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Assessment Marking Criteria for Producing a Professional Portfolio of Work

Criterion

Please refer to the Generic University Assessment Marking Criteria and see  below for the content specific criteria

Weighting

%

Mark

%

Produce a portfolio of work, which includes all elements, to a professional standard

20

 

Demonstrate reflection on interpersonal strengths and weaknesses

25

 

Demonstrate awareness of engaging with relevant and current academic resources

25

 

Evidence a professional approach to coaching

20

 

Follow Harvard Standard referencing style

10

 

 

100

 

 

 

0-4

5-7

8-11

12-14

15-20

Produce a portfolio of work, which includes all elements, to a professional standard - 20%

· Demonstrates No or very little understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.

· No or very little evidence of analysis and interpretation of data, not just presentation of data.

· No or very little ability to demonstrate consistent use of style guide

· No or very little adherence to specified criteria and learning objectives

· No or very little knowledge, interpretation and application of the relevant literature

· Demonstrates Limited understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.

· Limited evidence of analysis and interpretation of data, not just presentation of data.

· Limited ability to demonstrate consistent use of style guide

· Limited adherence to specified criteria and learning objectives

· Limited knowledge, interpretation and application of the relevant literature

· Demonstrates Good understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.

· Good evidence of analysis and interpretation of data, not just presentation of data.

· Good ability to demonstrate consistent use of style guide

· Good adherence to specified criteria and learning objectives

· Good knowledge, interpretation and application of the relevant literature

 

· Demonstrates Very Good understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.

· Very good evidence of analysis and interpretation of data, not just presentation of data.

· Very good ability to demonstrate consistent use of style guide

· Very good adherence to specified criteria and learning objectives

· Very Good knowledge, interpretation and application of the relevant literature

· Demonstrates excellent understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.

· Excellent evidence of analysis and interpretation of data, not just presentation of data.

· Excellent ability to demonstrate consistent use of style guide

· Excellent adherence to specified criteria and learning objectives

· Excellent knowledge, interpretation and application of the relevant literature

 

0-5

6-10

11-15

16-20

21-25

Demonstrate reflection on interpersonal strengths and weaknesses - 25%

· There are frequent lapses in clarity.

· Self-reflection concepts are either not discussed or are presented inaccurately

· Student makes attempts at applying the learning experience to understanding of self, others, and/or course concepts but fails to demonstrate depth of analysis.

· The learning experience being reflected upon is relevant and meaningful to student and module learning outcomes

· The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or module concepts.

· The reflection demonstrates ability of the student to question their own biases, preconceptions, and/or assumptions and define new modes of thinking as a result.

 

0-5

6-10

11-15

16-20

21-25

Demonstrate awareness of engaging with relevant and current academic resources - 25%

No or very little

• Ability to select appropriate principles of theory

• Understanding of principles of theory at an appropriate level

• Ability to apply principles or theory to chosen issue or problem

• Mastery of themes in the literature

Limited

• Ability to select appropriate principles of theory

• Understanding of principles of theory at an appropriate level

• Ability to apply principles or theory to chosen issue or problem

• Mastery of themes in the literature

Good

• Ability to select appropriate principles of theory

• Understanding of principles of theory at an appropriate level

• Ability to apply principles or theory to chosen issue or problem

• Mastery of themes in the literature

Very Good

• Ability to select appropriate principles of theory

• Understanding of principles of theory at an appropriate level

• Ability to apply principles or theory to chosen issue or problem

• Mastery of themes in the literature

Excellent

• Ability to select appropriate principles of theory

• Understanding of principles of theory at an appropriate level

• Ability to apply principles or theory to chosen issue or problem

• Mastery of themes in the literature

 

· No/little evidence of wider reading

· 0-2 resources used

· Only lecture/seminar slides to support the work

· Use of Wikipedia / Business Balls and dictionaries

· Poor evidence of wider reading

· 3-5 references used

· Mainly text books used to support the work

· Good evidence of wider reading.

· 6-8 references used

· Some variety of resources used to support the work

· Very good evidence of wider reading

· 9-11 references used

· Good variance in resources used to support the work

· Significant evidence of wider reading including a variety of resources

· 12+ references used

· Excellent use of peer reviewed academic resources used to support the work

 

0-4

5-7

8-11

12-14

15-20

Evidence a professional approach to coaching - 20%

· No/little evidence of application of learning to a demonstrable practical ‘Coaching’ setting

 

· Evidence of application of learning to a demonstrable practical ‘Coaching’ setting is poor

· Evidence of application of learning to a demonstrable practical ‘Coaching’ setting is good

· Evidence of application of learning to a demonstrable practical ‘Coaching’  setting is very good

· Evidence of application of learning to a demonstrable practical ‘Coaching’ setting is excellent

 

0-2

3-4

5-6

7-8

9-10

Follow Harvard Standard referencing style - 10%

· Harvard standard reference format not followed

· Major errors for in-text reference

· Major errors in end reference list

· Harvard standard reference format followed

· Significant errors for in-text reference

· Significant errors in end reference list

· Harvard standard reference format followed

· Some errors for in-text reference

· Some errors in end reference list

· Harvard standard reference format followed

· Minor errors for in-text reference

· Minor errors in end reference list

· Harvard standard reference format followed

· No errors for in-text referencing

· No errors in end reference list

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