Final Assessment Guidelines – Part 1
Module title: Critical Reflection and Developing Practice
Assessment Point: Part 1
Assessment task: Summary Report
Word count limit: 2500 words
Submission deadline: Please consult the VLE.
Submission procedure: Please submit via the submission link on the VLE.
Marking and assessment: Your final summative assessment weighs 60%
of your final grade.
Extenuating circumstances
If you are experiencing unforeseen personal circumstances that are affecting your ability to
submit within the stipulated deadlines, you are required to communicate these issues to the Unicaf
Extenuating Circumstances team in the first instance, via [email protected],
for further information on how to make a personal circumstances application for consideration.
Personal circumstances requests may usually only be made within 5 working days of the
original deadline unless valid justification, along with appropriate evidence, exists to show
that you could not have reasonably communicated the issues any earlier. It is
important to keep in mind that if the claim is not upheld and you have not submitted by the
deadline, the module shall be failed as a result of no submission of the summative
assessment.
Academic misconduct including plagiarism
.
.
By submitting your work you acknowledge that you have read and agree
with the above statements.
General Guidance
Your Summary Report plan should be word processed (handwritten assignments
are not accepted), using time new roman size 12 font, double spaced, with
numbered pages and your student number printed as a footer on every page.
The word limits stated for this assignment excludes the reference list at the end
of the assignment but includes all text in the main body of the assignment
(including direct quotations, in-text citations, footnotes, tables, diagrams and
graphs).
The majority of references should come from primary sources (e.g., journal
articles, conference papers, reports, etc.) although you can also utilise area
specific textbooks. You must ensure that you use the Harvard style of referencing.
Please indicate the word count length at the end of your assignment.
Please note that you are required to submit an extended literature review project
where you will critically evaluate scholarly articles and books in order to answer
specific research questions.
NO STUDENT WILL BE ALLOWED TO COLLECT ANY PRIMARY DATA
Marking and assessment
Your final summative assessment weighs 60% of your final grade.
Written assignment:
A summary report explaining and critiquing (drawing on theories and models) your
approach to reflective practice in a role/experience in an education setting, and a
statement of current Personal and Professional Learning and Development Goals
and Actions
Structure of the Professional Portfolio
Your work should include and cover the following sections/aspects and content
(as shown and stated in the table below). The specific percentage marks allocated to
each section/aspect of your work is stated below. Please also note that the Level 7
marking criteria (located towards the end of this assessment brief) will also be used
to reflect this overall grade. Please remember that achievement and demonstration
of both learning outcomes (1 and 2) is being assessed in this assessment.
Summative assessment criteria for the SUMMARY REPORT
Available
marks
Criteria
Explanation of Criteria
100/100
Introduction and rationale
Focus of assignment, context and rationale
clearly defined
10
Aims and objectives
Explain the aims and objectives of
the study
10
Methodology Appropriate critique of your
approach to reflective practice
in a role in an education setting
20
Findings of the literature
review
Evidence of understanding, depth of
reading, critical analysis, development of
argument and academic engagement
25
Conclusions and
Implications
Substantiated conclusions, implications
and recommendations
20
Presentation criteria Cover Page, Table of Contents, Page
numbering, Margins, Line spacing,
Appendices (if it is necessary),
Font consistency, Separation of
paragraphs.
10
Harvard reference guide Citations and reference list according to
Harvard referencing guide.
5
Marking Criteria:
Mark
range
Performance
characteristic
Grading criteria
90-100 Exceptional
Pass
? Exemplary attainment of all learning outcomes
? Demonstrates an outstanding synthesis of varied theoretical positions in the analysis of
key issues in the subject area
? Wide-ranging emphasis on knowledge and ideas that are at the forefront of the
discipline
? Offers an exhaustive exploration of the literature and evidence-base
? The material covered is accurate and relevant
? The argument is highly sophisticated
? The standard of writing is refined
? No errors in the use of the specified referencing system
? Well-presented and organised in an appropriate academic style.
80-89 Outstanding
Pass
? Excellent attainment of all learning outcomes, with some met to an exemplary standard
? Demonstrates a comprehensive synthesis of varied theoretical positions in the analysis of
key issues in the subject area. Wide-ranging emphasis on knowledge and ideas that are
at the forefront of the discipline
? Extends far beyond expected levels of engagement with the literature and evidence-
base
? The material covered is accurate and relevant
? The argument is generally very astute
? The standard of writing is refined
? No errors in the use of the specified referencing system
? Well-presented and organised in an appropriate academic style.
