Class | Mark | Marking guidelines |
First | Overall: The student’s reflection is clearly articulated, well structured and with a coherent narrative throughout and all six elements of Gibb’s (1988) reflective cycle are included.
Content: Description of the event is concise, focussed, clear and objectively explained,
Insightful account of feelings experienced by the student and those they were working with, expressed with appropriate language.
Critical and analytical approach demonstrated in the evaluation and analysis of the situation. Experiences and events are clearly and carefully related to existing knowledge/theoretical models/observations from the literature. This information is well integrated to demonstrate an in-depth understanding of the situation.
The conclusion provides an excellent summary of what has been learnt. The Action Plan provides clear, evidence-based suggestions for how best to tackle a similar situation in the future and how to develop the necessary skills/strengths to do that. | |
Excellent First | 100 | Assignment reaches an exceptional level of achievement that significantly exceeds the standards described by the above statements |
Good First | 90 | Assignment exceeds the standards described by the above statements |
Solid First | 80 | Assignment is well described by the above statements |
Low First | 75 | Assignment mostly meets the standards described by the above statements |
Upper Second | Overall: The student’s reflection is generally well articulated, well-structured and with a largely coherent narrative throughout and all six elements of Gibb’s (1988) reflective cycle are included.
Content: Description of the event is clear and objectively explained, but may be a little long or include a few irrelevant details
Clear account of feelings experienced by the student and some reference to the feelings of those they were working with, expressed with largely appropriate language.
Critical and analytical approach demonstrated in some aspects of the evaluation and analysis of the situation. Good attempt to relate experiences and events to existing knowledge/theoretical models/ observations from the literature. Some integration of this information to better understand the situation, but the relevance of some evidence may not be clear.
The conclusion provides a good summary of what has been learnt. The Action Plan includes clear suggestions for how best to tackle a similar situation in the future, and how to develop the necessary skills/strengths to do that, but may not relate to knowledge from the literature. | |
Good 2.1 | 68 | Assignment exceeds the standards described by the above statements but does not meet the standards for a first class mark |
Solid 2.1 | 65 | Assignment is well described by the above statements |
Low 2.1 | 62 | Assignment mostly meets the standards described by the above statements |
Lower Second | Overall: The student’s reflection has some structure and is adequately articulated, but narrative may be difficult to follow in places. All elements of Gibb’s (1988) reflective cycle are included.
Content: The event/situation is described, but the description might be difficult to follow or subjective in places, too long, or include several irrelevant details
Minimal account of feelings experienced by the student and those they were working with, or account of feelings may be expressed with inappropriate language in several places.
Limited evidence of a critical and analytical approach in the evaluation and analysis of the situation. Limited attempt to relate experiences and events to existing knowledge and theoretical models or observations from the literature. If information from the literature is presented its relevance may be unclear or poorly integrated to better understand the situation. The Conclusion provides a summary of what has been learnt, but may be difficult to follow or confused. The Action Plan includes at least one suggestion for how best to tackle a similar situation in the future, or how to develop relevant skills/strengths, but does not relate to knowledge from the literature. | |
Good 2.2 | 58 | Assignment exceeds the standards described by the above statements but does not meet the standards for an upper second class mark |
Solid 2.2 | 55 | Assignment is well described by the above statements |
Low 2.2 | 52 | Assignment mostly meets the standards described by the above statements |
Third | Overall: The student’s reflection has some minimal structure, but is poorly articulated, and narrative may be difficult to follow. At least 4/6 elements of Gibb’s (1988) reflective cycle are attempted.
Content: The description of the event/situation is inadequate, missing important details, or including many irrelevant details, being of an inappropriate length or being very difficult to follow.
Inadequate account of feelings experienced by the student and those they were working with, or account of feelings expressed with inappropriate language.
Very limited evidence of a critical and analytical approach in the evaluation and analysis of the situation. Minimal attempt to relate experiences and events to existing knowledge and theoretical models or observations from the literature. The conclusion provides a highly inadequate or incomplete summary of what has been learnt. Action plan provides inadequate suggestions (irrelevant or incomprehensible) for how best to tackle a similar situation in the future, or how to develop relevant skills/strengths. | |
Good Third | 48 | Assignment exceeds the standards described by the above statements but does not meet the standards for a second class mark |
Solid Third | 45 | Assignment is well described by the above statements |
Low Third | 42 | Assignment falls below the standards described by the above statements |
Fail | Overall: The student’s reflection has no real structure, but is very poorly articulated, and narrative extremely difficult to follow. 3 or more elements of Gibb’s (1988) reflective cycle are missing.
Content: The description of the event/situation is missing or incomprehensible
No account of feelings experienced by the student and those they were working with is offered, or account of feelings is expressed with highly inappropriate language.
No evidence of a critical and analytical approach in the evaluation and analysis of the situation, or these sections may be missing. No attempt to relate experiences and events to existing knowledge and theoretical models or observations from the literature. The conclusion is missing or incomprehensible / entirely irrelevant. Action plan is missing or incomprehensible / entirely irrelevant. | |
High Marginal Fail | 38 | Assignment exceeds the standards described by the above statements but does not meet the standards for a pass mark |
Low Marginal Fail | 32 | Assignment is well described by the above statements |
Outright Fail | 10 | Assignment falls below the standards described by the above statements |
General
Content
Integrations