent research is minimal and has not been informed by scholarship at the forefront of the academic discipline.
Independent research is incomplete and unsatisfactory. It has not been informed by any notable scholarship at the forefront of the academic discipline.
Independent research is basic and has partially been informed by appropriate scholarship at the forefront of the academic discipline.
Independent research is sufficient and has been at least partially informed by appropriate scholarship at the forefront of the academic discipline, sufficient to meet the learning outcomes.
Independent research is competent and has been informed by a reasonable amount of appropriate scholarship at the forefront of the academic discipline.
Independent research is advanced and has been informed by a comprehensive range of authoritative scholarship at the forefront of the academic discipline.
Independent research is proficient and has been informed by the full range
of authoritative scholarship at the forefront of the academic discipline.

• Use of industry practice and personal experience.
 
Industry practice and personal experience omitted or irrelevant.
Limited and incomplete reference to industry practice and personal experience.
Simple reference to industry practice and personal experience.
Satisfactory reference to industry practice and personal experience.
Clear reference to industry practice and personal experience.
Perceptive reference to industry practice and personal experience.
Insightful reference to industry practice and personal experience.
Originality in the
application of knowledge

 
Originality in the application of knowledge is inadequate and incoherent. The assessed work is not informed or improved by the source materials.
Originality in the application of knowledge is ineffective and unsatisfactory. The assessed work is informed and improved in a limited manner by the source materials.
Originality in the application of knowledge is inconsistent and partial. The assessed work is informed and improved in a basic manner by the source materials.
Originality in the application of knowledge satisfactory and adequate. The assessed work is informed and improved in an adequate manner by the source materials, sufficient to meet the learning outcomes.

Originality in the application of knowledge is competent and clear. The assessed work is informed and improved in a reasonable manner by the source materials.
Originality in the application of knowledge is perceptive and accurate. The assessed work is informed and improved in a comprehensive manner by the source materials.
Originality in the application of knowledge is innovative and insightful. The assessed work is informed and improved in an exceptional manner by the source materials.

4. EVIDENCE BASED
CRITICAL ANALYSIS

20
0–3
Inadequate

4–7
Limited

8–9
Below threshold

10–11
Threshold

12–13 Good
14–15
Excellent

16–20
Outstanding

Practical understanding of how established techniques of research and enquiry are used to
create and interpret knowledge

 
Minimal understanding of how established techniques of research and enquiry are used to create and interpret knowledge.
Unsatisfactory understanding of how established techniques of research and enquiry are used to create and interpret knowledge.
Insufficient understanding of how established techniques of research and enquiry are used to create and interpret knowledge.
Sufficient
understanding of how established techniques of research and enquiry are used to create and interpret knowledge.

Effective
understanding of how established techniques of research and enquiry are used to create and interpret knowledge.

Sophisticated understanding of how established techniques of research and enquiry are used to create and interpret knowledge.
Insightful understanding of how established techniques of research and enquiry are used to create and interpret knowledge.
Critical analysis
• Analysis of source materials

 
Analysis of the source materials is superficial, deficient or minimal
Analysis of the source materials is shallow ineffective or incomplete.
Analysis of the source
materials is insubstantial, inaccurate or inconsistent.

Analysis of the source materials is adequate and of sufficient depth to meet the learning outcomes.
Analysis of the source materials is substantial clear and competent.
Analysis of the source materials is rigorous, accurate and comprehensive.
Analysis of the source materials is profound, proficient and very advanced.
• Application of analysis to the demands of the task
 
Analysis is not applied to the demands of the task.
Analysis is applied unsatisfactorily to the demands of the task.
Analysis is partially applied to the demands of the task.
Analysis is satisfactorily applied to the demands of the task.
Analysis is reasonably applied to the demands of the task.
Analysis is perceptively applied to the demands of the task.
Analysis is innovatively applied to the demands of the task.
Development of arguments
• Use of analysis to develop and sustain arguments and justifications.

 
Arguments and
justifications are incoherent and deficient. There is minimal evidence of an attempt to develop or sustain an argument.

Arguments and
justifications are unsatisfactory and ineffective. The development of arguments is incomplete and not sustained.

Arguments and
justifications are confused and inaccurate. The development of arguments is inconsistent and partially sustained with significant omissions.

Arguments and
justifications are satisfactory and sufficient to meet the learning outcomes. The development of arguments is basic and sustained adequately.

Arguments and
justifications are clear and reasonable. The development of arguments is fair and sustained competently.

Arguments and
justifications are advanced and sophisticated. The development of arguments is sophisticated and sustained comprehensively.

Arguments and
justifications are ambitious and exceptional. The development of arguments is insightful and fully sustained.