70-79 Excellent
pass
? Excellent attainment of all learning outcomes
? Demonstrates a thorough synthesis of varied theoretical positions in the analysis of key
issues in the subject area
? Strong emphasis on knowledge and ideas that are at the forefront of the discipline
? Thorough use the literature and evidence-base
? The material covered is accurate and relevant
? The argument is persuasive and there are very perceptive elements
? The standard of writing is refined
? No errors in the use of the specified referencing system
? Well-presented and organised in an appropriate academic style.
60-69 Good Pass
? Good attainment of all learning outcomes
? Demonstrates detailed synthesis of varied theoretical positions in the analysis of key
issues in the subject area
? Good emphasis on knowledge and ideas that are at the forefront of the discipline
? Good consideration of the literature and evidence-base that develops from
recommended readings
? The material covered is accurate and relevant
? The argument is persuasive
? The standard of writing is refined
? No errors in the use of the specified referencing system
? Well-presented and organised in an appropriate academic style.
50-59 Pass
? Adequate attainment of all learning outcomes
? Demonstrates a limited, but sufficient, synthesis of varied theoretical positions in the
analysis of key issues in the subject area
? Some emphasis on knowledge and ideas that are at the forefront of the discipline
? Sufficient consideration of the literature and evidence-base, but little consideration
beyond recommended readings
? The material covered is mostly accurate and relevant
? The argument is straightforward and relatively clear
? The standard of writing is well clear and readable, with some sophisticated phrasing
? No errors in the use of the specified referencing system
? Well-presented and organised in an appropriate academic style.
40-49 Needs some
improvement
? Meets most, but not all learning outcomes
? Demonstrates limited synthesis of varied theoretical positions in the analysis of key issues
in the subject area
? Less than expected emphasis on knowledge and ideas that are at the forefront of the
discipline
? Basic consideration of the literature and evidence-base, but restricted to
recommended readings
? Some inaccuracies or irrelevant materials that suggest confusion and misunderstanding
? The argument is relatively clear, although some elements are difficult to understand
? The standard of writing is well clear and readable, but overly simplistic
? Minor errors in the use of the specified referencing system, but meets key principles
? Well-presented and organised in an appropriate academic style.
30-39 Needs major
improvement
? Approximately half the learning outcomes are met
? Demonstrates very little synthesis of varied theoretical positions in the analysis of key
issues in the subject area
? Little emphasis on knowledge and ideas that are at the forefront of the discipline
? Minor consideration of the literature and evidence-base, with inadequate use of
recommended reading and no exploration outside that
Final Assessment Guidelines Part 2
Module title: Critical Reflection and Developing Practice
Assessment Point: Part 2
Assessment task: Critical Reflection
Word c o u n t l i m i t : 2,000 words
Submission deadline: Please consult the VLE.
Submission procedure: Please submit via the submission link on the VLE.
Extenuating circumstances
If you are experiencing unforeseen personal circumstances that are affecting your ability to
submit within the stipulated deadlines, you are required to communicate these issues to the
Unicaf Extenuating Circumstances team in the first instance, via
[email protected], for further information on how to make a personal
circumstances application for consideration.
Personal circumstances requests may usually only be made within 5 working days of the
original deadline unless valid justification, along with appropriate evidence, exists to show
that you could not have reasonably communicated the issues any earlier. It is
important to keep in mind that if the claim is not upheld and you have not submitted by the
deadline, the module shall be failed as a result of no submission of the summative
assessment.
Academic misconduct including plagiarism
.
.
By submitting your work you acknowledge that you have read and agree
with the above statements.
General Guidance
Your assignment should be word processed (handwritten assignments are not accepted),
using time new roman size 12 font, double spaced, with numbered pages and your student
number printed as a footer on every page.
The word limits stated for this assignment excludes the reference list at the end of the
assignment but includes all text in the main body of the assignment (including direct
quotations, in-text citations, footnotes, tables, diagrams and graphs).
Please be aware that exceeding the word count limit will affect the academic judgement of
the piece of work and may result in the award of a lower mark.
Appendices are not considered a supplement, and thus, will not be assessed as part of the
content of the assignment. As such, they will not contribute to the grade awarded, however
it may be appropriate to use an Appendices section for any material which is a useful reference
for the reader. Please note that appendices are not included in the word count.
The majority of references should come from primary sources (e.g., journal articles,
conference papers, reports, etc.) although you can also utilise area specific textbooks. You
must ensure that you use the Harvard style of referencing.
Please indicate the word count length at the end of your assignment.
Please note that you are required to submit an extended literature review project where you
will critically evaluate scholarly articles and books in order to answer specific research
questions.
NO STUDENT WILL BE ALLOWED TO COLLECT ANY PRIMARY DATA
Marking and assessment
Your final summative assessment weighs 40% of your final grade.
