Assessment Overview
Assessment Task | Type | Weight | Length | Due | ULOs Assessed |
Assessment 1: In Class Engagement Activities Test W3 In Class Activity W4 Test W5 Test W6 In Class Activity W7 In Class Activity W8 Test W9 Test W10 | Individual Invigilated | 40% | 30-45 mins (equiv. 4000 words) | Week 3 to Week 10 | ULO1 |
Assessment 2: Report- Project Management Plan (Scope, Schedule, and Cost) This assessment requires students to work in groups and analyze a real-life project of their choice to develop and write a report on scope, schedule, and cost plan for this project. | Group 
| 30% | 4000 words | Week 9 | ULO2 ULO3 ULO4 |
Assessment 3: Presentation of project plan and status to a sponsor for a project case This assessment requires students to work individually on the chosen project case status, prepare PP slides that include information about the project case plan and status and present (orally) their project case along with the submission of supporting documents. | Individual Invigilated | 30% | Supporting documents (1000 word) 15 mins (equiv. 1000 words) | Week 11/ 12 | ULO1 ULO2 ULO3 |
equiv. – equivalent word count based on the Assessment Load Equivalency Guide. It means this assessment is equivalent to the normally expected time requirement for a written submission containing the specified number of words.
Assessment 1: In Class Engagement Activities.
Due date: | Week 3 to Week 10 |
Group/individual: | Individual |
Word count/Time provided: | 30-45 mins (equiv. 4000 words) |
Weighting: | 40% |
Unit Learning Outcomes: | ULO-1 |
Assessment 1 Detail
This assessment requires students to be actively involved and contribute to teaching and learning activities designed for the unit. The students need to carry out the in-class activities including watching the mini videos, studying the lecture slides and the chapters associated for the weekly lectures.
This assessment also contains individual tests to evaluate the students’ understanding of the key concepts of the topics explained from week 1 to week 10.
a) In class activities: Completion and submission of the assigned in class activities.
b) Tests: Students are required to answer a variety of questions such as multiple-choice questions, short answer questions and practical questions.
Assessment Task | Type | Points | Length | Due |
Test W3 | Individual /Invigilated | 5 | 30-45 mins | Week 3 |
In Class Activity W4 Gantt chart for the project case | Individual /Invigilated | 2 | 30-45 mins | Week 4 |
Test W5 | Individual /Invigilated | 8 | 30-45 mins | Week 5 |
Test W6 | Individual /Invigilated | 8 | 30-45 mins | Week 6 |
In Class Activity W7 CPM analysis, resource constrained schedule | Individual /Invigilated | 2 | 30-45 mins | Week 7 |
In Class Activity W8 Baseline Budget Practice Questions | Individual /Invigilated | 2 | 30-45 mins | Week 8 |
Test W9 | Individual /Invigilated | 8 | 30-45 mins | Week 9 |
Test W10 | Individual /Invigilated | 5 | 30-45 mins | Week 10 |
Assessment 1 Marking Criteria and Rubric
The assessment will be marked out of 40 and will be weighted 40% of the total unit mark. No Marking Criteria and Rubric will be used for this assessment task.
Marking Information:
a) In class activities: The marks are evaluated after the completion of each activity. The successful completion of each activity warrants the assigned point in the above table.
b) Tests: The test marks are dependent upon the total number of questions and type of questions for each test. Canvas online system and/or assessors will grade each test and the points will be assigned according to the above table.
For example, If Test W5 contains 10 questions and 10 marks are allocated for each question, then students who answer all questions correctly (100%) will obtain 8 points.
The obtained points for in class activities and tests will be aggregated at the end of the teaching period to calculate the final total mark for Assessment 1.
Assessment 2: Report- Project Management Plan (Scope, Schedule, and Cost)
Due date: | Week 9 |
Group/individual: | Group (Max.4 students) |
Word count/Time provided: | 4000 words |
Weighting: | 30% |
Unit Learning Outcomes: | ULO2, ULO3, ULO4 |
Assessment 2 Detail
This assessment is designed to assess students’ technical skills in planning and communicating a project plan effectively. Students are required to form a group (max. 4 students), select a project case (either from the provided links to the real-life projects or a project case of their group’s choice). The selected project (either ongoing or already completed) is to be assumed by your group to be in final stage of Initiation, with either a signed off Project charter or in the stage of getting the approval of the Project charter. Students’ are required to create the scope management plan, schedule management plan and cost management plan for their project. This report should include an introduction to the project case, a stakeholders’ register, and a brief project charter.
The Scope management needs to include project justification, in-scope and out-of-scope, constraints, Limits, assumptions, technical requirements and statement of work (SOW). WBS structure (minimum of three levels), WBS dictionary, work packages, scope verification and validation methods, scope change control, and designing the change control boards (CCB) and roles and responsibilities.
Working with their group, students will write a schedule management plan that includes processes, tools and techniques to be used and documents to be developed as per your client’s requirements, define activities (activity list, proper activity logic, activities identification), milestones list, activities sequence, relationships, project network and critical path(s) using MOST likely estimates of activity duration, roles and responsibilities in scheduling, and monitoring and controlling schedule (EVA relevant to project schedule). Provide a description of the methods and tools. The PERT section to be included and should demonstrate how the process from most likely, optimistic, and pessimistic duration to project probabilities have been implemented. You need to indicate most likely, optimistic, and pessimistic durations for each activity and calculate the activity expected times for all activities. Refer Marking rubric for detailed requirements including calculation of Project expected time (TE) using activity expected times and CPM along with calculation of activity standard deviations.
Using your project planning and scheduling skills and utilizing the provided excel templates, you are required to develop a schedule plan and develop schedule baseline using the activity expected time (tE).
Students are also require to develop and write project cost management plan that includes: plan cost management (identify processes, tools and techniques to be used and project documents to be developed as per your client’s requirements), define cost elements (labor, material, variable cost), identify types of cost (direct, indirect, fixed, variable), determine the estimating method (s): (top- down,
bottom-up), use estimating techniques (analogous, parametric, three-point method) to estimate budget (creation) and establish time-phased budget, provide a discussion on monitoring and controlling cost (EVA relevant to project cost including forecasting and variances), and establish a cost baseline.
For successful completion of this assessment, students will meet with their group regularly (at least once a week). Students will also be assigned to group Wiki page which will be their platform to collaborate with their group. The prescribed textbook and PMBOK are the main reference along with the recommended reading material. Groups expected to discuss their work with lecturers and to seek support.
Following resources may assist student in selecting a real-life project but the students could select any other real life case study project suiting their preference as a group:
• Projects within the Transport Program for UNSW:
•City of Sydney, projects within the Changing urban precincts program:
• Kerzner, H 2017, Project management case studies,4th edn, John Wiley & Sons, Hoboken, New Jersey.
Assessments 2 Conditions of Using AI
Ethical conduct, academic integrity, and honesty are fundamental to APIC’s mission and academic misconduct will not be tolerated by the College. It is the responsibility of every student to make sure that they understand what constitutes academic misconduct and to refrain from engaging in it.
Students are required to follow all assessment instructions, including instructions regarding the use of artificial intelligence (AI) tools. Students take full responsibility for the content of their assessments.
Please refer to APIC’s Academic Integrity Policy and Procedure and Academic Integrity Module for further details.
Assessments 2 Marking Criteria and Rubric
The assessment will be marked out of 100 and will be weighted 30% of the total unit mark. The marking criteria and rubric are shown on the following page.
Assessment 2 Marking Criteria and Rubric
Marking Criteria | Not Satisfactory (0-49% of the criterion mark) | Satisfactory (50-64% of the criterion mark) | Good (65-74% of the criterion mark) | Very Good (75-84% of the criterion mark) | Excellent (85-100% of the criterion mark) |
Written communication skills (10 marks) Organization; grammar; spelling; clarity of expression; formatting; use of charts and graphs showing academic writing skills | Lacks evidence of academic writing skills relevant to communicate(in writing) an academic assignment | Evidence of basic academic writing skills relevant to communicate (in writing) an academic assignment | Has given a factual and/or conceptual academic writing skills relevant to communicate(in writing) an academic assignment | Has good academic writing skills relevant to communicate(in writing) an academic assignment | Has excellent academic writing skills relevant to communicate(in writing) an academic assignment |
Introduction (15 marks) Background of the project with project justification, Constraints and Objectives. Brief Project Charter required | Lacks evidence of basic knowledge to introduce the project and create draft Project Charter. Lacks inadequate details on project justification, In scope and out-of-scope, project objectives, main deliverables, key stakeholders, key milestones, high level risks and budget. Overall lack of evidence of knowledge in writing a brief Project Charter. | Evidence of basic knowledge to introduce the project and create a draft Project Charter. Inadequate and not well elaborated details on project justification, In scope and out-of-scope, project objectives, main deliverables, key stakeholders, key milestones, high level risks and budget found. Overall, some evidence of knowledge in writing a brief Project Charter. | Evidence of factual and/or conceptual knowledge base to introduce the project and create draft Project Charter. Adequate but not well elaborated details on project justification, In scope and out-of-scope, project objectives, main deliverables, key stakeholders, key milestones, high level risks and budget found. Overall, some evidence of knowledge in writing a brief Project Charter. | Reasonable knowledge shown in the project background and draft Project Charter. Adequate and well elaborated details found in the draft Project Charter in most sections. | Has excellent skills in writing an introduction to the project and seen in the detailed and adequate draft Project Charter. Adequate and well elaborated details in all sections of the draft Project Charter. |
Marking Criteria | Not Satisfactory (0-49% of the criterion mark) | Satisfactory (50-64% of the criterion mark) | Good (65-74% of the criterion mark) | Very Good (75-84% of the criterion mark) | Excellent (85-100% of the criterion mark) |
Scope Management Plan (25 marks) Identify processes, tools, and techniques to be used and documents to be developed for managing scope as per Project’s requirements. Define Roles and Responsibilities for managing scope including methods of requirements elicitation and acceptance from stakeholders. Detailed plan including: • Project Scope Statement • Limits and Assumptions • WBS structure (minimum of three levels) • Work packages • WBS dictionary (minimum 3 detailed) • Graphical and outline format of WBS • Control (cost) accounts • Scope Validation and control • Scope change control • Change control boards (CCB) and roles and responsibilities | Lacks evidence of knowledge to define the Scope management plan | Evidence of basic knowledge and skills of defining the Scope Management Plan | Has given a factual and/or conceptual knowledge and skills base of defining the Scope Management Plan | Reasonable knowledge and skills of defining the Scope Management Plan | Has excellent skills in defining the Scope Management Plan |
Marking Criteria | Not Satisfactory (0-49% of the criterion mark) | Satisfactory (50-64% of the criterion mark) | Good (65-74% of the criterion mark) | Very Good (75-84% of the criterion mark) | Excellent (85-100% of the criterion mark) |
Schedule Management Plan (35 marks) Identify processes, tools, and techniques to be used and documents to be developed as per your Project’s requirements. Define roles and responsibilities in schedule management. Detailed plan including how activity duration are estimated (basics of estimation, durations, resources) and: • Activities (activity list with adequate activity identification and duration based on the work packages defined) • Activities Sequence Relationships (F_S, S_S, S_F, F_F) • Lags and leads • Milestone list Also include Schedule baseline details: • Project network • Gantt Chart • Critical path(s) using MOST likely estimates with forward pass and backward calculations to show ES, EF, LS and LF of activities Describe how monitoring and controlling of the Schedule shall be done (EVA relevant to project schedule) | Lacks evidence of knowledge to define the Schedule Management plan | Evidence of basic knowledge and skills of defining the Schedule Management Plan | Has given a factual and/or conceptual knowledge and skills base of defining the Schedule Management Plan | Reasonable knowledge and skills of defining the Schedule Management Plan | Has excellent skills in defining the Schedule Management Plan |
Marking Criteria | Not Satisfactory (0-49% of the criterion mark) | Satisfactory (50-64% of the criterion mark) | Good (65-74% of the criterion mark) | Very Good (75-84% of the criterion mark) | Excellent (85-100% of the criterion mark) |
Schedule Management Plan (35 marks) … continued • PERT Indicate most likely, optimistic and pessimistic durations for each activity and calculate the activity expected times for all activities. You need to demonstrate these steps: • Optimistic and pessimistic durations • Calculation of the activity expected times for all activities • Calculation of Project expected time (TE) using activity expected times and CPM • Calculation of activity standard deviations • Calculation of activity variances • Calculation of project variance and standard deviation and answer the following questions: • Project duration by 85% confidence • Project duration by 99% confidence • The probability of finishing the project 5% earlier than the original CPM duration • The probability of finishing the project 10% earlier than the original CPM duration | The document includes none of the outlined information in this criterion | The document includes few of the outlined information in this criterion | The document includes some of the outlined information in this criterion | The document includes most the outlined information in this criterion | The document includes all the outlined information in this criterion |
Marking Criteria | Not Satisfactory (0-49% of the criterion mark) | Satisfactory (50-64% of the criterion mark) | Good (65-74% of the criterion mark) | Very Good (75-84% of the criterion mark) | Excellent (85-100% of the criterion mark) |
Cost Management Plan (15 marks) Identify processes, tools, and techniques to be used and documents to be developed as per your Project’s requirements. • Define roles and responsibilities in cost management. • Mention estimating method (s): top down, bottom-up Estimating techniques (analogous, parametric, three-point method) • List Cost elements (labor, material, variable cost) Types of cost (direct, indirect, fixed, variable) and define activity and work package wise cost estimates. • Include contingency reserves in the estimates • Represent estimates in a time phased manner to represent it as the cost baseline. Describe how monitoring and controlling of the Costs shall be done (EVA relevant to project cost including forecasting and variances) | Lacks evidence of knowledge to define the Cost Management Plan | Evidence of basic knowledge and skills of defining the Cost Management Plan | Has given a factual and/or conceptual knowledge and skills base of defining the Cost Management Plan | Reasonable knowledge and skills of defining the Cost Management Plan | Has excellent skills in defining the Cost Management Plan |
Assessment 3: Presentation of project plan and status to a sponsor for a project case
Due date: | Submission of supporting documents and the PP slides in Week 11 or Week 12 prior to the presentation |
Group/individual: | Individual |
Word count/Time provided: | Supporting documents (1000 word) 15 mins (equiv. 1000 words) |
Weighting: | 40% |
Unit Learning Outcomes: | ULO1, ULO2, ULO3 |
Assessment 3 Detail
This assessment is designed to assess technical skills in communicating project status effectively to different stakeholders. Students are expected to work individually on a small new case project under $1million and to come up with some creative and innovative ideas. Students are expected to provide a unique project scenario.
Students are required to prepare supporting documents, power point presentation slides that include adequate information about the project case and present their report (verbal presentation) regarding the project status.
While the main marked assessment requires power point slides and verbal presentation, students should demonstrate a clear understanding, and high-level project management skills. Students need to submit supporting documents and presentation files prior to the submission date in Assessment 3 Canvas submission space. Details of the supporting documents are as follows: • Project Scope Statement
• WBS structure (minimum of three levels)
• Work packages
• WBS dictionary (minimum 3 detailed)
• Graphical and outline format of WBS
• Control (cost) accounts
• Scope Validation and control
• Scope change control
• Project network
• Gantt Chart
• Critical path(s)
• Estimated Activity Costs
• PERT analysis
• The probability of finishing the project 10% earlier than the original CPM duration • Time- phased budget
• Development of an Earned Value Cost/Schedule System
o Earned Value Analysis (EVA)
o Forecasting (ETC, EAC)
o CV, SV, CPI, SPI, BAC
The date of presentation shall be conveyed to the students in Week 10, and it is mandatory that the students are available during their designated presentation time slots.
Assessments 3 Conditions of Using AI
Ethical conduct, academic integrity, and honesty are fundamental to APIC’s mission and academic misconduct will not be tolerated by the College. It is the responsibility of every student to make sure that they understand what constitutes academic misconduct and to refrain from engaging in it.
