Assessment Task The assessment consists of two parts: Part A (1,000 words): Write a reflective learning summary covering weeks 1–8 of the course. Reflect on course content, the skills you have developed
MGT4053 New Ventures Challenge – Assessment Brief 2025/26
Please read the assessment task carefully to ensure full understanding.
If anything is unclear, post questions on the course Moodle Discussion Forum; a member of the teaching team will respond directly.
Assessment Information
- Course Code: MGT4053
- Course Title: New Ventures Challenge
- Course Coordinator: Jillian Gordon
- Assessment Weighting: 60%
- Question Release Date: 22 September 2025
- Submission Date: 28 November 2025
- Grades & Feedback Release: 19 December 2025
- Word Limit: 1,500 words (+/- 10%)
- Penalty for Exceeding Word Limit: Only the first 1,500 words will be read.
Assessment Details
- Type: Individual
- Method: Written Reflection
Intended Learning Outcomes (ILOs) Assessed
- ILO4: Develop reflective skills to critically assess your entrepreneurial experience.
Assessment Task
The assessment consists of two parts:
Part A (1,000 words):
- Write a reflective learning summary covering weeks 1–8 of the course.
- Reflect on course content, the skills you have developed, and your application of them.
Part B (500 words):
- Reflect on the practical pitch, Q&A, and role-play activities.
- Consider what you learned about yourself and your group.
- Discuss how you will apply this learning in the future.
Assessment Guidance
- Consider your personal learning and development.
- Reflect on challenges faced and how you addressed them.
- Connect your experiences to future personal and professional goals.
- Demonstrate engagement with course content and theory.
- Provide clear, structured, and professional writing with specific examples.
Assessment Rubric / Criteria
| Criteria | Excellent (A1–A5) | Very Good (B1–B3) | Good (C1–C3) | Satisfactory (D1–D3) | Weak / Poor (E1–E3) |
|---|---|---|---|---|---|
| Critical Self-Reflection | Exceptional insight into personal learning; deep evaluation of strengths, weaknesses, and areas for improvement; integrates theory and practice; advanced reflective thinking | Very good reflection; highlights strengths and weaknesses; some integration of theory and practice | Good reflection; analysis of strengths and weaknesses; limited integration of theory and practice | Basic reflection; mainly descriptive; minimal analysis or theory integration | Minimal or no reflection; superficial; no connection to theory or practice |
| Engagement with Course Content | Nuanced understanding; applies course concepts effectively to personal experiences | Strong engagement; some connections may lack depth | Adequate reference to content; connections lack depth | Limited engagement; minimal relevance to personal experience | Minimal or no engagement; fails to apply concepts meaningfully |
| Personal & Professional Development | Clearly articulates growth with specific examples; includes actionable steps for future improvement; strong self-awareness | Articulates growth with examples; some actionable steps; moderate self-awareness | Identifies growth; examples generic; actionable steps unclear | Limited evidence of growth; minimal actionable steps | No evidence of growth; examples absent; no future development steps |
| Challenges & Problem Solving | Insightful analysis of challenges; provides creative solutions; demonstrates learning from failures | Analyses challenges effectively; adaptations thoughtful | Identifies challenges; basic solutions; limited creativity | Limited analysis; minimal evidence of learning | No meaningful analysis; fails to address challenges or learning |
| Connection to Future Goals | Clear, insightful link between experience and personal/professional goals; actionable future plans | Reflects well on experience and future goals; plans evident | Makes connections to future goals; may require development | Minimal connection; generic or unrelated plans | No connection; fails to articulate influence on goals |
| Structure & Presentation | Exceptionally structured; logical, professional, clear; free of errors | Very good structure; minor errors; clear and organised | Good structure; some errors; coherent writing | Minimal structure; frequent errors; writing lacks clarity | Poorly structured; unclear, unprofessional, riddled with errors |
Feedback Method
- Individual feedback will be provided via Moodle.
- Generic class-level feedback and grade profiles will also be available.
- Students may use academic staff office hours for additional guidance.
