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Assessment Brief

22 Oct

Assessment Brief

Re-sit Assessment Brief

Instructions for Re-sit:

The requirements for the re-assessment are as follows:-

  1. You are required to re-work your original submission in line with the original assessment brief and criteria (re-stated below)

To pass this re-sit your re-submission must address the feedback comments provided on the original submission:

  1. You must provide a brief commentary on one side of A4 that explains how your amendments have addressed the feedback comments received on the first submission of work. Use the comments from your tutor to help you do this.
Academic year and term: 2016/17

Semester 1

 

 
Module title:  

Understanding Self and Others

 
Module code:  

BUSO20C413A

 

 
Module Convener:  

Angela Rae

 
Learning outcomes assessed within this piece of work as agreed at the programme level meeting Knowledge:

1.       Demonstrate an understanding of the range of personal and interpersonal skills  and knowledge required to work effectively with others

Intellectual/Transferable:

2.       Apply a range of approaches to develop your self-awareness and self-confidence within diverse teams and contexts

 
Business Readiness outcomes assessed within this piece of work as agreed at the programme level meeting  

Being an independent thinker with confidence in their own potential and values, and the ability to express their views sensitively and effectively.

 

 
Type of assessment:

 

 

Reflective Journal including a personal development plan

 

Reflective journal comprising 4 reflective statements – 2000 words

 

Summary and no more than 3 areas for development – 500 words

Assessment Deadline April 27th 2017 by 2pm

Instructions for assessment

 

  1. Reflective Journal (60%)

 

The reflective journal should consist of Four (4) entries using the template provided in Appendix A to evidence the development of your understanding of self via your engagement with the learning and activities on this module.  You will be assessed on your ability to reflect on what you have learned and the depth and breadth of your academic reading (word count 2000 words, approx. 500 words per entry).

 

You should:

  • Identify four (4) different skills or attributes which you have explored as part of this module. For each of the skills/attributes you should:-
    • Define and describe the core skill/attribute
    • Discuss why you might possess this skill/attribute
    • Explore the importance of this skill/attribute and provide evidence via tool-kits and seminar sessions to demonstrate your current level of competence. This shouldinclude referring to feedback from peers and your tutor
    • Identify any contradictions or allowable weaknesses with regard to this skill/attribute
    • Identify its relevance to your future career
  • Evidence your wide reading and familiarity with theoretical concepts
  • Demonstrate your ability to reflect on practice

 

  1. Summary and Action Plan (30%)

 

Summarise the major strengths and weaknesses that you have identified from your reflective journal entries.  Demonstrate your ability to review the current levels of competence in order to identify and address appropriate areas for development (word count 500 words).

 

You should:

  • Outline your strengths and weaknesses identified from the journal entries.
  • Identify three (3) areas of personal development and demonstrate how you plan to deal with the development needs in preparation for year 2 of your study
  • Ensure that identified areas of development are linked to the reflections from your journal entries
  1. The final 10% of marks will be awarded for the presentation and structure of your assignment and the accurate referencing of your sources using the Roehampton Harvard format.

 

 

How we will support you with your assessment

You will receive formative feedback during the module in the form of:

  • Formative feedback on one draft reflective journal entry (provided by your Tutor and peers)
  • A dedicated seminar
  • Opportunities for reflection and reflective writing during your seminars
  • Links to the assessment throughout your seminars and team-building session specifically
  • Assignment hand-in checklist
  • Feedback on student presentations in class
  • Team-building exercises
  • Directed study reflections on learning
  • Feedback on your tool-kit findings in seminars
  • FAQs on Moodle

 

How will your work be assessed?

Your work will be assessed by your module tutor who will use the marking grid provided in this assessment brief.  When you access your marked work it is important that you reflect on the feedback so that you can use it to improve future assignments

 

Referencing

You MUST use the Harvard System.  The Harvard System is very easy to use once you have become familiar with it.

