Produce a 2000-word piece of reflective writing that describes, evaluates, and analyses an aspect of your student life so far in UoBM. Choose only one of the following aspects of your UoBM student life for your reflective writing:
Regulations concerning late submissions, extensions, and mitigation are contained in the module guide. This can be found in the Module Information tile on the VLE.
LearningOutcomesAssessed: (from Module Specification)
LO1: Demonstrate appropriate academic and professional communication skills Assessment Brief
Produce a 2000-word piece of reflective writing that describes, evaluates, and analyses an aspect of your student life so far in UoBM.
Choose only one of the following aspects of your UoBM student life for your reflective writing:
- Your completion of independent study tasks such as written homework or research
- Your participation in group activities such as collaborative tasks or discussions
- Involvement and participation in your lessons/lectures
Following Gibbs’ 6-element reflective model (covered in weeks 2 to 4 on the course), students are expected to reflect on the chosen aspect and produce a piece of work that has an Introduction and the six elements namely description, feelings/thoughts, evaluation, analysis, conclusion, and action plan.
Your work will be scored based on the following criteria which are equally weighted (25 marks each).
- Task fulfilment (25 marks): Response with relevant, supportive ideas; evidence of reflective practice/elements; evidence of learning and action plan.
- Coherence and cohesion (25%): Organisation with clear and logical progression; linking and signposting; paragraph structure and development.
- Language (25%): Range and accuracy of vocabulary; range and accuracy of sentence structures; formality.
- Academic conventions (25%): Evidence of reading and use of sources; understanding of in- text citations and reference list; mechanics in writing (spelling, formatting, punctuation etc.). Total: 100 Marks
Minimum Secondary Research Source Requirements:
(Delete as appropriate)
Level 3 - It is expected that the Reference List will contain at least five sources. As a MINIMUM the Reference List should include three academic books.
You MUST use at least one from the following list. You should also use other sources relevant to your work.
- Bubnys, R. & Zydziunaite, V., (2010). ‘Reflective learning models in the context of higher education: Concept analysis.’ Problems of Education in 21st Century. 20 (1), pp. 58-66.
- Schön, D. (1991). The Reflective Practitioner: How Professionals Think in Action. Avebury Publishing: Aldershot.
- Williams, K., Woolliams, M., and Spiro, J. (2020) Reflective writing. Bloomsbury Publishing: London.
Specific Assessment Criteria: (Develop specific assessment requirements for each classification, using the terminology in the General Assessment Guidelines for the level in question.)
(Please note that the General Assessment Criteria will also apply. Please see section 16)
First class (70% and above):
Students will provide an excellent/outstanding reflective piece of writing containing ideas that are analytical and evaluative. The student will clearly respond to the reflective writing prompt using the structure as taught in the Communication Skills module. The reflection will be easy to understand and the student will make developed points which are analytical and increasingly insightful in nature. The conclusion/action plan created will be highly reflective, evaluative and well-developed. Sources will be reliable and used extremely effectively as evidence to support the points made in the reflection. Academic writing style, English and referencing will be of an excellent standard.
Upper Second Class 2(1) (60-69%)
Students will provide a good reflective piece of writing which follows the structure taught within the Communication Skills module to a good degree of accuracy. Logical points for improvement will be identified following the evaluation and will be beginning to be analysed in some detail. The student will have identified the most relevant points from the sources selected, the majority of which will be taken from reliable and academic sources. Academic writing style, English and referencing will be of a good standard.
Lower Second Class 2(2) (50-59%):
Students will provide a sound piece of reflective writing which makes a clear attempt to respond to the reflective prompt task. The reflective writing piece will be mostly structured using the structure taught during the Communication Skills module with some variation. The student will have made some logical and reflective points which are descriptive in nature. The student will have selected sound evidence from reliable and academic sources. Students will have identified and explained some relevant points for improvement and included these in the action plan. Academic writing style, English and referencing will be sound.
