1. AUTHENTICITY AND AUTHENTICATION: Edexcel regulations state: “Students MUST authenticate the evidence that they provide for assessment.”
2. Assignments must be submitted to TURNITIN by the date specified in the assignment brief. The maximum TURNITIN plagiarism % allowed is 19%.
3. ASSESSMENT to summative assessment. The main function of formative assessment is to provide feedback to enable student to make improvements to consolidate a Pass, or attain a higher grade.
Summative Assessment is a final assessment decision on an assignment tasks in relation to the assessment criteria of each unit. It is the definitive assessment and recording of the student’s achievement.
4. MARKING SPELLING, PUNCTUATION AND GRAMMAR: Mistakes in spelling and grammar should not influence assessment decisions unless:
• The mistakes are so problematic that they undermine the evidence of student understanding, or
• Specific assessment criteria require good communication, spelling and grammar and/or correct use of technical language.
If student work has consistently poor spelling, grammar or language it will not be accepted for marking and it will be marked as referred.
Case Study 1:
Sally is a 42-year-old female who presents to her GP with complaints of tingling and numbness in her left foot. 18 months later she also complained of double vision. Consultation with a neurologist at that time results in a diagnosis of multiple sclerosis. She is placed on disease-modulating medication and educated about lifestyle changes to avoid fatigue which manages her double vision with the exception of long workdays. The GP refers her to a vision specialist for management of the impairment of double vision that interferes with activities and participation in her job as an account executive. The GP has also requested the assistive technology specialist to provide information and education about other assistive devices that are available should she develop additional impairments.
A vision specialist recommends an eye patch for use when warranted and suggests she stays in touch with the assistive technology specialist should other problems arise. Two years later, Sally returns to her GP with complaints of weakness and numbness in her right side (upper and lower body). These new impairments interfere with her ability to drive to and from work and chauffeur her children to soccer and other after-school activities. Her function at work has been greatly compromised as well. She is experiencing difficulty with typing, maneuvering around the building, holding her lunch tray and performing other activities of daily living. She is referred to the Occupation Therapist for an ankle-foot orthosis (AFO) for the right foot and a cane to improve her mobility. She is also referred to the Assistive Technology Specialist for consideration of alternate input methods for the keyboard. A keyboard was chosen that covered a larger surface with large black letters surrounded by a yellow background. Both specialists worked together to identify other aids to facilitate additional activities such as Sally’s personal care activities using a dressing stick and toothbrush handles, cooking using kitchen aids, including jar openers, recipe card holders and large-handled pots and pans and gardening using adapted gardening tools.
The GP refers her to a driver’s trainer specialist to adapt her vehicle with a spinner knob and left foot accelerator and to train her in this new way of driving. At this time, the GP also referred her to a social worker for support and counseling regarding her finances, work and personal life decisions.
Throughout the previous 4 years, Sally’s family has noticed changes in her memory function. After the psychologist completes a cognitive evaluation and identifies strengths and weaknesses, Sally is provided a hand-held personal digital assistant (PDA) called the “Pocket Coach” to aid in her memory skills. This device enables her to push a single button to remember “what to do next.” It assists her to remember to complete task activities and to manage important aspects of her healthcare such as taking medications and nutritional supplements.
TASK 1: Essay (Suggested word count: 1000 words)
Learning Outcome 1: Understand the use of technology to support independent living (AC 1.1, 1.2 & 1.3)
AC 1.1 Explain how technology can be used to support users of health and social care services like Sally in living independently.
AC 1.2 Analyse barriers to the use of technology to support users of health and social care services in living independently. (M1)
AC 1.3 Explain the benefits of these technologies to health and social care organisations and their users especially to Sally.
TASK 2: Essay (Suggested word count: 1000 words)
Learning Objective 2: Understand the implications of developments in technologies for use in health and social care (AC 2.1 & 2.2)
AC 2.1 Explain health and safety considerations in the use of technologies in health and social care and to Sally.
AC 2.2 Discuss ethical considerations in the use of assistive technologies. (M2)
AC 2.3 Explain the impact of recent and emerging technological developments on health and social care services, organisations and care workers. (Mapped to Unit 16 USN AC 3.3)
TASK 3: Report (Suggested word count: 1000 words)
Learning Objective 3: Be able to suggest technologies to support independent living for users of health and social services. (AC 3.1, 3.2 & 3.3)
Case Study 2 (Only for Task 3)
Maggie is a 62 year old lady who has early onset of dementia. She recently lost her husband. She is an extremely active lady who goes out on a number of occasions each day. She is disorientated to the day and time. Her family has significant concerns that Maggie is leaving her home at night and reports from her neighbour confirm this. A fortnight ago her daughter, Lisa paid her a visit and she found water flowing out of her door. When she pressed the doorbell there was no answer because Maggie was not home. On occasions homecare arrive early in the morning and Maggie is already out which means she can miss taking her medication and is skipping meals. A risk assessment highlighted an unknown prevalence of Maggie leaving her home.