Learning outcomes assessed in this assessment
? Critically analyse relevant academic sources in the area of interest.
? Critically reflect on own experience in the domain and provide discussion about how
theoretical perspectives may affect practice.
Assessment Guidelines
A critical reflection on two examples of taking a leadership stance and/or application of
mentoring skills in your practice, which are contextualised and evaluated in contemporary
theories and research in the field.
Structure of Professional Portfolio
Your work should include and cover the following sections/aspects and content (as shown
and stated in the table below). The specific percentage marks allocated to each section/aspect
of your work is stated below. Please also note that the Level 7 marking criteria (locat ed
towards the end of this assessment brief) will also be used to reflect this overall grade. Please
remember that achievement and demonstration of both learning outcomes (1 and 2) is being
assessed in this assessment.
Summative assessment criteria for the CRITICAL REFLECTION
Available
marks
Criteria
Explanation of Criteria
100/100
Introduction and rationale Introduce what the assignments focus will
be
Give some background here on your first
thoughts.
Provide the context and the rationale of your
literature review and possible debates around this
research area.
10
Aims and objectives Explain the aims and objectives of the
study.
10
Methodology
Explain your search strategy (How did you go
about this? Books? Journals? Databases etc.?)
ensure the validity and reliability of the research
studies you included in your text.
Examples contextualized and
evaluated in contemporary theories
and research in the field.
20
Findings of the literature
review
What does the literature tell you in relation to
your perception?
Do the findings reflect your leadership stance or
mentoring skills?
25
Conclusions and Implications Try to summarise your work and discuss your
implications and recommendations.
This section should not include any new
material.
20
Presentation criteria Cover Page, Table of Contents, Page numbering,
Margins, Line spacing, Appendices (if it is
necessary),
Font consistency, Separation of paragraphs.
10
Harvard referencing Citations and reference list according to the
Harvard referencing guide.
5
Marking Criteria
Mark
range
Performance
characteristic
Grading criteria
90-100 Exceptional
Pass
? Exemplary attainment of all learning outcomes
? Demonstrates an outstanding synthesis of varied theoretical positions in the analysis of
key issues in the subject area
? Wide-ranging emphasis on knowledge and ideas that are at the forefront of the
discipline
? Offers an exhaustive exploration of the literature and evidence-base
? The material covered is accurate and relevant
? The argument is highly sophisticated
? The standard of writing is refined
? No errors in the use of the specified referencing system
? Well-presented and organised in an appropriate academic style.
80-89 Outstanding
Pass
? Excellent attainment of all learning outcomes, with some met to an exemplary standard
? Demonstrates a comprehensive synthesis of varied theoretical positions in the analysis of
key issues in the subject area. Wide-ranging emphasis on knowledge and ideas that are
at the forefront of the discipline
? Extends far beyond expected levels of engagement with the literature and evidence-
base
? The material covered is accurate and relevant
? The argument is generally very astute
? The standard of writing is refined
? No errors in the use of the specified referencing system
? Well-presented and organised in an appropriate academic style.
70-79 Excellent
pass
? Excellent attainment of all learning outcomes
? Demonstrates a thorough synthesis of varied theoretical positions in the analysis of key
issues in the subject area
? Strong emphasis on knowledge and ideas that are at the forefront of the discipline
? Thorough use the literature and evidence-base
? The material covered is accurate and relevant
? The argument is persuasive and there are very perceptive elements
? The standard of writing is refined
? No errors in the use of the specified referencing system
? Well-presented and organised in an appropriate academic style.
60-69 Good Pass
? Good attainment of all learning outcomes
? Demonstrates detailed synthesis of varied theoretical positions in the analysis of key
issues in the subject area
? Good emphasis on knowledge and ideas that are at the forefront of the discipline
? Good consideration of the literature and evidence-base that develops from
recommended readings
? The material covered is accurate and relevant
? The argument is persuasive
? The standard of writing is refined
? No errors in the use of the specified referencing system
? Well-presented and organised in an appropriate academic style.
50-59 Pass
? Adequate attainment of all learning outcomes
? Demonstrates a limited, but sufficient, synthesis of varied theoretical positions in the
analysis of key issues in the subject area
? Some emphasis on knowledge and ideas that are at the forefront of the discipline
? Sufficient consideration of the literature and evidence-base, but little consideration
beyond recommended readings
? The material covered is mostly accurate and relevant
? The argument is straightforward and relatively clear
? The standard of writing is well clear and readable, with some sophisticated phrasing
? No errors in the use of the specified referencing system
? Well-presented and organised in an appropriate academic style.
