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ASSESSMENT 3 BRIEF |
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Subject Code and Title |
BIZ202 The Business Environment |
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Assessment Task |
Storyboard and Editorial Video – The Macro Environment |
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Individual/Group |
Individual |
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Length |
• Storyboard – six (6) frames
• Editorial video – three (3) minutes
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Learning Outcomes |
The Subject Learning Outcomes demonstrated by successful completion of the task below include:
b) Apply business analysis tools and techniques to identify the impact of the macro environment on businesses.
c) Utilise digital business communication skills, critical thinking, and research skills in a business context.
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Submission |
• 12-week duration:
Due by 11:55pm AEST/AEDT Sunday end of Module 11 (Week 11).
• 6-week duration:
Due by 11:55pm AEST/AEDT Sunday end of Module 11 (Week 6).
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Weighting |
30% |
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Total Marks |
100 marks |
Assessment Task
Please refer to the Instructions for details on how to complete this task.
Context
Instructions
Process:
Step 1: Research
Use the Torrens Library to access some of these free publications for your research:
Newspaper Subscriptions
Step 2: Describe and explain the main points in the article
Step 3: Link to the macro environment
Step 4: Identify two (2) potential outcomes
Step 5: Create your Storyboard
Plan how you will deliver your Editorial Video using a six (6) frame storyboard and include in-text citations where applicable and a reference list. For this assessment task, you are required to include three (3) sources: one (1) non-academic (the news story) and two academic (2) resources from the modules of this subject.
Use sketches, images, photos, and text to add details as you plan your Editorial Video’s content.
There are two options to create your Storyboard. You can use the Storyboard template (Word document) provided in the Assessment 3 submission point to record your ideas, or another online platform of your choice.
These are free resources available to create your online Storyboard:
Note: If you choose to use any of these free resources, please ensure that you publish your online Storyboard in a PDF format for submission to MyLearn.
Your Editorial Video is a formal presentation so you must use both your camera and microphone on a digital device to record yourself. Please refer to the Module 10 and 11 resources on presentation skills to help you with this task.
You can use any of the following free platforms to record your video:
As your Editorial Video is a piece-to-camera recording only, please note that visual elements (e.g. slides) and a script are NOT required as part of your submission for this task.
Read the assessment rubric, which is an evaluation guide with criteria for grading your assessment. This will indicate what features a successful storyboard and editorial video should exhibit.
Step 7: Submit your Storyboard and Editorial Video recording
Upload both your Storyboard (in a PDF format) and your Editorial Video (as a .mp4 file) together in MyLearn. Refer to the Submission Instructions for more details.
Referencing
It is essential that you use current APA style for citing and referencing the sourcesthat you use. Please see more information on citing and referencing guidelines on the Academic Skills webpage.
Assessment Support
For a range of additional resources and support to help you complete your assessment, please consult the Study Support page on the Student Hub.
Academic Integrity
All students are responsible for ensuring that all work submitted is their own, is academically written and appropriately referenced following the Academic Writing Guide. Students need to have read and be aware of the Torrens University Australia Academic Integrity Policy and Academic Integrity Procedure and subsequent penalties for academic misconduct. For more information, please refer to the Academic
Integrity guidelines.
Students must also keep all required evidence in making an assessment; a copy of all submitted material and any assessment drafts.
Submission Instructions
Submit the following via the Assessments > Briefs and Submission link in the main navigation menu of the BIZ202 The Business Environment:
File name: SubjectCode_LastName_FirstNameInitial_AssessmentNumber.pdf
Your marked assessment can be viewed in MyLearn within the grading policy timeline. Your learning facilitator will advise the class when the grades are available to view.
You can submit your assessment on or before the due date.
Late penalties apply for assessments that are submitted after the due date, unless an Application for
Assessment Special Consideration Form has been submitted to your learning facilitator.
For information on the Torrens University Australia late penalties policy, please consult the Assessment
Policy for Higher Education Coursework and ELICOS.
Please consult with your learning facilitator if you need to submit your assessment after the due date.
Special Consideration
To apply for special consideration for a modification to an assessment task or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment
Special Consideration Form to your learning facilitator.
Assessment Rubric
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Assessment Criteria |
High Distinction
(Exceptional)
85-100%
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Distinction
(Advanced)
75-84%
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Credit
(Proficient)
65-74%
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Pass
(Functional)
50-64%
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Fail
(Yet to achieve minimum
standard)
0-49%
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Storyboard
Percentage forthis criterion = 20% |
The storyboard is highly creative and includes elementssuch assketches, images, photos, and text.