Based on case study 2, please address Task 3 below
AC 3.1 Identify Maggie’s specific needs for support to live independently.
AC 3.2 Recommend appropriate assistive devices in order to support Maggie to continue living independently.
AC 3.2 Evaluate the usefulness of technology for users of health and social care services. (D3)
Learning outcomes and assessment criteria:
Each unit will be graded as a Pass, Merit or Distinction. A pass is awarded for the achievement of all outcomes against the specified assessment criteria. Merit and Distinction grades are awarded for higher-level achievement.
The Learning outcomes and the assessment criteria used to assess are shown below: A pass grade is achieved by meeting all the required defined in the assessment criteria for a pass for each unit.
On successful completion of this unit a learner will: Assessment criteria for pass
The learner can:
LO1 Understand the use of technology to support independent living 1.1 explain how technology can be used to support users of health and social care services in living independently
1.2 analyse barriers to the use of technology to support users of health and social care services in living independently
1.3 explain the benefits of these technologies to health and social care organisations and their users
LO2 Understand the implications of developments in technologies for use in health and social care 2.1 explain health and safety considerations in the use of technologies in health and social care
2.2 discuss ethical considerations in the use of technologies in health and social care
2.3 explain the impact of recent and emerging technological developments on health and social care services, organisations and care workers
LO3 Be able to recommend technologies to support independent living for users of health and social care services. 3.1 identify the specific needs of an individual requiring support to live independently
3.2 make recommendations for how technologies might support the independent living arrangements
3.3 evaluate the usefulness of technology for users of health and social care services.
Assessment and Grading Criteria
The MERIT and DISTINCTION grade descriptors and their indicative characteristics need to be viewed as a qualitative extension of the assessment criteria for PASS. Please see below how certain assessment criteria for PASS have been linked to certain grade descriptors for MERIT and DISTINCTION
In order to achieve a merit in a unit • pass requirements achieved
• all merit grade descriptors achieved
In order to achieve a distinction in
a unit • pass and merit requirements achieved
• all distinction grade descriptors achieved
Grade Descriptor Indicative Characteristic/s Contextualisation
M1 Identify and apply strategies to find appropriate solutions An effective approach to study and research has been applied. To achieve M1, you will have explored complex problems with more than one variable, and an effective approach to study and research has been applied. (AC 1.2)
M2 Select / design and apply appropriate methods / techniques A range of methods and techniques have been applied To achieve M2, you will have investigated the different health and social care legislation and regulations and applied them to the operation of assistive technologies, written succinctly and applied Harvard style referencing throughout.
M3 Present and communicate appropriate findings A range of methods of presentation have been used and technical
language has been accurately used To achieve M3, communicate your own experiences clearly and appropriately using technical language accurately, and your work is coherent and logical throughout.
D1 Use critical reflection to evaluate own work and justify valid conclusions Self-criticism of approach has taken place To achieve D1. You will have provided a summary page at the rear of the assignment which demonstrates your own critical self-reflection on the learning from this Unit.
D2 Take responsibility for managing and organising activities Substantial activities, projects or investigations have been planned,
managed and organised To achieve D2, you will have ensured that the deadline for this assignment has been met by planning, organising and managing your research and investigations into how assistive technologies promote independence.
D3 Demonstrate convergent / lateral / creative thinking Ideas have been generated and decisions taken To achieve D3, you will have generated ideas and decisions to make recommendations in a health and social care context. (AC 3.2)
D1 Criteria – Critical Self-Reflection
Instead of this optional template, students are allowed to write their own critical self-reflection in the format they choose, it should consist of no more than 2 pages.
Sample – Student Critical Self-Reflection Tool (D1 Criteria)
The steps I have completed in this piece of work include:
Something I did not understand about one or any of the assignment tasks were:
Something I am going to change/correct/add/remove in the future that I have learned from this piece of work is:
One concept I have learned from this task is:
This piece of work demonstrates that I can (list the criteria):
I can improve my work by:
After reviewing this assignment, I would now like to achieve (define revised goals):
I would like to do this because (explanation):
What would be the difference to the outcome (if any) if I had prepared more carefully / taken it more seriously?
Where can I go from here in my academic development?
Any other comments…
Mapping of Assessment Criteria
Assessment Criteria Assessment Criteria Mapped to
AC 2.3 Explain the impact of recent and emerging technological developments on health and social care services, organisations and care workers Unit 16 Understanding Specific Needs in H & SC
AC 3.3 Discuss the potential impact of emerging developments on support for individuals with specific needs.
In completing the tasks students are expected to use a wide range of academic literature and authoritative practitioner sources.
It is important that the work you produce is carefully planned & written.
Your work should demonstrate:
a) Your understanding of the theory you have learned (underpinning knowledge) and
b) Your ability to apply it to real life/contemporary situations/case study (applied knowledge).
