942N1 Assessment – Personal and Professional Development (2020/2021)
Please read the following information very carefully
The assessment requirement for this module is a Learning Portfolio. A Learning Portfolio represents a collection of your own thoughts, questions and feelings related to the topics and activities that we will be studying. This will include a critical evaluation and reflection of your learning and experience in the lecture and during the workshop activities. The purpose of writing a Learning Portfolio is to help you develop as an independent learner. It aims to assess you as a reflective learner, for your effort in thinking around subjects and for evidence of your reading and critical thinking. Therefore, it will directly help your self-development. The Learning Portfolio will also provide evidence of your progress and ongoing performance. The word limit is 2,500.
Guidelines to keeping a Learning Portfolio
Your portfolio should contain two entries of any the topics covered in Lectures 1-9. Given that there are nine core topics, you may wish to devote around 250 words reflecting on ONE activity that you participated in from the relevant workshop and relate it to the topics discussed in the lecture. An activity reflection sheet (self – development template) is available on CANVAS for you to use. Please complete the activity reflection sheet after each workshop. These activity reflection sheets should appear in your appendix and are not part of your word count. For each entry, you MUST provide a summary of the activity reflection sheet in the proper essay format. However, it is fine for you to use personal pronouns (e.g. ‘I’, ‘me’, “mine”, etc.).
You must highlight what you have learnt from the activity with examples that provide evidence of your learning and how you intend to use the skills developed in the activity in the future. In addition, you must relate your learning experience to the theories discussed in the relevant lectures. For example, if you choose to reflect on one of the ‘Skills Assessments’ Questionnaires such as time management, discuss how your answers may have changed from first administration (i.e. During the workshop) to the submission of your portfolio. You may choose to reflect on the fact that your answers have changed because you have become more familiar with the theory/concept for which the self-assessment questionnaire relates. As another example, you may choose to discuss one of the group activities and how you have developed personally and professionally. While discussing your personal and professional development based on this activity, you may want to cite relevant theories that link to the activity.
You also need to include an introduction section in the beginning and a brief conclusion at the end. An introduction section should explain how you went through the process of completing the activity reflection sheets. Here, you may want to discuss what your initial feelings and expectations were in the beginning. A brief conclusion should summarise your reflection from moving from the first topic to the last one and summarise your overall learning experience. You may choose to include information relating to areas of your life outside your study, but the focus should be on how the areas of your life outside of study are affecting your learning process within this module.
You should aim to analyse and reflect, not just to describe.
A good entry will:
- Be written in a personal style, using the first person singular (e.g. I, my, mine, etc.)
- Link the reflection to the appropriate theory or theories
- Analyse, critique and comment, not just describe
- Focus on your learning process
- Make connections between ideas – these may come from the lectures, workshops, your own readings and/or discussions with others
- Show evidence of planning
- Show evidence that you are reflecting on your progress
- Reflective action – how are you going to change your behaviour in light of your learning?
Your Learning Portfolio will also help you to:
- Demonstrate your ability to master the major topics of the module
- Best represent your strengths; articulate and track accomplishments in and outside the classroom
- Link experiences and achievements within and between classes
- Recognise emerging patterns in your programs and areas of interest, leading to more focus and better justification and substantiation of subsequent decisions and choices
- Self-analyse and reflect; to develop your own learning curve; increase levels of self-understanding and your self-confidence as well as clarity of purpose and levels of motivation
- Be more proactive in planning and pursuing your educational and post-graduate opportunities
Sample – Self Development Plan/Activity Reflection Sheet
|Topic of lecture|
|Title of activity|
|Details of how the activity went|
|What was your task in the activity?|
|What skills/behaviours did you use?|
|What was your experience in the activity?
(1- Good; 2- Poor)
|What was good/poor about the activity?|
|How did you feel about the activity? (1- Like; 2- Didn’t like). Explain|
|Why did you feel that way? Use some examples|
|What did you find easy or difficult?|
|How was your experience working with others, if applicable?|
|Was it useful to have other members in this activity? (If applicable) Explain|
|If you were to do this activity again, what would you do differently?|
|Why would you want to do something differently? What might be the outcome?|
|What did you learn/discover from this activity?|
|What did you learn from others in this activity? (If applicable)|
|What from the lecture, did you learn in this activity?|
|What would you do to develop personally and professionally going forward?|
Criteria Grid for Personal and Professional Development – 942N1
|Criterion||>70%||60-69||50-59||49 -45 (Marginal fail)||Below 45 (Fail)
|Presentation and Structure (20%)
|Material presented extremely well and structured resulting in clarity of message and information.||Material is well presented and structured with clear message and information.||Material is relevant to topic and has been organised in a coherent manner.||Material presented is relevant but the assignment lacks an overall coherent structure.||The material is disorganised and incoherent in places|
|Knowledge and critical understanding of theories and concepts (20%)||Detailed knowledge and comprehensive critical understanding of the topics. It shows very good integration in the selection and handling of theories.||Good knowledge and critical understanding of the topics with insightful and appropriate selection of theory in key areas.||Reasonable knowledge and understanding of the topics. Most key theories are included in the work in an appropriate manner.
|Some gaps in the knowledge and understanding of the topics. Some aspects of the theories missed or misunderstood.||Lacks evidence of knowledge and understanding relevant to the topics with inaccurate or inappropriate choice of theories.|
|Critical Reflection and Self-Understanding (20%)||Shows high reflectivity through a critical review of the relevant evidence as well as excellent self-criticism||Shows good reflectivity and is able to evaluate own strengths and weaknesses.||Shows some reflectivity and begins to recognise own strengths and weaknesses.||Shows little reflectivity and limited ability to recognise own strengths and weaknesses.
|Poor on reflectivity. Fails to meaningfully undertake the process of self-criticism.|
|Awareness of own Personal and Professional Skills (20%)||Excellent awareness of own personal and professional skills with accurate presentation of the relevant evidence.||Very good awareness of own personal and professional skills with relevant evidence.||Shows some awareness of own personal and professional skills with some appropriate evidence.||Limited awareness of own personal and professional skills. Evidence is present but may be weak or unconvincing||No awareness of own personal and professional skills. Lacks evidence.|
|Referencing (10%)||Referencing is extensive and consistently accurate. There is good Evidence of wider reading||Referencing is mainly accurate. Some evidence of wider reading.||Referencing is present and generally accurate. The reading around concepts and theories could be have been wider.||Shows some attempt at referencing but with some inaccuracies. There is little or no evidence of wider reading.
|Referencing is largely absent or not properly done. There is little or no evidence of reading.|
|Self-development template – fully compiled, authentic and reflective of participation, engagement and learning (10%)
|Demonstrates full engagement in the programme, thoughtful and detailed, you have provided both your own personal commentary as well as comments from teaching staff such as feedback on your work.||Demonstrates good level of engagement and key learning throughout the programme and recorded appropriately.||Demonstrates fair level of engagement and key learning throughout the programme and recorded appropriately.||Demonstrates poor or erratic level of engagement and gaps are evident in areas key to successful completion of the module and assessment.||Demonstrates very poor level of engagement with very limited learning, high levels of absence or lack of class participation throughout the programme.|
|Presentation and Structure
|Knowledge and critical understanding of theories and concepts||20%|
|Critical Reflection and Self-Understanding||20%|
|Awareness of own Personal and Professional Skills||20%|