Assignment submissions

The Business School requires a digital version of all assignment submissions.  These must be submitted via Turnitin on the module’s Moodle site.  They must be submitted as a Word file (not as a pdf) and must not include scanned in text or text boxes.  They must be submitted by 2pm on the given date.  For further general details on coursework preparation refer to the online information via StudentZone http://studentzone.roehampton.ac.uk/howtostudy/index.html

 

Mitigating circumstances/what to do if you cannot submit a piece of work or attend your presentation

The University Mitigating Circumstances Policy can be found on the University website – Mitigating Circumstances Policy

 

Marking and feedback process

Between you handing in your work and then receiving your feedback and marks within 20 days, there are a number of quality assurance processes that we go through to ensure that students receive marks which reflects their work. A brief summary is provided below.

  • Step One – The module and marking team meet to agree standards, expectations and how feedback will be provided.
  • Step Two – A subject expert will mark your work using the criteria provided in the assessment brief.
  • Step Three – A moderation meeting takes place where all members of the teaching and marking team will review the marking of others to confirm whether they agree with the mark and the feedback that has been provided.
  • Step Four – Work at Levels 5 and 6 then goes to an external examiner who will review a sample of work to confirm that the marking between different staff is consistent and fair and then we engage with external examiners who moderate the marking further.
  • Step Five – Your mark and feedback is processed by the Office and made available to you

 


Reflective Journal (60%) 0    4 5 6 7.5 10 12 15
Journal entry 1

(15%)

A skill is not identified

Feedback from others and tool-kits are not provided

No evidence of reflection & what is presented is purely descriptive

Failure to use the required template

No evidence of academic reading

A skill is not identified

Feedback from others and tool-kits is difficult to identify

Little evidence of reflection & mostly descriptive

Failure to use the required template at all times

No evidence of academic reading beyond the core texts, and use of lecture slides

Limited focus on a skill

Feedback from others and tool-kits is not explicitly stated

Provides insufficient evidence of reflection, with a tendency to describe

Does not use the required template as designed

Contains insufficient evidence of wider reading into the issues discussed in the assignment

 

A skill has been outlined

The feedback from others and tool-kits has been included

Provides adequate reflection but is descriptive in places

Uses the required template at all times

Some evidence of knowledge, but descriptive rather than applied to learning

Detailed outline of a skill

A significant amount of feedback from others and discussion about tool-kit findings

Evidence of reflective practice to engage with self-analysis

 

Academic reading is provided but some reflections still lack supporting theory

Comprehensive summary of a skill

Clear and useful feedback from others and tool-kits to support argument

Useful & thoughtful reflective process in evidence to demonstrate self-analysis

 

Evidence of much wider reading conducted around the learning, and to support the mainarguments

Detailed discussion of a skill

Detailed feedback from others and tool-kits used to support argument

Comprehensive & in-depth reflections during self-analysis

 

Evidence of extensive reading, and a high standard of application of theory to all aspects of the learning process

Reflective and detailed discussion of a skill

A detailed and varied approach to using feedback

Excellent use of reflective practice demonstrating full engagement in self-analysis

 

Demonstrates a sophisticated approach to the application of theory to practice providing extensive analytical thought and reasoning

  0 4 5 6 7.5 10 12 15
Journal entry 2 (15%) A skill is not identified

Feedback from others and tool-kits are not provided

No evidence of reflection & what is presented is purely descriptive

Failure to use the required template

No evidence of academic reading

A skill is not identified

Feedback from others and tool-kits is difficult to identify

Little evidence of reflection & mostly descriptive

Failure to use the required template at all times

No evidence of academic reading beyond the core texts, and use of lecture slides

Limited focus on a skill

Feedback from others and tool-kits is not explicitly stated

Provides insufficient evidence of reflection, with a tendency to describe

Does not use the required template as designed

Contains insufficient evidence of wider reading into the issues discussed in the assignment

A skill has been outlined

The feedback from others and tool-kits has been included

Provides adequate reflection but is descriptive in places

Uses the required template at all times

Some evidence of knowledge, but descriptive rather than applied to learning

Detailed outline of a skill

A significant amount of feedback from others and discussion about tool-kit findings

Evidence of reflective practice to engage with self-analysis

 

Academic reading is provided but some reflections still lack supporting theory

Comprehensive summary of a skill

Clear and useful feedback from others and tool-kits to support argument

Useful & thoughtful reflective process in evidence to demonstrate self-analysis

 