Third class (40-49%):
Students will provide a satisfactory piece of reflective writing which makes an adequate attempt to respond to the task prompt. The student will have shown some understanding of the reflective writing structure and will have made some satisfactory attempt to describe a relevant situation and respond to it. The student will give some satisfactory points for improvement within their evaluation/action plan and give basic/straightforward explanations. Evidence from sources will be present and used somewhat appropriately. Academic writing style, English and referencing will be satisfactory.
Fail (39% and below): Students who do not meet the requirements of a third class grade will not successfully complete the assessment activity
General Assessment Criteria for Written Assessments
GENERAL ASSESSMENT GUIDELINES – LEVEL HE6
| Relevance Learning outcomes must be met for an overall pass | Knowledge and Understanding | Analysis, Creativity and Problem-Solving | Self-awareness and Reflection | Research/ Referencing | Written English | Presentation and Structure |
Class I (Exceptional Quality) 85% - 100% | Work is directly relevant and expertly addresses the requirements of the brief. Learning outcomes are met. | Demonstrates an exceptional breadth and depth of knowledge and understanding of theory and practice beyond the threshold expectation for the level. Demonstrates mastery in conceptual understanding of a range of specialised areas. | Presents an exceptional synthesis and critical evaluation of findings from a broad range of relevant sources in order to draw clear, systematic, justified and insightful conclusions. Provides a sophisticated critical insight and expertly interprets complex matters and ideas. Demonstrates exceptional creative flair and a high level of originality. Demonstrates exceptional problem- solving skills and initiative. | Provides insightful reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility. | An extensive range of contemporary and relevant reference sources selected and drawn upon. Sources cited accurately in both the body of text and in the Reference List/ Bibliography. | Writing style is clear, succinct and appropriate to the requirements of the assessment. An exceptionally well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used. | The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured. Where relevant, there is effective inclusion of, and reference to, figures, tables and images. |
Class I (Excellent Quality) 70% - 84% | Work is relevant and comprehensively addresses the requirements of the brief. Learning outcomes are met. | Demonstrates an excellent breadth and depth of knowledge and understanding of theory and practice for this level. Demonstrates an in-depth conceptual understanding of a range of specialised areas. | Presents an excellent synthesis and critical evaluation of findings from a broad range of relevant sources in order to draw clear, systematic, justified and perceptive conclusions. Provides a critical insight and clearly interprets complex matters and ideas. Demonstrates creative flair and a high level of originality. Demonstrates excellent problem- solving skills and initiative. | Provides excellent reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility. | A wide range of contemporary and relevant reference sources selected and drawn upon. Sources cited accurately in both the body of text and in the Reference List/ Bibliography. | Writing style is clear, succinct and appropriate to the requirements of the assessment. An excellently well written answer with competent, spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used. | The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured Where relevant, there is effective inclusion of, and reference to, figures, tables and images. |
Class II/i (Very Good Quality) 60% - 69% | Work is relevant and addresses most of the requirements of the brief well. Learning outcomes are met. | Demonstrates a thorough breadth and depth of knowledge and understanding of theory and practice for this level. Demonstrates a sophisticated conceptual understanding of a range of specialised areas. | Presents a perceptive synthesis and critical evaluation of findings from a range of relevant sources in order to draw clear, justified and thoughtful conclusions. Interprets complex matters and ideas well. Demonstrates a good level of creativity and originality. Demonstrates strong problem- solving skills. | Provides very good reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment. | A wide range of relevant reference sources selected and drawn upon. Sources cited accurately in the main in both the body of text and in the Reference List/ Bibliography. | Writing style is clear, succinct and appropriate to the requirements of the assessment. A very well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A range of appropriate vocabulary is used. | The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured in the main. Where relevant, there is effective inclusion of, and reference to, figures, tables and images. |
| Relevance Learning outcomes must be met for an overall pass | Knowledge and Understanding | Analysis, Creativity and Problem-Solving | Self-awareness and Reflection | Research/ Referencing | Written English | Presentation and Structure |