When writing your assignment, please follow the instructions below:
General Guidelines: Tick Box
1 All work should be word-processed.
2 Clear Table of Contents should be presented at the beginning of the assignment.
3 Highlight each task clearly – identifying task numbers as stated in the assignment brief. Learning Outcome assessment criteria can also be included but must be enclosed in brackets e.g. (AC 1.1)
4 Use standard font, for example Times New Roman or Arial;
Size: 12; Line and Paragraph Spacing: 1.5
5 Insert Page Numbering (bottom right hand corner)
6 Please check that your document is set up to UK English rather than American English.
UK English should be used for writing your assignments.
7 If the assignment is required to be in an essay format avoid bullet points and restrict the use of numberings.
8 All work should be comprehensively referenced and all sources MUST be acknowledged fully, this includes books & journals used as well websites visited. Details such as page numbers, publishers and publication year should also be stated, in addition to the name of the author(s) and publication. Books, articles and journals should be the main sources;
9 Follow the Harvard Referencing system.
10 Reference list to be included at the end of the assignment.
11 Before submitting, spell check the document and read thoroughly for grammatical errors.
12 It is advised to write between 4,000 – 4,500 words for the assignment on this study level. 5,000 words could be written if Merit or Distinction is attempted for.
Note: These guideline may be superseded by additional guidelines stated in the specific assignment requirements.
Interpreting an assignment brief
In order to interpret an assignment, you need to identify a number of key points.
You need to:
● find the command words in each question or task
● determine what content is being assessed
● establish the context of the assignment.
1. Command words
Each task in your assignment will contain a verb that indicates to you the level of the response that you are expected to give. It is important that you interpret these verbs correctly so that you fully recognise the level of demand in each task. The interpretation of command words is addressed on the following page.
It is important to establish which theories and concepts must be covered in your assignment. Your tutor might provide you with a copy of the specification for the qualification; alternatively you could download this from the internet
It is important to check that you have covered all of the required material to avoid needlessly resubmitting your tasks.
Your assignments will relate to a particular scenario. This might be something relevant to your workplace or it might be a situation relating to a case study selected by your tutor. You should normally ensure that your assignment relates closely to this context. This is because of the nature of the qualification you are studying for: you are expected to demonstrate academic knowledge in a workplace setting.
Understanding command words
When you read a question in your assignment brief, you should look for the verb in the sentence. This is called a command word. It tells you how you should approach the task. Identifying and understanding the command word in a question is a vital step towards producing a good response to a task. Commonly use command words include the following:
Analyse These tasks require you to explore the different aspects of an issue, considering the relative significance of each. You would normally need to explore causal relationships, examining how an action will lead to a particular reaction. This type of task would not normally require you to make judgements, but rather to drill down into an issue, exploring relationships in depth.
Assess This requires you to weigh up the positive and negative aspects of something. Alternatively it might require you to explore the important and unimportant aspects of an argument. You should build these strands into a balanced argument before reaching a final balanced conclusion.
analyse This is a term you are unlikely to have seen before on your Level 3 or
A level courses. This is when you have to explore the strengths and weaknesses of the ideas of a theorist or claims made by a professional body before reaching a final, balanced conclusion. You would normally begin by presenting the initial idea and arguments in favour of it, before introducing contradictory arguments. When you present the arguments, you should present their relative merits (e.g. their strengths and weaknesses) before summarising your arguments and reaching a final conclusion.
Evaluate This type of question will require you to give an opinion on an issue, which you should support with relevant evidence. You should ensure that your response provides a balanced view of the issue, exploring points for and against your argument. This should lead to an overall conclusion where you summarise your main arguments and explain how you have come to your final decision.
Justify This requires you to provide arguments in support of a particular interpretation of or perspective on something. This should be based on the use of theoretical justifications applied to normal business practice.
Discuss Write about (a topic) in detail, taking into account different issues or ideas. Discussion require you to use an essay format, rather than a report format. Avoid lists and bullet points. Make good use of paragraphs.
For more information on how to access higher grades, and demonstrate originality, and achieve critical reflection, demonstrate divergent, convergent, lateral, and creative thinking, build an argument, supporting evidence, plagiarism and many more, please refer to your BTEC Higher National in Health & Social Care Study Skills Guide available on ABI Learn or: http://qualifications.pearson.com/content/dam/pdf/BTEC-Higher-Nationals/Health-and-Social-Care/2010/teaching-and-learning-materials/BTEC-Higher-National-in-Health-and-Social-Care-Study-Skills-Guide.pdf
Indicative Reading List
Dickson H (2008) Evaluating outcomes in health and social care, Bristol: Policy Press
Glasby J, Dickson H, (2008) Partnership working in health and social care, Bristol: Policy Press
Gomm R, Needham G, Bullman A (2000) Evaluating research in health and social care, London: Sage 63
Larkin M, (2009) Vulnerable groups in health and social care, London: Sage
Lloyd M (2010) A Practical guide to care planning in health and social care, Maidenhead: McGraw Hill
Further useful readings: