Assessment 8: Evaluation Report on a Maritime Education and Training (MET) Programme, Simulator Course or STCW Implementation (2,500–3,000 words)
Module and Assessment Overview
Module title: Evaluating Maritime Education, Training and STCW Implementation
Assessment type: Individual evaluation report
Weighting: 25–35% of module grade (see programme handbook)
Length: 2,500–3,000 words (excluding references, tables, figures and appendices)
Submission format: Evaluation report (DOCX or PDF) via the VLE/learning portal
Level: Final-year undergraduate / postgraduate taught (Level 6/7 equivalent)
Assessment Context
Administrations, MET institutions and quality assurance bodies are expected to demonstrate that maritime education and training systems comply with the STCW Convention and Code, deliver competent seafarers and maintain robust internal quality standards. Independent and internal evaluations of MET programmes, simulator courses and certification systems are now routine requirements, and guidance documents specify how evidence of effectiveness, relevance and continuous improvement should be documented. This assessment asks you to produce a structured evaluation report that critically assesses the design, implementation and outcomes of a selected MET programme, simulator-based course or national STCW implementation arrangement.
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Assessment Task
Task description
Prepare a 2,500–3,000 word evaluation report on one of the following (or a tutor-approved equivalent):
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A specific MET programme (for example a bachelor-level navigation or marine engineering curriculum at a named academy).
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A simulator-based course or module (for example BRM/BTM, ECDIS, engine-room simulator or IMO Model Course 6.10 “Train the simulator trainer and assessor”).
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A defined aspect of a national STCW implementation and certification system (for example assessment and certification processes, quality standards system, or independent evaluation arrangements).
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Your report should follow a recognisable evaluation structure, referencing relevant STCW provisions, IMO guidance and quality assurance concepts where appropriate.
Core requirements
Your evaluation report must include the following components:
i. Evaluation focus and criteria
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Define clearly what is being evaluated (programme, course, system component) and for which purpose (for example internal improvement, compliance mapping, stakeholder accountability).
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Specify explicit evaluation criteria such as relevance, effectiveness, efficiency, alignment with STCW and industry needs, quality assurance and sustainability.
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ii. Description of the programme/course/system
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Provide a concise description of the MET programme, simulator course or STCW implementation element, including objectives, target group, key content, delivery methods and governance arrangements.
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Summarise how it is intended to meet relevant STCW requirements, institutional policies and industry expectations.
iii. Evaluation design and data sources
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Explain what data or information your evaluation draws on, such as published reports, curricula, STCW audit findings, previous evaluations, stakeholder feedback or (if available) small-scale survey/interview insights.
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Describe briefly how you analysed these data (for example document analysis, thematic coding of stakeholder views, mapping against STCW tables of competence or model course guidance).
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iv. Findings against evaluation criteria
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Present structured findings for each criterion with supporting evidence, distinguishing strengths, weaknesses and gaps.
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Where relevant, comment on instructor qualifications, assessment practices, use of simulators, integration of human factors and quality management systems.
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v. STCW and quality standards alignment
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Assess the extent to which the evaluated element gives “full and complete effect” to relevant STCW provisions and associated guidance (for example regulation I/8, section A-I/7, table A-II/1 or A-III/1; IMO guidance on independent evaluations).
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Identify any areas where further work is needed to refine the quality system, assessment methods or documentation to meet STCW expectations.
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vi. Conclusions and recommendations
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Summarise the overall judgement of performance, highlighting key achievements and priority issues.
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Provide 5–8 specific, realistic and prioritised recommendations indicating who should act and, where possible, indicative timeframes.
Indicative structure
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Title page (module, student ID, word count, evaluated programme/course/system).
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Executive summary (150–200 words).
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Introduction and evaluation focus.
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Description of the MET programme / simulator course / STCW element.
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Evaluation criteria, framework and data sources.
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Findings (organised by criteria).
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STCW and quality standards alignment.
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Conclusions and recommendations.
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References (Harvard style).
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Appendices (for example evaluation matrix, sample tools, mapping tables) as appropriate.
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Formatting and Submission Requirements
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Word count: 2,500–3,000 words (excluding references, tables, figures and appendices). State the word count on the title page.
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Font and spacing: 11- or 12-point font, 1.5 spacing, standard margins.
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Referencing: Harvard style for all in-text citations and the reference list.
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Sources: Minimum of 10–12 substantial sources, including STCW, IMO guidance, evaluation or audit reports and peer-reviewed MET literature.
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Confidentiality: Use only publicly available materials or anonymised institutional information, in line with local ethical guidance.
Learning Outcomes Assessed
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LO1: Describe and interpret key requirements for evaluating MET programmes, simulator courses and STCW implementation.
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LO2: Apply evaluation criteria and evidence-based reasoning to judge the performance of a maritime training or certification system.
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LO3: Analyse strengths and weaknesses in MET design, delivery, assessment and quality assurance.
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LO4: Assess alignment with STCW provisions and relevant IMO guidance.