Class II/ii (Good Quality) 50% - 59% | Work addresses key requirements of the brief. Some irrelevant content. Learning outcomes are met. | Demonstrates a sound breadth and depth of knowledge and understanding of theory and practice for this level. Demonstrates a sound conceptual understanding of specialised areas. | Presents a logical evaluation of findings from a range of relevant sources in order to draw clear and justified conclusions. Interprets some complex matters and ideas. Demonstrates some creativity. Demonstrates effective problem- solving skills and initiative. | Provides good reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment. | A range of relevant reference sources selected and drawn upon. Most sources accurately cited both the body of text and in the Reference List/Bibliography. | Writing style is mostly appropriate to the requirements of the assessment. Grammar, spelling and punctuation are generally competent and minor lapses do not pose difficulty for the reader. Paragraphs are structured and include some linking and signposting. Sentences are complete. A range of appropriate vocabulary is used. | The presentational style and layout are correct for the type of assignment. Logically structured in the most part. Inclusion of figures, tables and images but not all relevant or referred to. |
Class III (Satisfactory Quality) 40% - 49% | Work addresses the requirements of the brief, although superficially in places. Some irrelevant content. Learning outcomes are met. | Demonstrates a sufficient breadth and depth of knowledge and understanding of theory and practice for this level. Demonstrates a conceptual understanding of some specialised areas. | Presents an evaluation of findings from a range of sources in order to draw some valid conclusions. Interprets some complex matters and ideas but with descriptive passages evident which lack clear purpose. Demonstrates creativity in places. Demonstrates sufficient problem- solving skills and initiative. | Provides some reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment. | Some relevant reference sources selected and drawn upon. Some weaknesses in referencing technique. | Writing style is occasionally not appropriate for the assessment. Grammar, spelling and punctuation are generally competent, but may pose minor difficulties for the reader. Some paragraphs may lack structure, and there is limited linking and signposting. Some appropriate vocabulary is used | The presentational style and layout are largely correct for the type of assignment. Adequately structured. Inclusion of some figures, tables and images but not all clear, relevant and/or referred to. |
Borderline Fail 35% - 39% | Work addresses some of the requirements of the brief. Irrelevant and superficial content. One or more learning outcomes have not been met. | Demonstrates a lack of knowledge and understanding of theory and practice for this level. Demonstrates Insufficient conceptual understanding of specialised areas. | Presents a limited evaluation of findings from set sources. Descriptive or narrative passages evident which lack clear purpose. Demonstrates little creativity. Demonstrates insufficient problem- solving skills and initiative. | Provides limited reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, when required. | Sources selected are limited and lack validity/relevance. Poor referencing technique employed. | Writing style is unclear and does not match the requirements of the assessment. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear in places. Paragraphs are poorly structured. | For the type of assignment the presentational style, layout and/or structure are lacking. Inclusion of figures, tables and images but not clear, relevant and/or referred to. |
Fail <34% | Work does not address the requirements of the brief. Irrelevant and superficial content. One or more learning outcomes have not been met. | Demonstrates inadequate knowledge and understanding of theory and practice for this level. Demonstrates Insufficient conceptual understanding of relevant areas. | Analysis is weak and poorly constructed with inadequate sources drawn upon. Demonstrates little or no creativity. Demonstrates a lack of problem- solving skills and initiative. | Provides inadequate reflection and self- awareness in relation to the outcomes of own work and personal responsibility, when required. | An absence of relevant sources selected and drawn upon. Poor referencing technique employed. | Writing style is unclear and does not match the requirements of the assessment in question. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear. Unstructured paragraphs. | For the type of assignment the presentational style, layout and/or structure are lacking. Inclusion of figures, tables and images but not clear, relevant and/or referred to. |
GENERAL ASSESSMENT GUIDELINES – LEVEL HE5
| Relevance Learning outcomes must be met for an overall pass | Knowledge and Understanding | Analysis, Creativity and Problem- Solving | Self-awareness and Reflection | Research/ Referencing | Written English | Presentation and Structure |
Class I (Exceptional Quality) 85% - 100% | Work is directly relevant and expertly addresses the requirements of the brief. Learning outcomes are met. | Demonstrates an exceptional breadth and depth of knowledge and understanding of theory and practice beyond the threshold expectation for the level. Demonstrates sophisticated conceptual understanding of specialised areas. | Presents a perceptive synthesis and critical evaluation of findings’ drawing on a broad range of relevant sources in order to draw clear, systematic, justified conclusions. Provides a critical insight and interprets complex matters and ideas comprehensively. Demonstrates creative flair and a high level of originality. Demonstrates exceptional problem- solving skills and initiative. | Provides insightful reflection and critical self- awareness in relation to the outcomes of own work and personal responsibility. | A wide range of contemporary and relevant reference sources selected and drawn upon. Sources cited accurately in both the body of text and in the Reference List/ Bibliography. | Writing style is clear and appropriate to the requirements of the assessment. An exceptionally well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used. | The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured. Where relevant, effective inclusion of, and reference to, figures, tables and images. |
Class I (Excellent Quality) 70% - 84% | Work is relevant and comprehensively addresses the requirements of the brief.
