Report plan and evaluation of sources | My Assignment Tutor

Module Number: BMP3001 Module Name: Academic Skills and PDP Year/Trimester: 2021-22/Semester 1 Module Tutor/s Benneth Nwafor/ Sam Barazagan/ Raziur Rahman/ Khalid Karim  Assessment Number1Assessment Type (and weighting)Written piece – 20% (1000 words)Assessment NameReport plan and evaluation of sourcesAssessment Submission DateSaturday 29 May 2021 at 23:59 Learning Outcomes Assessed: LO1: Plan for academic writing demonstrating effective structure and layout. LO2: Demonstrate effective referencing techniques. Assessment Brief: Task One: Produce a detailed plan for the following report question: Describe and discuss the role of personal development planning. Using a Personal Development Plan, outline your aims and objectives for your Professional Development (including your University Career). Your plan should include section headings, main ideas and quotes you want to use and adhere to the following structure: – 1. Define the concept of personal and professional development. 2. Describe and discuss the value of short-term goals identifying at least 3 personal examples. 3. Describe and discuss the value of medium-term goals identifying at least 3 personal examples. 4. Describe and discuss the value of long-term goals identifying at least 3 personal examples 5. Describe and discuss the value of a Personal Development Plan and construct an example using your identified goals. (This will only be included in the appendices of Assignment 2). Task Two: Describe and discuss how ‘Author, Purpose, Reliability and Relevance’ affect the use of a source. Task Three: Write an evaluation of eight sources you have used in the report plan. Each evaluation must consider the following: Author Purpose Reliability Relevance Task 4 Your plan should be grammatically correct and must contain appropriate in-text referencing and a list of references at the end. Your evaluations must include at least three books. Minimum Secondary Research Source Requirements: Level HE3 – It is expected that the Reference List will contain at least five sources. As a MINIMUM the Reference List should include three academic books. Specific Assessment Criteria (See page 4 for General Assessment Criteria) Excellent (70%+): The plan will be to a very high standard. It will provide a comprehensive definition of personal development and an overview of the required elements of a personal development plan. Further, the work will exhibit a thorough appreciation of academic sources and the application of criteria to determine a suitable citation. Very Good (60-69%): The plan will be to a very good standard. It will provide a very clear definition of personal development and an overview of the required elements of a personal development plan. Further, the work will exhibit a very good appreciation of academic sources and the application of criteria to determine a suitable citation. Good (50-59%): The plan will be to a good standard. It will provide a good definition of personal development and an overview of the required elements of a personal development plan. Further, the work will exhibit a good appreciation of academic sources and the application of criteria to determine a suitable citation. Satisfactory (40-49%): The plan will be to a satisfactory standard. It will provide a definition of personal development and an overview of the required elements of a personal development plan. Further, the work will exhibit a reasonable appreciation of academic sources and the application of criteria to determine a suitable citation. Fail (Below 40%): Students who do not meet the requirements of a third class grade will not successfully complete the assessment activity. Submission Instructions: In Module Guide, see Section 12 Guidelines for the Preparation and Submission of written coursework, which will give you details on how to submit your work electronically. You are required to submit only electronic copies of your written assessments, unless your Module Tutor advises you otherwise. Advice: Do not cut and paste phrases or paragraphs from published sources. You should seek to use your own words to explain concepts and theory. If you wish to refer to specific quotes from published sources, then you must use full Harvard presentation. See BISSTO for clear guidance. Do not share work with other students. General Assessment Criteria for Written Assessments – Level HE3 %RelevanceKnowledgeArgument/AnalysisStructurePresentationWritten EnglishResearch/ReferencingClass I(Exceptional Quality)85-100%Directly relevant to title.Expertly addresses the main assumptions of the title and/or the requirements of the brief.Demonstrates an exceptional knowledge/understanding of theory and practice for FE3 level through the identification and summary of key themes.Makes exceptional use of appropriate arguments and/or theoretical models. Presents a comprehensive discussion of material resulting in clear, logical and original conclusions.Coherently articulated and logically structured. An appropriate format is used.The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP), where appropriate.A very well written answer with standard spelling and grammar. Style is clear, resourceful and academic.A wide range of sources drawn upon. Sources are cited accurately in the text and in the reference list.Class I(Excellent Quality)70-84%Directly relevant to title.Addresses the main assumptions of the title and/or the requirements of the brief.Demonstrates an excellent knowledge/understanding of theory and practice for FE3 level through the identification and summary of key themes.Makes excellent use of appropriate arguments and/or theoretical models. Presents a comprehensive summary of material resulting in clear, logical conclusions.Coherently articulated and logically structured. An appropriate format is used.The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP), where appropriate.A well writtenanswer with standard spelling and grammar. Style is clear, and academic.A wide range of sources drawn upon. Sources well cited in the text and in the reference list – with only minor errors.Class II/i(Very Good Quality)60-69%Generally addresses the title/brief and covers some key issues in sufficiently meaningful detail.Demonstrates a very good knowledge/understanding of theory and practice for FE3 level through the identification and summary of key themes.Uses appropriate arguments or theoretical models. Clear and valid summary of the material. Presents clear, logical conclusions.Logically constructed in the main. An appropriate format is used.The presentational style & layout is correct for the type of assignment. Inclusion of FTP, where appropriate.A clearly written answer with standard spelling and grammar. Style is clear, and academic.A range of sources drawn upon. Most sources cited accurately in the text and in the reference list.Class II/ii(Good Quality)50-59%Generally, addresses the title/brief but sometimes considers irrelevant issues.Demonstrates a good knowledge/understanding of theory and practice for FE3 level through the identification and summary of some key issues.Presents largely coherent arguments. Valid summary of the material although focus lacking in places. Presents conclusions which are fairly clear and logical.For the most part coherently articulated and logically structured. An acceptable format is used.The presentational style & layout is largely correct for the type of assignment. Inclusion of FTP lacks selectivity.Competently written with minor lapses in spelling and grammar. Style is readable, and generally academic.Relevant sources drawn upon. Some weaknesses in referencing technique.Class III(Satisfactory Quality)40-49%Some degree of irrelevance to the title/brief.Superficial consideration of the issues.Demonstrates an adequate knowledge/understanding of theory and practice for FE3 level. An attempt is made to identify and summaries key themes.Presents basic arguments, but focus and consistency lacking in places. Some issues may lack clarity. Presents conclusions which are not always clear or logical.Some attempt at articulation and logical structure but gaps in coherence and progression. An acceptable format is used.The presentational style & layout is largely correct for the type of assignment. Inappropriate use of FTP or not used where clearly needed to aid understanding.Generally, competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in places.Some academic sources but overreliance on non-academic sources.A number of errors in referencing technique.Borderline Fail35-39%Significant degree of irrelevance to the title/brief. Only the most obvious issues are addressed at a superficial level and in unclear terms.Demonstrates weaknesses in knowledge of theory and practice for FE3 level, with poor understanding of key themes.Limited arguments, which lack clarity in places.Presents conclusions which are neither clear nor logical.Poorly structured. Lack of articulation. Format deficient.For the type of assignment, the presentational style &/or layout is lacking. FTP ignored in text or not used where clearly needed.Deficiencies in spelling and grammar makes reading difficult. Simplistic or repetitious style impairs clarity. Style is not academic.Limited sources and poor referencing.Fail

QUALITY: 100% ORIGINAL PAPER – NO PLAGIARISM – CUSTOM PAPER

Leave a Reply

Your email address will not be published. Required fields are marked *