Evidence of much wider reading conducted around the learning, and to support the main arguments

Detailed discussion of a skill

Detailed feedback from others and tool-kits used to support argument

Comprehensive & in-depth reflections during self-analysis

 

Evidence of extensive reading, and a high standard of application of theory to all aspects of the learning process

Reflective and detailed discussion of a skill

A detailed and varied approach to using feedback

Excellent use of reflective practice demonstrating full engagement in self-analysis

 

Demonstrates a sophisticated approach to the application of theory to practice providing extensive analytical thought and reasoning

  0 4 5 6 7.5 10 12 15
Journal entry 3

(15%)

A skill is not identified

Feedback from others and tool-kits are not provided

No evidence of reflection & what is presented is purely descriptive

Failure to use the required template

No evidence of academic reading

A skill is not identified

Feedback from others and tool-kits is difficult to identify

Little evidence of reflection & mostly descriptive

Failure to use the required template at all times

No evidence of academic reading beyond the core texts, and use of lecture slides

Limited focus on a skill

Feedback from others and tool-kits is not explicitly stated

Provides insufficient evidence of reflection, with a tendency to describe

Does not use the required template as designed

Contains insufficient evidence of wider reading into the issues discussed in the assignment

A skill has been outlined

The feedback from others and tool-kits has been included

Provides adequate reflection but is descriptive in places

Uses the required template at all times

Some evidence of knowledge, but descriptive rather than applied to learning

Detailed outline of a skill

A significant amount of feedback from others and discussion about tool-kit findings

Evidence of reflective practice to engage with self-analysis

 

Academic reading is provided but some reflections still lack supporting theory

Comprehensive summary of a skill

Clear and useful feedback from others and tool-kits to support argument

Useful & thoughtful reflective process in evidence to demonstrate self-analysis

 

Evidence of much wider reading conducted around the learning, and to support the main arguments

Detailed discussion of a skill

Detailed feedback from others and tool-kits used to support argument

Comprehensive & in-depth reflections during self-analysis

 

Evidence of extensive reading, and a high standard of application of theory to all aspects of the learning process

Reflective and detailed discussion of a skill

A detailed and varied approach to using feedback

Excellent use of reflective practice demonstrating full engagement in self-analysis

 

Demonstrates a sophisticated approach to the application of theory to practice providing extensive analytical thought and reasoning

  0 4 5 6 7.5 10 12 15
Journal entry 4 (15%) A skill is not identified

Feedback from others and tool-kits are not provided

No evidence of reflection & what is presented is purely descriptive

Failure to use the required template

No evidence of academic reading

A skill is not identified

Feedback from others and tool-kits is difficult to identify

Little evidence of reflection & mostly descriptive

Failure to use the required template at all times

No evidence of academic reading beyond the core texts, and use of lecture slides

Limited focus on a skill

Feedback from others and tool-kits is not explicitly stated

Provides insufficient evidence of reflection, with a tendency to describe

Does not use the required template as designed

Contains insufficient evidence of wider reading into the issues discussed in the assignment

 

A skill has been outlined

The feedback from others and tool-kits has been included

Provides adequate reflection but is descriptive in places

Uses the required template at all times

Some evidence of knowledge, but descriptive rather than applied to learning

Detailed outline of a skill

A significant amount of feedback from others and discussion about tool-kit findings

Evidence of reflective practice to engage with self-analysis

 

Academic reading is provided but some reflections still lack supporting theory

Comprehensive summary of a skill

Clear and useful feedback from others and tool-kits to support argument

Useful & thoughtful reflective process in evidence to demonstrate self-analysis

 

Evidence of much wider reading conducted around the learning, and to support the main arguments

Detailed discussion of a skill

Detailed feedback from others and tool-kits used to support argument

Comprehensive & in-depth reflections during self-analysis

 

Evidence of extensive reading, and a high standard of application of theory to all aspects of the learning process

Reflective and detailed discussion of a skill

A detailed and varied approach to using feedback

Excellent use of reflective practice demonstrating full engagement in self-analysis

 

