Module Number: BMP3001

Module Name: Academic Skills and PDP

Year/Trimester: 2023-24/ Semester 1/April 2024 Cohort
Module Tutor/s:

Assessment Number 2
Assessment Type (and Individual Report - 80%
weighting) (1500 words)
Assessment Name Report on Personal Development
Assessment Submission Date Sunday 21 July 2024 at 23:59

Learning Outcomes Assessed:

LO1: Plan and produce written work which is underpinned by secondary research.
LO2: Demonstrate effective referencing techniques.
LO3: Reflect on your skills and personal goals

Assessment Brief:
Using your report plan (Assignment 1), write a report to answer the following:

Task One

1. Describe the ‘Goal-Setting Theory’ and discuss its importance when setting
goals.
2. Describe and discuss the value of short-term goals, identifying at least three
personal goal examples.
3. Describe and discuss the value of medium-term goals, identifying at least 3
personal goal examples.
4. Describe and discuss the value of long-term goals, identifying at least three
personal goal examples.
(40 Marks)

Task Two

1. Describe and discuss the value of a Personal Development Plan.

2. You are required to include your completed personal development plan with
all identified goals in the appendices section of your report. Example:
Skills to be Action Required Resources Target Date
Developed Needed

(30 Marks)

Task Three
1
Reflect on the personal skills and goals you achieved this semester and explain what
helped you in doing so.
(20 Marks)

Task Four

Your plan should be grammatically correct and must contain appropriate in-text
referencing/citations and a list of references at the end in the Harvard style.
(10 Marks)

Minimum Secondary Research Source Requirements at 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.

Assessment Preparation and Submission:

See section 11 of the module guide for Guidelines on the Preparation and
Submission of Assignments.

Additional Submission Instructions:

You are required to submit a soft copy via “Turn-it-in UK” on the module Moodle
page. The software will allow you to check your work against other material on the
internet. It will also compare your work against other students work.
You will be able to upload drafts of your written work into turn-it-in as many times as
you wish before the deadline.
You will not be able to overwrite the final submission after the deadline. You can only
submit a single file.

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.
 Do not share work with other students.

Specific Assessment Criteria: (See page 4 for General Assessment Criteria)

Excellent (70%+): The report will be to a very high standard. It will provide a
comprehensive definition of personal development and will exhibit a thorough
appreciation of the required elements of a personal development plan. The PDP will
be highly detailed, and the report will contain an excellent level of citations with a full,
correctly formatted reference list.

Very Good (60-69%): The report will be to a very good standard. It will provide a
very good definition of personal development and will exhibit a comprehensive
appreciation of the required elements of a personal development plan. The PDP will
be very detailed, and the report will contain a very good level of citations with a full,
correctly formatted reference list.

2
Good (50-59%): The report will be to a good standard. It will provide a good
definition of personal development and will exhibit a good appreciation of the
required elements of a personal development plan. The PDP will be detailed, and the
report will contain a large number of citations with a largely correct reference list.

Satisfactory (40-49%): The report will be to a satisfactory standard. It will provide a

comprehensive definition of personal development and will exhibit a satisfactory
appreciation of the required elements of a personal development plan. The PDP will
be correctly constructed, and the report will contain some citations with a largely
correctly formatted reference list.

Unsatisfactory (Below 40%): Students who do not meet the requirements of a

third-class grade (40% or above) will not successfully complete the assessment
activity.

3
 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. theory and practice for FE3 Valid summary of the material logically structured. An type of assignment. grammar. Style is readable, Some weaknesses in
level through the identification although focus lacking in acceptable format is used. Inclusion of FTP lacks and generally academic. referencing technique.
and summary of some key places. selectivity.
issues. Presents conclusions which are
fairly clear and logical.
40-49% Some degree of irrelevance Demonstrates an adequate Presents basic arguments, but Some attempt at The presentational style & Generally, competently Some academic sources
to the title/brief. knowledge/understanding of focus and consistency lacking in articulation and logical layout is largely correct for thewritten although intermittent but overreliance on non-
(Satisfactory

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 make 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.