40-49 Needs some
improvement
? Meets most, but not all learning outcomes
? Demonstrates limited synthesis of varied theoretical positions in the analysis of key issues
in the subject area
? Less than expected emphasis on knowledge and ideas that are at the forefront of the
discipline
? Basic consideration of the literature and evidence-base, but restricted to
recommended readings
? Some inaccuracies or irrelevant materials that suggest confusion and misunderstanding
? The argument is relatively clear, although some elements are difficult to understand
? The standard of writing is well clear and readable, but overly simplistic
? Minor errors in the use of the specified referencing system, but meets key principles
? Well-presented and organised in an appropriate academic style.
30-39 Needs major
improvement
? Approximately half the learning outcomes are met
? Demonstrates very little synthesis of varied theoretical positions in the analysis of key
issues in the subject area
? Little emphasis on knowledge and ideas that are at the forefront of the discipline
? Minor consideration of the literature and evidence-base, with inadequate use of
recommended reading and no exploration outside that
3
I. Introduction
A. Introductory statement: The field of education is filled with so many theories, teaching philosophies, and concepts, in this course, there were various theories that were discussed.
B. Thesis statement: The main focus of the assignment is three main theories; reflexivity inquiry -based learning and experiential learning, and the application of leadership in the education practice.
II. Main Body
A. Reflexivity theory
· Topic sentence: The reflexivity theory is a theory where the learners explore their own experiences to become more self-conscious open-minded and more self-critical.
· Supporting evidence: The reflexivity theory is applicable in education because it helps to make the learners accept feedback and criticism from their teachers and peers and also helps students link the concepts taught in the classroom with the real world. The reflexivity theory also encourages the teachers to sit back and look at what they have taught in a lesson after it ends and this helps the teachers to think of ways in which they can improve their teaching (Watts, 2019). Through reflexivity, the teachers can help cultivate better relationships with their students.
B. Inquiry-based learning
· Topic sentence: Inquiry-based learning is a learning method where the students get the chance to actively participate in the classroom through asking questions and getting feedback from their teachers.
· Supporting evidence: Teachers are moving away from the traditional learning setup where their duty was to present the students with facts and knowledge on a particular subject. The inquiry-based learning theory is applied in the learning environment to describe how the students actively participate in the classroom by asking questions, posing problems, and also giving examples scenarios (Khalaf et al., 2018). The inquiry-based learning helps to deepen the understanding on a particular knowledge subject and this is because through asking questions students are able to activate prior knowledge on a particular subject. Inquiry based learning also helps the students to clear any misunderstandings which they have about a topic.
C. Experiential learning
· Topic sentence: In the experiential learning, the students learn different concepts by doing and this helps them become more innovative & creative, understand the application of the concepts taught in the classroom in the real world, and the application of what is learned in the future.
· Supporting evidence: In experiential learning, the students are able to learn through doing and this is important because it helps them test their own theories and also gives them a chance to make mistakes and come up with creative ways of how they can solve the problems. Since in the hands-on learning the students are allowed to make mistakes, they use the mistakes as a learning opportunity where they come up with new theories to get things done (Morris, 2020). Additionally, through experiential learning the students are able to cooperate with one another and discuss their findings. This helps build social skills and enable them to work well in group settings later in life.
D. Application of leadership
· Topic sentence: Without leadership in the learning environment a lot of things might go wrong and this is because leadership is needed to help create a positive school culture, set the direction, and promote success in challenging environments.
· Supporting evidence- As a leader, I will focus more on application of the leadership skills I have towards the betterment of the learning environment. As a leader in the classroom, I will help create a sense of direction by demonstrating the desired behavior and modelling the way for the learners (Komives & Sowcik, 2020). Leadership will help me inspire other staff members and also inspire the learners to have better attitudes towards learning and have a positive mindset.
III. Conclusion
The theories learned in this course help one understand how the learning environment can be improved to help achieve the best outcome from the learners.
WORDS COUNT: 633
References
Khalaf, B.K., Zin, M. and Bt, Z., 2018. Traditional and Inquiry-Based Learning Pedagogy: A
Systematic Critical Review. International Journal of Instruction, 11(4), pp.545-564.
Komives, S.R. and Sowcik, M., 2020. The status and scope of leadership education in higher
education. New Directions for Student Leadership, 2020(165), pp.23-36.
Morris, T.H., 2020. Experiential learninga systematic review and revision of Kolbs
model. Interactive Learning Environments, 28(8), pp.1064-1077.
Watts, L., 2019. Reflective practice, reflexivity, and critical reflection in social work education
in Australia. Australian Social Work, 72(1), pp.8-20.
Student Number: PN1022423
