<MSP100: Assessment 1> Student Name: <add student name here>

Un-developed Developing Functional Proficient Advanced

STAR Method Little to no link between There is a link beginning to The link between the chosen There is a clear link between The response highlights the
Link between chosen chosen skill and response. form between the chosen skill and response is the chosen skill and the students ability in the chosen
skill and response. STAR method structure not skill and response. satisfactory. response. skill and the STAR method
utilised. STAR method structure is The STAR method structure is The STAR method structure is structure is used effectively.
Structured use of STAR Little to no evidence of beginning to be utilised. being sufficiently utilised. well utilised. There is clear evidence of
method. capability in chosen skill. Capability in the chosen skill There is evidence of There is evidence of capability in the chosen skill
is beginning to emerge. capability in the chosen skill. capability in the chosen skill with clear and well written
☐
Evidence of capability in with good examples. examples of the skill in
☐ ☐
chosen skill. practice.
☐
☐

Career Aspiration Career aspiration is not Career aspiration is beginning Career aspiration is Career aspiration is clearly Career aspiration is
Statement articulated. to be articulated. satisfactorily articulated. articulated and begins to link effectively articulated and
with motivations. links with motivations and
Articulation of career ☐ ☐ ☐
preparation.
aspirations ☐
☐

Critical Reflection Little to no reflective practice Reflective practice is Reflective practice is Reflective practice is clearly Reflective practice effectively
Evidence of reflective is evident. beginning to emerge with no satisfactory, with some articulated with good links and discusses
practice relating to Little to no strategy for evidence given. evidence and examples. evidence and examples. aspirations, motivations,
creating a balance between Minimal strategies identified Strategies beginning to Clear strategies put in place preparation and skills with
career aspirations,
the personal and the to create a balance between emerge to create a balance to create a balance between clear evidence and examples.
motivations,
professional. the personal and the between the personal and the personal and the Strategies to create a balance
preparation and skills
professional. the professional. professional. between the personal and
☐
the professional clearly
Strategy for creating ☐ ☐ ☐
stated and engage with goal
balance between the
setting.
personal and the
professional ☐
 Un-developed
Module Engagement Little to no engagement with
Engagement with Wellbeing. Wellbeing.
Little to no engagement with
Engagement with Career Career Aspirations and
Aspirations and Goals. Goals.
☐ ☐
Writing and Presentation Written articulation is
Written articulation of a unclear with no coherent
clear and coherent response response emerging.
Poor use of language,
Accurate and appropriate inconsistent grammar and
use of language and punctuation and misuse of ‘i’
for ‘I’.
expression, including
grammar, syntax and Either dot points or wall of
text used in place of
punctuation
paragraphs.
Structured use of Word count not adhered to.
paragraphs ☐ ☐
Developing Functional Proficient Advanced
Beginning to engage with Satisfactorily engages with Engages well with Wellbeing Engages effectively with
Wellbeing concepts. Wellbeing concepts. concepts, with evidence Wellbeing concepts, with
Beginning to engage with Satisfactorily engages with from the mini modules. evidence from the mini
Career Aspirations and Career Aspirations and Engages well with Career modules and further
Goals. Goals. Aspirations and Goals, with reading.
evidence from the mini Engages effectively with
☐
modules. Aspirations and Goals, with
evidence from the mini
☐
modules and further
reading.
☐
Written articulation is Written articulation Clear written articulation Well-articulated, linking all
unclear at times, with a beginning to flow well, with with a good flow and easy to points.
coherent response a good response. understand. Effective and engaging use
beginning to emerge. Language is appropriate. Language is appropriate in of language.
Incorrect word choices, Paragraphs are in use. all areas. Formatting and structure is
inconsistent grammar and Wordcount is adhered to. Paragraphs are used appropriate.
punctuation. correctly. Word count is used to great
☐
Paragraphs beginning to Wordcount is used well. effect.
emerge.
☐ ☐
Wordcount mostly adhered
to.