Module Number: BMP3001

Module Name: Academic Skills and PDP

Year/Trimester: 2021-22/Semester 1
Module Tutor/s: Dr Md Asaduzzaman Khan, Michael Anthonisz, Rexon Nting, Dr
Md Shahidul Islam, Hasnain Qayyum, Dr Md Asaduzzaman Khan, Dr. Umair S.
Choksy
Assessment Number 1
Assessment Type (and Written piece - 20%
weighting) (1000 words)
Assessment Name Report plan and evaluation of sources
Assessment Submission Date Saturday 07 August 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:

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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

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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.

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 General Assessment Criteria for Written Assessments - Level HE3
% Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/Referencing

85-100% Directly relevant to title. Demonstrates an exceptional Makes exceptional use of Coherently articulated and The presentational style & A very well written answer A wide range of sources
knowledge/understanding of appropriate arguments and/or logically structured. An layout is correct for the type of with standard spelling and drawn upon.
(Exceptional

Expertly addresses the main theory and practice for FE3 theoretical models. appropriate format is used. assignment. grammar. Sources are cited
Quality)
Class I

assumptions of the title and/or level through the identification Presents a comprehensive Effective inclusion of figures, Style is clear, resourceful accurately in the text and
the requirements of the brief. and summary of key themes. discussion of material resulting tables, plates (FTP), where and academic. in the reference list.
in clear, logical and original appropriate.
conclusions.

70-84% Directly relevant to title. Demonstrates an excellent Makes excellent use of Coherently articulated and The presentational style & A well written A wide range of sources
knowledge/understanding of appropriate arguments and/or logically structured. An layout is correct for the type of answer with standard drawn upon.
(Excellent
Quality)
Class I

Addresses the main theory and practice for FE3 theoretical models. appropriate format is used. assignment. spelling and grammar. Sources well cited in the
assumptions of the title and/or level through the identification Presents a comprehensive Effective inclusion of figures, Style is clear, and academic. text and in the reference
the requirements of the brief. and summary of key themes. summary of material resulting in tables, plates (FTP), where list – with only minor
clear, logical conclusions. appropriate. errors.
60-69% Generally addresses the Demonstrates a very good Uses appropriate arguments or Logically constructed in the The presentational style & A clearly written answer with A range of sources
(Very Good

title/brief and covers some knowledge/understanding of theoretical models. main. An appropriate layout is correct for the type of standard spelling and drawn upon.
Class II/i

Quality)

key issues in sufficiently theory and practice for FE3 Clear and valid summary of the format is used. assignment. grammar. Style is clear, and Most sources cited
meaningful detail. level through the identification material. Presents clear, logical Inclusion of FTP, where academic. accurately in the text and
and summary of key themes. conclusions. appropriate. in the reference list.

50-59% Generally, addresses the Demonstrates a good Presents largely coherent For the most part The presentational style & Competently written with Relevant sources drawn
(Good Quality)

title/brief but sometimes knowledge/understanding of arguments. coherently articulated and layout is largely correct for the minor lapses in spelling and upon.
Class II/ii

considers irrelevant issues.
40-49% Some degree of irrelevance
to the title/brief.
(Satisfactory
theory and practice for FE3
level through the identification
and summary of some key
issues.
Demonstrates an adequate
knowledge/understanding of
Valid summary of the material
although focus lacking in
places.
Presents conclusions which are
fairly clear and logical.
Presents basic arguments, but
focus and consistency lacking in
logically structured. An
acceptable format is used.
Some attempt at
articulation and logical
type of assignment. grammar. Style is readable, Some weaknesses in
Inclusion of FTP lacks and generally academic. referencing technique.
selectivity.
The presentational style & Generally, competently Some academic sources
layout is largely correct for thewritten although intermittent but overreliance on non-

theory and practice for FE3 places. Some issues may lack structure but gaps in type of assignment. lapses in grammar and academic sources.
Class III

Quality)

Superficial consideration of level. An attempt is made to clarity. coherence and progression. Inappropriate use of FTP or spelling pose obstacles for
the issues. identify and summaries key Presents conclusions which are An acceptable format is not used where clearly needed the reader. A number of errors in
themes. not always clear or logical. used. to aid understanding. Style limits communication referencing technique.
and is non-academic in
places.
35-39% Significant degree of Demonstrates weaknesses in Limited arguments, which lack Poorly structured. For the type of assignment, the Deficiencies in spelling and Limited sources and poor
irrelevance to the title/brief. knowledge of theory and clarity in places. Lack of articulation. presentational style &/or layout grammar makes reading referencing.
Borderline

Only the most obvious issues practice for FE3 level, with Format deficient. is lacking. difficult.
Fail

are addressed at a superficial poor understanding of key Presents conclusions which are FTP ignored in text or not used Simplistic or repetitious style
level and in unclear terms. themes. neither clear nor logical. where clearly needed. impairs clarity.
Style is not academic.

<34% Relevance to the title/brief is Demonstrates a lack of basic Severely limited arguments. Unstructured. For the type of assignment, the Poorly written with An absence of sources
intermittent or missing. knowledge of either theory or Lacks clarity. Lack of articulation. Format presentational style &/or layout numerous deficiencies in and poor referencing
Fail

The topic is reduced to its practice for FE3 level, with Conclusions presented are deficient is lacking. grammar, spelling and technique.
vaguest terms. little evidence of sparse. FTP as above. expression.
understanding. Style is not academic.