Gibbs' Reflective Cycle is a framework for reflective practice that helps individuals systematically think about the phases of an experience or activity. Developed by Graham Gibbs in 1988, it is widely used in education, healthcare,
MGT4952 Strategy and Innovation Assessment 2 Brief 2026 MUL
MGT4952 Guidance
Gibbs' Reflective Cycle is a framework for reflective practice that helps individuals systematically think about the phases of an experience or activity. Developed by Graham Gibbs in 1988, it is widely used in education, healthcare, and other fields to facilitate structured reflection. The cycle consists of six stages:
- Description: Outline the key experiences or activities you engaged in over the 8 week module. Describe what happened, including relevant context and specifics of the tasks or events.
- Feelings: Reflect on your emotional responses to these experiences. Consider how you felt before, during, and after these activities. Note any changes in your feelings over time.
- Evaluation: Assess what went well and what didn’t. Discuss the positive and negative aspects of your experiences, including your performance and any external factors that influenced your outcomes.
- Analysis: Examine why things happened the way they did. Explore the reasons behind your successes and challenges, considering factors such as skills, knowledge, and external influences.
- Conclusion: Summarize what you have learned from these experiences. Highlight the key takeaways and how they have contributed to your personal or professional development.
- Action Plan: Based on your reflections, suggest steps for your own future improvement. Identify any changes you would make or strategies you will adopt to enhance your personal learning and performance going forward.
Using Gibbs’ Reflective Cycle as outlined above, select a few key experiences and reflect on your personal growth over the course of the module.
Make sure your essay is structured logically and includes personal insights and specific examples from the class to support your reflections.
Marking Criteria
Assignment marking criteria rubric (Reflective Statement)As part of the assessment and fairness policy and guidance the university has approved a set of rubrics for use with all assignments. | |||||
| Criteria | 1-4 First | 5-8 Upper Second | 9-12 Lower Second | 13-16 Third | 17-20 Refer |
| 70%+ | 60%-69% | 50%-59% | 40%-49% | Less than 40% |
| Introduction | All elements of the practice and the identification of a reflective model used for the reflection. | All elements of the placement of the practice and /or the identification of reflective model used for the reflection.
| Most elements of the practice and / or the identification of reflective model used for the reflection.
| Some of the elements of the practice and / or the identification of reflective model used for the reflection. | Missing most elements of the practice and identification of reflective model used for the reflectio |
| Reflection: Supported by examples; correct amount of detail. | All elements of the practice and the identification of a reflective model used for the reflection. | A good understanding of reflection and the concepts involved. | Demonstrates satisfactory knowledge and understanding of reflections.
| Adequate content with limited depth of reflection and limited process. | Inadequate content with limited depth of reflection and limited process. |
| Conclusions: Conclusions with clear personal development goals. | Expert conclusion and identification of future goals. | Undertakes a systematic analysis and identifies future goals. | Clearly expressed with observable structure with limited future goals. | Expression is reasonably clear, but analysis is unclear and goals unrealistic. | Poorly structured and poorly expressed future goals. |
| Technical proficiency in the English language* Clearly presented with limited spelling and grammatical errors. | Very well expressed and understanding of content with limited spelling or grammatical errors.
| Very well expressed; | Well expressed; understanding of content with many spelling and/ or grammatical errors.
| Simple expression of information; little understanding of content; many spelling and grammatical errors.
| Inaccurate |