Technical ability 
(where appropriate)
•Quality of drawings

 
Drawings are incorrect or omitted
Drawings are incomplete or with significant omissions
Drawings are inaccurate and only partially completed
Drawings are completed at a basic level sufficient to meet the learning outcomes.
Drawings are completed at a competent level
Drawings are completed accurately
Drawings are completed to an exceptionally high standard
•Accuracy of calculations
 
Calculations are incorrect or omitted
Calculations are incomplete with significant omissions
Calculations are inaccurate and only partially completed
Calculations are completed at a basic level sufficient to meet the learning outcomes.
Calculations are completed at a competent level
Calculations are completed accurately
Calculations are completed to an exceptionally high
standard

•Appropriate selection and application of information.
 
Selection of information is incorrect or minimal. Information is applied inadequately or incoherently to the task.
Selection of information is incomplete with significant omissions. Information is applied ineffectively or unsatisfactorily to the task.

Selection of information is inconsistent and partial. Information is applied inaccurately to the task.
Selection of information is satisfactory and sufficient to meet the learning outcomes. Information is applied adequately to the task.
Selection of information is clear and reasonable.
Information is applied competently to the task.

Selection of information is accurate and comprehensive
Information is applied perceptively to the task.

Selection of information is proficient and insightful Information is applied innovatively to the task.
5. INSIGHT,
INTERPRETATION
AND EVALUATION

25
0–4
Inadequate

5–9
Limited

10–12
Below threshold

13–14
Threshold

15–17 Good
18–19
Excellent

20–25
Outstanding

Systematic and creative approaches to complex issues
 
Inadequate selfdirection and originality in tackling and solving problems and in implementing tasks at a professional level.
Ineffective selfdirection and originality in tackling and solving problems and in implementing tasks at a professional level.
Insufficient selfdirection and originality in tackling and solving problems and in implementing tasks at a professional level.
Sufficient self-direction and originality in tackling and solving problems and in implementing tasks at a professional level to meet the learning outcomes.
Competent selfdirection and originality in tackling and solving problems and in implementing tasks at a professional level.
Successful selfdirection and originality in tackling and solving problems and in implementing tasks at a professional level.
Exceptional self-direction and originality in tackling and solving problems and in implementing tasks at a professional level.
Critical evaluation of current research and advanced scholarship in the discipline
 
Any evaluation of current research and
advanced scholarship in the discipline is unsubstantiated and unstructured.

Evaluation of current research and advanced scholarship in the discipline is unsatisfactory in its reasoning.
Evaluation of current research and advanced scholarship in the discipline is simple in its reasoning.
Evaluation of current research and advanced scholarship in the discipline is adequate in its reasoning.
Evaluation of current research and advanced scholarship in the discipline is competent in its reasoning.
Evaluation of current research and advanced scholarship in the discipline is sophisticated in its reasoning.
Evaluation of current research and advanced scholarship in the discipline is ambitious and convincing in its reasoning.
Judgements in the absence of incomplete data
 
Judgments in the absence of incomplete data and/or conclusions are deficient.
Judgments in the absence of incomplete data and/or conclusions are inaccurate.
Judgments in the absence of incomplete data and/or conclusions are confused.
Judgments in the absence of incomplete data and/or conclusions are satisfactory and sufficient to meet the learning outcomes.
Judgments in the absence of incomplete data and/or conclusions are clear and appropriate.
Judgments in the absence of incomplete data and/or conclusions are perceptive.
Judgments in the absence of incomplete data and/or conclusions are insightful.

All assignments must be submitted online in the module area of the VLE. The assignment submission link opens 21 days before the due date. Please refer to the information provided in the ‘Coursework preparation’ week for submission guidance.

NOTE: Postal submissions will not be accepted.

Word count and overwriting
Exceeding the upper value of a word range may limit the marks allocated for communication (see assessment criteria marking guide above). You must state the total number of words used at the end of your assignment.

The following table outlines the inclusions and exclusions in the word count of the most common features of assessed pieces of work.

Included
Excluded
Introduction
Executive summary/abstract
Main body
Title page/front cover
Footnotes/endnotes
Contents List
In text citations
Calculations
Words in tables
Drawings/Images
Conclusion
List of references
Recommendations
Bibliography
Headings and titles, except for those explicitly excluded
Appendices

Warning
Plagiarising someone else’s work, whether copying from the internet, UCEM study materials, a textbook, a fellow student or elsewhere, is a serious offence. Before you submit your work for assessment, you must check it to ensure that you have fully cited within the text all the sources of information you have used and that all your sources are listed in a reference section at the end of your submission. Quoted text must not be excessive in length. You will find guidance on correct citing and referencing in The Harvard System – The UCEM Guide to Referencing and Citation in the ‘Study skills’ section on the VLE.

Be aware that your work will be checked using anti-plagiarism software. If plagiarism is identified, this will result in a severe penalty ranging from loss of all or part of the mark to exclusion from your programme.

Note: Please use the assignment referencing link to check the originality of your work before submitting it.

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