It addresses the task comprehensively with a sophisticated understanding of the link between the storyboard as a plan and the editorial video. Information, arguments and evidence are clear, and logically structured. |
The storyboard is creatively presented and includes elements such as sketches, images, photos, and text. It addressesthe task with a highly developed understanding of the link between the storyboard as a plan and the editorial video. Information, arguments and evidence are mostly clear and logically structured. |
The storyboard is presented with some creative elements such as sketches, images, photos, and text. It addressesthe task with some links between the storyboard as a plan and the editorial video. Information, arguments andevidence are at times clear and logically structured. |
The storyboard is presented with limited creative elements such as sketches, images, photos, and text.
It addresses the task with a limited connection between the storyboard as a plan and the editorial video. Information, arguments and evidence are not always clear and logically structured. |
The storyboard has not been presented forthe task or the storyboard is provided but with limited creativity and no connection with the editorial video. Information, arguments and evidence are missing or presented with no logical or clear structure. |
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Knowledge, research, and understanding
Percentage forthis criterion = 35% |
The editorial video addresses the task comprehensively with a sophisticated understanding of the link between the chosen business and the macro environment factor/s. There is exceptional evidence of research or enquiry and a sound use of relevant and reliable resources, and module readings. |
The editorial video addresses the task with an understanding of the link between the chosen business and the macro environment factor/s. There is substantial evidence of research or enquiry and the use of relevant and reliable resources, and module readings. |
The editorial video addresses the task with some understanding of the link between the chosen business and the macro environment factor/s. There issufficient evidence of research or enquiry and the use of relevant and reliable resources, and module readings. |
The editorial video addresses the task and shows a basic understanding ofthe link between the chosenbusiness and the macroenvironment factor/s.
There issome evidence of research or enquiry using relevant and reliable resources, and module readings.
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The editorial video shows little/no understanding of the link between the chosen business and the macro environment factor/s.
There islittle/no evidence of research or enquiry using relevant and reliable resources, and module readings.
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Critical Thinking and Potential Outcomes
Percentage forthis criterion = 20%
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Demonstrates highly developed critical thinking skills in relation to the potential outcomesforthe business.
Discerningly selects and precisely employs a wide range of specialised terminology. |
Demonstrates developed critical thinking skills in relation to the potential outcomesforthe business.
Employs a wide range of specialised terminology accurately. |
Demonstrates developing critical thinking skills in relation to the potential outcomesforthe business.
Employssome specialised terminology accurately. |
Demonstrates limited critical thinking skills in relation to the potential outcomesforthe business.
Employs limited specialised terminology with some accuracy. |
Does not demonstrate critical thinking skills or any potential outcomes for the business.
Specialised terminology is inaccurately or rarely employed.
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Effective Communication (Verbal and Non Verbal Skillsin the Video)
Percentage forthis criterion = 15% |
The presenter consistently speaks clearly. The presentation is easy to follow and engages and sustains interest throughout. A wide range of highly engaging presentation techniques are used (e.g., posture, eye contact, facial expressions, gestures, volume, pitch, pace,stance, and movement). |
The presenter nearly always speaks clearly. The presentation is easy to follow and engages interest most of the time. A clear and confident delivery with a range of engaging presentation techniques are used (e.g., posture, eye contact, facial expressions; gestures, volume, pitch, pace,stance, and movement). |
The presenter mostly speaks clearly, and the presentation is easy to follow.
A clear, butsomewhat nervous delivery. A mostly engaging presentation with a range of techniques used (e.g., posture, eye contact, facial expressions; gestures, volume, pitch, pace,stance, and movement). |
The presenter often lacks clarity when speaking. The presentation issometimes difficult to follow. A clear, but often stilted or awkward delivery. Some engaging presentation techniques are used but not consistently (e.g., posture, eye contact, facial expressions, gestures, volume, pitch, pace, stance, and movement). |
The presenter lacks clarity when speaking. The presentation is difficult to understand. An awkward and oversimplified delivery. Uses a limited use of engaging presentation techniques. (e.g., posture, eye contact, facial expressions; gestures, volume, pitch, pace,stance, and movement). |
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References(Correct Citation and Referencing of Key Resources)
Percentage forthis criterion = 10%
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Uses the most recent edition of APA referencing with no errors. |
Uses the most recent edition of APA referencing with minor errors. |
Uses the most recent edition of APA referencing with occasional errors. |
Uses the most recent edition of APA referencing but there are frequent errors. |
The most recent edition of APA referencing has not been used or no references are included. |