You have been asked to advise on the cost management of the project. In providing this advice, your manager has asked you to prepare a briefing note to explain the processes involved in preparing early cost advice
BSP7CAC Costing and Contracts
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Module name |
Costing and Contracts |
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Module code |
BSP7CAC |
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Level |
7 |
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Module start month and year |
September 2022 |
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Module pass mark |
50 |
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Assignment |
1 |
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Assignment due time and date |
10.00 a.m. (UK time), Wednesday 16 November 2022 |
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Word count (see section below for info) |
1,500 |
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Assignment weighting |
30% |
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Module learning outcomes assessed |
LO1, LO2 (see module ‘Assessment tab’ for details) |
If you have any questions about this assessment, please contact your Module Team using the Assignment forum in the relevant ‘Assessment preparation’ week on the VLE.
Scenario
You work for a housing association that is looking to undertake a substantial programme of planned maintenance works to five blocks of two- to three-bedroom apartments, of concrete frame and brick infill construction. The three-storey buildings will be refurbished using over-cladding and improved insulation to the walls. The windows, doors, kitchens and bathrooms are to be replaced. Each block comprises 12 apartments and is currently fully occupied.
Task
You have been asked to advise on the cost management of the project. In providing this advice, your manager has asked you to prepare a briefing note to explain the processes involved in preparing early cost advice. The briefing note should include:
- a critical discussion of an appropriate approach to establishing an estimated cost for the project considering the RIBA Plan of Work stage the project is at and including an analysis of cost information that could be used; and (approximately 1,100 words)
- detailed calculations establishing the life-cycle costs for two window specifications for the apartments. Include in your briefing note a recommendation for an appropriate window specification considering its life-cycle cost and the appropriateness for the building’s use. (approximately 400 words)
Note: For part b, one specification being considered is painted, double-glazed, standard softwood windows complete with all sills, ventilators, ironmongery and fixings with an initial cost of £430/m2, redecoration costs of £15/m2 every three years, annual cleaning costs of £12/m2 and replacement required at 18-year intervals.
You are to assume a second window specification with different initial costs and different patterns of maintenance and replacement to demonstrate your understanding of life-cycle costing. You should use a 5% discount rate in your calculations and assume a building life of 40 years.
Additional guidance
- You are not required to produce an estimated cost for this project when answering part a of the Assignment 1 task.
- Please state any assumptions clearly within the briefing note. Any back-up information, calculations, etc. should be in an appendix to the briefing note.
- Supporting information on how to prepare a briefing note is available in the ‘Assessment preparation’ week of the module on the VLE.
- A blank briefing note template can be found in Section 9 of the ‘Study Skills’ area of the VLE.
Reference list
You should include a reference list with a minimum of five separate relevant and appropriate sources that you have written about and cited within your work.
A bibliography of uncited sources is not required
Additional information
Further information to support you with this assignment is available within the study materials for this module on the UCEM VLE.
It is recommended that you engage with the Assignment briefing webinar and Assignment forum, as the module team may signpost relevant learning activities and also answer any questions you may have.
Marking guidance for this activity
This guidance is designed to help you to do as well as possible in your assessment by explaining how the person marking your work will be judging it.
Your work will be assessed in relation to the requirements set out in the assessment criteria marking guide at the end of this document and the grading guidance section below.
It is recommended that you read both of these sections before starting your assessment to learn what will help you to achieve the highest marks. Before submitting your assessment you should review it to check you have produced what is required to achieve the highest marks.
When you receive your feedback from your tutor you should be able to see where you gained marks and, where relevant, recommendations about how to improve your performance going forward. a critical discussion of an appropriate approach to establishing an estimated cost for the project considering the RIBA Plan of Work stage the project is at and including an analysis of cost information that could be used
Grading guidance
This grading guidance section explains in more detail what a submission for this assessment should include in order to achieve a mark at the threshold, good and excellent standards.
Threshold
You will have described the methods of producing an estimated cost for this project and outlined the sources of cost information commonly used. Reference to appropriate stages of the RIBA Plan of Work should be included. An additional window specification will be selected for the apartment building and the life-cycle costs of the two options compared.