Demonstrates a sophisticated approach to the application of theory to practice providing extensive analytical thought and reasoning

Mark awarded* 0 8 10 12 15 20 24 30
Moving forward

(30%)

Failure to summarise your main strengths & weaknesses

Failure to identify three areas of personal

development

Failure to link development areas with your self-analysis

Failure to summarise your strengths & weaknesses

Failure to identify required number of personal development areas

Inconsistent areas for development

Strengths and weaknesses not discussed sufficiently

Personal areas for development not sufficiently detailed

Links to self-analysis are weak

 

Appropriate strengths &weaknesses discussed

Identify appropriate areas for development

Links to self-analysis are evident

 

Good discussion of strengths & weaknesses

Areas for development demonstrate reflective practice

Links to self-analysis are comprehensive

Strong discussion of strengths & weaknesses

Detailed areas of personal development provided

Links to self-analysis are strong

A very strong discussion of strengths & weaknesses

Areas for personal development demonstrating evidence based reflection are identified

In-depth self-analysis demonstrated

 

Excellent understanding of strengths & weaknesses

Detailed evidence and reflection based areas of personal development identified

Excellent understanding of self

Mark awarded* 0 2 3 4 5 6 8 10
Presentation

(10%)

 

 

 

 

 

Poor presentation & formatting

Numerous spelling & grammatical errors

Poor structure

Failure to use the template

Failure to cite references correctly in the main text

No reference list

Poor presentation & formatting in most areas

Many spelling & grammatical errors

Poor structure

Failure to use the template

Inconsistent use of referencing in the main text

Incorrect reference list

Inadequate presentation & formatting throughout

A number of spelling and grammatical inaccuracies

Correct templates not consistently used

Failure to cite all references in the main text

Incomplete reference list

Adequate presentation & formatting throughout

Few spelling & grammatical errors

Templates are completed appropriately

Most references are presented appropriately in the main text

List of references is correct

Satisfactory presentation throughout

Few errors in spelling & grammar

Templates completed to a satisfactory standard

Few errors in the referencing  of others

Good presentation throughout

Good standard of  spelling & grammar

Templates completed to a good standard

Minor errors in the referencing of others

Very good presentation throughout

High standard of spelling & grammar

Templates professional completed and covering all areas

Very good referencing throughout the assignment

Excellent presentation throughout

Excellent spelling and grammar

All templates completed to an exemplary standard

Faultless referencing throughout the assignment

Mark Awarded  


Appendix A: REFLECTIVE JOURNAL ENTRY PRO-FORMA

(Each journal entry must be presented on this pro-forma)

What is the core skill?

 

Why is this core skill important? (use relevant theories and concepts to support your answer)

 

 

 

How competent are you currently? (use your tool-kit findings, feedback from peers and your tutor, plus your own reflections on your thoughts, feelings and behaviours to answer this question)

 

 

 

 

Can you identify any contradictions or allowable weaknesses from your analysis?

 

 

 

 

How will this skill help me in the future? (use references to support your argument)

 

 

 

 

 

 

 

Appendix B: Assignment Checklist

You are strongly advised to look through this checklist before you submit your assignment

 

Main body of your assignment
You have created a title page which includes your name, the module code and the word count  
You have answered part one, and your reflective journal consists of 4 entries on 4 pro-formas (appendix A)  
The 4 entries in your reflective journal are 4 different skills  
You have reflected upon the feedback you have received on your draft pro-forma, and improved your reflections as a result  
You have provided a summary of your strengths and weaknesses  
You have identified three (3) areas of personal development and you have demonstrated how you plan to deal with your weaknesses in preparation for year 2 of your study  
   
To double check at the end
You have reviewed the assessment brief and marking criteria for a final time to ensure that your work meets the requirements  
You have proof-read your work carefully  
You have ensured that all of your references in the main text are presented in Harvard format and that page numbers have been provided for all direct quotes  
You have ensured that a full list of references (in Harvard method) is provided at the end of your assignment  
You have kept your completed toolkits in case your Tutor wishes to look at them.  

.

 

 

 
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Posted by on October 22, 2017 in academic writing, Academic Writing

 

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