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f outcomes which are identified in the M level descriptors. The first are cognitive outcomes and the second are generic skills Broadly speaking the cognitive outcomes can be evaluated through the report, whereas the reflective essay should give an insight into the generic skills. It is however, the case that the generic skills can also be measured by the student’s success or lack of it in producing an adequate piece of work. Cognitive outcomes Knowledge and Understanding • Should be able to autonomously analyse new and/or abstract data and situations using a wide range of techniques appropriate to the discipline(s) and to his/her own research or advanced scholarship • Should be able to demonstrate a depth of knowledge and a systematic understanding of his/her discipline(s), across specialist and applied areas, and be critically aware of and deal with complexity, gaps and contradictions in the current knowledge base with confidence Although the task is based on secondary data, there are numerous sources – academic journals, newspapers, trade press, government reports, and books - which the student can use as well as www.google.com! The data may and probably will be contradictory. Students may deal with this by ignoring conflicting findings or by engaging in a debate to examine the reasons for the disparity A –The student provides a comprehensive answer that shows a clear understanding of the breadth of the issues involved. The answer demonstrates the student’s ability to provide a balanced response taking account of disparity and differences in the secondary data. The answer clearly supports a view that the student has mastery over the subject matter. B –The student demonstrates a good understanding of the issues involved and the relation of these issues to their business specialism. They are able to manipulate ideas well to produce a reasoned answer to the question C- The answer demonstrates an ability to use ideas which are easily accessible. No evidence of a student’s attempt to go beyond the obvious. Discussion accurate but shallow. Correct referencing for the most part D- Heavy reliance on very limited set of thoughts. Little evidence of any attempt to collect a broader range of information. Discussion narrow and possibly not well argued or supported. . E – Discussion lacks breadth. The student fails to demonstrate a real understanding of all the issues involved F -Very little or no evidence of the student’s ability to appreciate a range of different ideas - Alternatively heavy reliance on large chunks of other’s work. Referencing may not be full and accurate but is present and the intention is NOT to pass work off as the student’s own Synthesis/creativity • Should be able to autonomously synthesise information and ideas and propose new hypotheses, create original responses to problems that expand or redefine existing knowledge or develop new approaches to changing situations A – a well constructed piece of work which clearly demonstrates the student’s ability to synthesise complex arguments and to use the data to come up with novel solutions. It has a logical flow and The work will be well argued and the conclusions will follow naturally from the evidence presented. No doubt will be left in the reader’s mind as to their validity. B – a well constructed piece of work. Literature critically evaluated not merely a précis. Good use of secondary data sources to