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LO5: Formulate clear, actionable recommendations in a professional evaluation report format.
Marking Criteria and Scoring Rubric
The evaluation report will be marked out of 100 and normally contributes 25–35% of the module grade.
| Criterion | Weight | Excellent (70–100) | Good (60–69) | Satisfactory (50–59) | Fail (<50) |
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| 1. Clarity of evaluation focus and criteria | 15% | Evaluation object and purpose are precisely defined; criteria are explicit, relevant and well-justified. | Evaluation focus is clear; criteria are sensible but could be better specified or justified. | Evaluation focus is somewhat broad or vague; criteria are implicit or only partially stated. | Evaluation focus is unclear; criteria are missing, inappropriate or inconsistent. |
| 2. Description and understanding of the programme/course/system | 15% | Provides a concise, accurate and context-sensitive description that shows strong understanding of objectives, design and governance. | Description is generally accurate with minor gaps or imbalances. | Description is patchy, overly descriptive or lacking key contextual information. | Description is inaccurate, confusing or incomplete. |
| 3. Evaluation design and use of evidence | 20% | Draws on appropriate data sources; methods are clearly explained; findings are well-supported and triangulated where possible. | Uses reasonable evidence with some explanation of methods; support for findings is generally adequate. | Evidence base is limited, thinly described or uneven; some findings are weakly supported. | Very weak or inappropriate evidence; little explanation of how findings were derived. |
| 4. Analysis of effectiveness and quality aspects | 20% | Provides a balanced, critical analysis of strengths and weaknesses in relevance, effectiveness, efficiency and quality management. | Offers solid analysis with some critical insight, though aspects are underdeveloped. | Analysis is mostly descriptive; limited critical engagement with key issues. | Minimal analysis; largely restates descriptive information or external reports. |
| 5. STCW and quality standards alignment | 15% | Shows clear understanding of STCW and relevant IMO guidance; alignment and gaps are accurately identified and discussed. | Addresses alignment with STCW and quality standards with minor omissions or inaccuracies. | Mentions STCW and standards but treats them superficially; alignment is only loosely assessed. | Little or no meaningful assessment of STCW or quality standards alignment. |
| 6. Conclusions and recommendations | 10% | Conclusions are concise and well-supported; recommendations are specific, realistic, prioritised and clearly linked to findings. | Conclusions and recommendations are relevant and mostly grounded in analysis. | Conclusions are general; recommendations are vague, unprioritised or only partially supported. | Conclusions are unclear or unsupported; recommendations are absent or not actionable. |
| 7. Structure, writing and referencing | 5% | Report follows a clear evaluation structure, is well-written and correctly referenced in Harvard style. | Structure and writing are generally clear; referencing mostly accurate. | Organisation and writing show recurring issues; referencing has noticeable errors. | Poor structure and writing; referencing is inadequate or inconsistent. |
The evaluated simulator-based bridge resource management course demonstrates strong alignment with STCW regulation I/12 and associated model course guidance in terms of technical fidelity and coverage of core competencies, yet key aspects of assessment and feedback practice still limit its overall effectiveness. Trainee evaluations and instructor interviews indicate that scenario realism and opportunity for practical application of classroom knowledge are highly valued, but the current assessment approach relies predominantly on pass/fail judgements without systematically capturing individual strengths and development needs against behavioural markers for teamwork, communication and decision-making. The absence of structured debriefing protocols and documented performance criteria means that learning outcomes depend heavily on the skills of individual instructors, which is inconsistent with the quality standard system envisaged in STCW regulation I/8 and IMO guidance on independent evaluations. Introducing explicit behavioural rubrics, standardised debriefing guides and periodic calibration sessions for instructors would therefore represent a relatively low-cost set of improvements that could significantly enhance both the reliability of assessment and the transfer of simulator learning to shipboard practice. Recent research also highlights that incorporating structured feedback from seafarers and trainees into programme reviews supports continuous quality improvement and aligns MET provision with operational realities, which strengthens overall compliance and learning outcomes (Reynolds, 2019).
Learning Resources (Harvard Style)
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Reynolds, A. (2019) A review and evaluation of the maritime training and education system in Country X. Master’s dissertation, World Maritime University. Available at: link
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International Maritime Organization (2021) Evaluation of the maritime education, training and certification system of Pakistan. National report. Available at: link
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Vujicic, S. (2020) ‘Assessment for ensuring adequately qualified instructors in MET’, Athens Journal of Sciences, 7(2), pp. 101–120. Available at: link
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European Commission (2024) Assessment of the effectiveness of the use of simulations in maritime training, Deliverable D4.1. Available at: link
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International Maritime Organization (2025) ‘Guidance on the preparation and review of independent evaluations required by the STCW Convention’, MSC.1/Circ.997. Available at: link
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Thomas, B. (2022) Integrating trainee feedback into MET programme quality assurance, Journal of Maritime Education, 18(3), pp. 45–60.
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