Good
You will have met the criteria for Threshold and analysed the methods of producing an estimated cost in relation to the project scenario and available design information; discussed the availability and reliability of cost information and included detailed life-cycle cost calculations and reasoning for two appropriate window specifications.
Excellent
You will have met the criteria for Good and further demonstrated insight and analysis about the methods of producing an estimated cost and suitable sources of cost information considering the type of project. In making your recommendation of window specification you will have shown reasoned insight as to its appropriateness for the project scenario. Reasoned and insightful assumptions will have been made about the project and client, and arguments developed around this
Word count and overwriting
Exceeding 10% of the stated word count may limit the marks allocated for communication (see assessment criteria marking guide below).
The following table outlines the inclusions and exclusions in the word count of the most common features of assessed pieces of work. Not all these features may be relevant to your assignment; please refer to the assignment task for confirmation of which features are required.
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Included in wordcount |
Excluded from wordcount |
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Introduction |
Executive summary/abstract |
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Main body |
Title page/front cover |
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Footnotes/endnotes |
Contents List |
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In text citations |
Calculations |
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Words in tables |
Drawings/Images |
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Conclusion |
List of references |
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Recommendations |
Bibliography |
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Headings and titles, except for those explicitly excluded |
Appendices |
The total number of words used must be stated on the first page of your assessment.
Avoiding academic misconduct (Academic integrity)
Academic misconduct is a serious offence. Types of misconduct include, but are not limited to: plagiarism, self-plagiarism, collusion, or contracting a third party to write your assessment. It is important that your assessment shows academic integrity. You must ensure that you reference sources you have used and check the originality of your work before submission. Please see the ‘Assessment preparation’ week for more information on academic misconduct, including guidance on how to avoid academic misconduct, how to check your work, and how UCEM checks all submitted assessment for academic misconduct. You work for a housing association that is looking to undertake a substantial programme of planned maintenance works to five blocks of two- to three-bedroom apartments, of concrete frame and brick infill construction.
ASSESSMENT CRITERIA MARKING GUIDE
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LEVEL 7 |
Weight- ing % |
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1. COMMUNICATION |
15 |
0–2 Inadequate |
3–5 Limited |
6–7 Below threshold |
8 Threshold |
9–10 Good |
11 Excellent |
12–15 Outstanding |
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Relevance to task
|
|
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. |
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Structure and presentation
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|
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. |
the intended audience and/or industry protocols
|
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. |
|
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Grammar
|
|
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 usage 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 |
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Inadequate systematic knowledge and understanding of the field of study. |
Limited systematic knowledge and understanding of the field of study. |
Insufficient systematic knowledge and understanding of the field of study. |
Sufficient systematic knowledge and understanding of the field of study to meet the learning outcomes. |
Good systematic knowledge and understanding of the field of study to meet the learning outcomes. |
Excellent systematic knowledge and understanding of the field of study to meet the learning outcomes. |
Outstanding systematic knowledge and 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. |
|
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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 |
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Application of UCEM Harvard referencing style |
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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. |
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Source Materials |
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|
|
|
|
|
|
|
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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. |
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|
Independent research is minimal and has not been informed by scholarship at the forefront of the academic discipline. a critical discussion of an appropriate approach to establishing an estimated cost for the project considering the RIBA Plan of Work stage the project is at and including an analysis of cost information that could be used |
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. |
|
|
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. |
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Originality in the application of knowledge |
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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. |
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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. |
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Critical analysis
|
|
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. |
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. |
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Development of arguments
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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. |
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Technical ability (where appropriate)
|
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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 |
|
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 |
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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. |
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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 self- direction and originality in tackling and solving problems and in implementing tasks at a professional level. |
Ineffective self- direction and originality in tackling and solving problems and in implementing tasks at a professional level. |
Insufficient self- direction 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 self- direction and originality in tackling and solving problems and in implementing tasks at a professional level. |
Successful self- direction 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. |
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Judgements in the absence of incomplete data |
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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. |