Students are required to follow all assessment instructions, including instructions regarding the use of artificial intelligence (AI) tools. Students take full responsibility for the content of their assessments.
Please refer to APIC’s Academic Integrity Policy and Procedure and Academic Integrity Module for further details.
Assessments 3 Marking Criteria and Rubric
The assessment will be marked out of 100 and will be weighted 40% of the total unit mark. The marking criteria and rubric are shown on the following page.
Assessment 3 Marking Criteria and Rubric
Marking Criteria | Not Satisfactory (0-49% of the criterion mark) | Satisfactory (50-64% of the criterion mark) | Good (65-74% of the criterion mark) | Very Good (75-84% of the criterion mark) | Excellent (85-100% of the criterion mark) |
Submission of supporting documents (30 marks) | No or little submission of the relevant supporting documents. | Submit some of the supporting documents or incomplete supporting documents | Submit almost all supporting documents but some documents are missing | Submit all supporting documents but some components within the documents are missing | Complete submission of the supporting documents which are excellent and covers all the requirements |
Visual Appeal Presentation slides, clarity, grammar, spelling and engaging. (10 marks) | Lack of evidence of written presentation skills (no visual appeal). The slides were difficult to read and too much information had been copied onto them. There are many errors in spelling, grammar, and punctuation. | Evidence of basic skills of communicating (writing) in a project environment. Minimal effort made to make slides appealing | Has given a factual and/or conceptual skill base in communication (writing) in project environment There are some errors in spelling, grammar, and punctuation. In some slides, too much information on two or more slides. Good visual appeal. . | Has very good skills in communicating (writing) a project report There are few errors in spelling, grammar, and punctuation. Very good visual appeal. | Has excellent skills in communicating (writing) in a project environment There are no errors in spelling, grammar, and punctuation. Information is clear and concise on each slide. Excellent visual appeal that is engaging. |
Comprehension General knowledge of the project case (20 marks) | Lack of evidence of comprehensive knowledge on the topic. Majority of information irrelevant to the selected project case . | Evidence of basic knowledge in the topic. Basic information about the project background and lack of evidence of comprehensive knowledge in the project status report components | Has given a factual and/or conceptual knowledge to the case project, | Reasonable knowledge of background of case project and very good level of awareness of project status report. | Extensive comprehension knowledge of the topic. showed complete understanding of the project case and project status report |
Marking Criteria | Not Satisfactory (0-49% of the criterion mark) | Satisfactory (50-64% of the criterion mark) | Good (65-74% of the criterion mark) | Very Good (75-84% of the criterion mark) | Excellent (85-100% of the criterion mark) |
Content Knowledge and skills of developing project status report (scope, schedule, cost, EVA) (30 marks) | In adequate skills of developing project status report (scope, schedule, cost, EVA). Did not complete the tasks as instructed | Evidence of basic knowledge and skills of developing project status report (scope, schedule, cost, EVA). Presented and completed few tasks but missed many components of the instructions | Has given a factual and/or conceptual knowledge and skills base in developing project status report (scope, schedule, cost, EVA). Attempted all tasks as instructed but some components were missing | Reasonable knowledge and skills of developing project status report (scope, schedule, cost, EVA). Some minor items are missing from the tasks performed as per instructions | Has excellent skills in developing project status report (scope, schedule, cost, EVA). The presentation was a concise summary of the selected project. All tasks attempted. Comprehensive and complete coverage of information. |
Presentation Skills Oral communication skills in project environment (10 marks) | Lack of evidence of minimal communication skills such as body language and eye contact. Minimal eye contact and focusing on a small part of the audience. The presenter did not get the audience engaged. | Evidence of basic communication skills. Minimal body language was used by the presenters. Minimal evidence of engaging the audience. | Evidence of good oral communication skills. Some members spoke to the majority of the audience, steady eye contact. The audience was engaged by the presentation. | Spoke to majority of audience; very good body language, suitable volume speaking level, regular eye contact. The audience was engaged by the presentation. | Has excellent skills in oral communication. Excellent body language, speaking volume & regular eye contact. The audience was engaged, and presenters held the audience’s attention. |
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