ACTIVITY BRIEF FOR ASSESSMENT CHOOSE AN ASSESSMENT CATEGORY
ACADEMIC YEAR 2021 – 2022 – SPRING
Course BCO221 – Global Economics (3CH/4ECTS)
Instructor Dr. Neus Vila Brunet
Participation in all assessment activities stated in this document is required. An overall course total of 70
points is required to pass the course. Due dates and times are always in Geneva time.
Assessment Choose an assessment category
Description Due date and
time
Weight of
course total
Task 3.1: Quiz 3
Assessment type: Quiz
Description: The quiz checks the level of understanding of the
seventh and eight units
For further details of this assessment task, please consult the activity
description on the relevant week of the course site.
25 Mar. 22
17:00
5%
Task 3.2: Quiz 4
Assessment type: Quiz
Description: The quiz checks the level of understanding of the nineth,
tenth and eleventh units
For further details of this assessment task, please consult the activity
description on the relevant week of the course site.
08 Apr. 22
17:00
5%
Main task
Task 3.3: Final Exam
Assessment type: Exam
Description: 4th industrial revolution and economic development
See sections below for further details.
13 May. 22
17:00
30%
INSTRUCTIONS
Main task
Write a report following the below points:
1. Cover
2. Table of contents
3. Brief description of the 4th industrial revolution
4. How the 4th industrial revolution is contributing to the globalization process – provide DATA to back up
your answers, and explain the CONNECTION of the X and M with the 4th industrial revolution:
a. amount of X and M of goods per year
b. amount of X and M of services per year
c. amount of X and M of intangible capital per year
d. amount of X and M of money per year
e. amount of movement of people per year
5. Which are the countries that are benefiting the most of the 4th industrial revolution? WHY? Back up
your answers with DATA.
6. Conclusions
7. References
FORMAT
Your submission must meet the following formatting requirements:
• Submit one file(s) only.
• Required file format for main submission: PDF.
• Additional file format for additional deliverables: Choose an option.
• Additional file requirements: Type additional requirement info or “None”.
Other details:
• Font size 12
• Single-spaced
• Add references along the text to know where the data and information comes from. See Harvard-intext citation guidelines: https://www.bcu.ac.uk/library/services-and-support/referencing/harvard/in-textcitations
• Number of words: 1750
All refencing and citations require Harvard referencing style.
LEARNING OUTCOMES
• develop a complex understanding of the main concepts of international economics and how to apply
them;
• understand and analyze the different global economic theories;
• distinguish between the different international economic systems;
• understand balance of payments and its influencers;
• explore economic integration in different economic areas
ASSESSMENT CRITERIA
Tasks 3.1, 3.2
Each quiz consists of 10 multiple choice questions covering the topics of the corresponding weeks
indicated clearly in the description of the activity with the following formalities:
• Attempts allowed: 2
• No points deducted for incorrect answers
• Time limit: without time limit
• Grading method: Highest grade
• Tasks 2.1 and 2.2 are assessed based on the right and wrong answer in the Quiz. The passing grade
is 70/100.
Task 3.3 is assessed based on the below rubric
Rubric: written assignments
Criteria Accomplished
(A)
Proficient (B) Partially
proficient (C)
Borderline (D) Fail (F) Weight
on
grade
Problem
identification
The business issue
has been correctly
identified, with a
competent and
comprehensive
explanation of key
driving forces and
considerations.
Impact on company
operations has been
correctly identified.
Thorough analysis of
the issue is
presented.
The student correctly
identified the
issue(s), taking into
account a variety of
environmental and
contextual drivers.
Key case information
has been identified
and analyzed.
The student
correctly identified
the case (issues),
considering obvious
environmental/conte
xtual drivers. There
is evidence of
analysis, but it lacks
depth.
The student
correctly identified
the issue(s) but
analysis was
weak. An absence
of context – the
work is basically
descriptive with
little analysis.
The student failed
to correctly
identify the
issue(s); analysis
was incorrect or
too superficial to
be of use;
information was
misinterpreted.
30%
Information
gathering
The student showed
skill in gathering
information and
analyzing it for the
purposes of filling the
information gaps
identified.
Comprehensive and
relevant.
Relevant information
gaps were identified
and additional
relevant information
was found to fill
them. At least two
different types of
sources were used.
The student
demonstrates
coherent criteria for
selecting information
but needs greater
depth.
The student
correctly identified at
least one
information gap and
found relevant
information, but
which was limited in
scope. Some
evidence of sound
criteria for selecting
information but not
consistent
throughout. Needs
expansion.
An information
gap was identified
and the student
found additional
information to fill it.
However, this was
limited in scope.
Weak criteria for
the selection of
necessary
information.
Information was
taken at face
value with no
questioning of its
relevance or
value. Gaps in
the information
were not
identified or were
incorrect.
30%
Conclusions The student
evaluated, analyzed,
synthesized all
information provided
to create a perceptive
set of conclusions to
support the decisions
and solutions.
The student
evaluated, analyzed
and synthesized to
create a
conclusion(s) which
support decisions
and solutions.
The student reached
conclusions, but
they were limited
and provided
minimal direction for
decision-making and
solutions.
The conclusion
was reasonable
but lacked depth
and would not be
a basis for suitable
strategy
development.
The student
formed a
conclusion, but it
was not
reasonable. It
was either
unjustified,
incorrect or
unrelated to the
case in hand.
40%
ADDITIONAL INFORMATION
If required, please add further details of your assessment here (e.g., case study, list of questions, etc.).