Learning outcomes are met. | Demonstrates an excellent breadth and depth of knowledge and understanding of theory and practice for this level.
Demonstrates in-depth understanding of key areas in different contexts. | Presents an excellent appraisal of findings through the critical analysis of information sources. Draws clear, systematic, justified and perceptive conclusions. Demonstrates creative flair, a high level of originality and initiative. Demonstrates a critical understanding of problem-solving approaches and applies excellent problem-solving skills. | Provides excellent reflection and self-awareness in relation to the outcomes of own work and personal responsibility. | A wide range of relevant reference sources selected and drawn upon.
Sources cited accurately in both the body of text and in the Reference List/ Bibliography. | Writing style is clear and appropriate to the requirements of the assessment. An excellently well written answer with competent, spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used. | The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured Where relevant, effective inclusion of, and reference to, figures, tables and images. |
Class II/i (Very Good Quality) 60% - 69% | Work is relevant and addresses most of the requirements of the brief. Learning outcomes are met. | Demonstrates a thorough breadth and depth of knowledge and understanding of theory and practice for this level. Demonstrates very good understanding of key areas in different contexts. | Presents a perceptive appraisal of findings through the critical analysis of information. Draws clear, justified and thoughtful conclusions. Demonstrates a very good level of creativity and originality. Demonstrates a critical understanding of problem-solving approaches and applies strong problem-solving skills. | Provides very good reflection and self- awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment. | A range of appropriate reference sources selected and drawn upon. Sources cited accurately in the main both the body of text and in the Reference List/Bibliography. | Writing style is clear and appropriate to the requirements of the assessment. A very well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A range of appropriate vocabulary is used. | The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured in the main. Where relevant, effective inclusion of, and reference to, figures, tables and images. |
| Relevance Learning outcomes must be met for an overall pass | Knowledge and Understanding | Analysis, Creativity and Problem- Solving | Self-awareness and Reflection | Research/ Referencing | Written English | Presentation and Structure |
Class II/ii (Good Quality) 50% - 59% | Work addresses key requirements of the brief. Some irrelevant content. Learning outcomes are met. | Demonstrates a sound breadth and depth of knowledge and understanding of theory and practice for this level. Demonstrates sound understanding of key areas in different contexts. | Presents a logical appraisal of findings through the critical analysis of information. Draws clear and justified conclusions. Demonstrates creativity and originality. Demonstrates a critical understanding of problem-solving approaches and applies effective problem-solving skills. | Provides valid reflection and self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment. | Relevant reference sources selected and drawn upon. Most sources accurately cited both the body of text and in the Reference List/Bibliography. | Writing style is mostly appropriate to the requirements of the assessment Grammar, spelling and punctuation are generally competent and minor lapses do not pose difficulty for the reader. Paragraphs are structured and include some linking and signposting. Sentences are complete. A range of appropriate vocabulary is used. | The presentational style and layout are correct for the type of assignment. Logically structured in the most part. Inclusion of figures, tables and images but not all relevant or referred to. |