| Category | Assignment | Subject | Psychology |
|---|---|---|---|
| University | Coventry University | Module Title | 402MAN Communication and Collaborative Working |
| Assignment Title | A reflective personal blog on successful communication and collaboration |
| Word Count (or equivalent) | 1500-word self-reflection [+/- 10%] |
You are a junior content creator for the CMI Members Magazine and have been tasked with creating a 1500-word (+/-10%) reflective blog for publication in the next edition of the magazine. Using the Driscoll Model of Reflection and The Post Office as a case study, you should reflect on the communication and collaboration which took place with their appointed partner, Fujitsu.
Assignments should be submitted via AULA, through the Group Wide submission link.
Assignments should be submitted in a Microsoft Word format and not in PDF format.
All assignments should be submitted on or before the assignment deadline detailed above and on the AULA submission link.
Your assignment will be marked by the module team.
Provisional marks will be released once internally moderated.
Feedback will be provided by the module team alongside grade release. Your feedback will be available through AULA, alongside your original submission.
Your provisional marks and feedback should be available within 2 weeks (10 working days).
Details of the marking criteria for this task can be found at the bottom of this assignment brief.
The Learning Outcomes for this module align with the marking criteria, which can be found at the end of this brief. Ensure you understand the marking criteria to ensure achievement of the assessment task. The following module learning outcomes are assessed in this task:
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Order Non-Plagiarised AssignmentIf you have any questions about this assignment, please see the Student Guidance on Coursework for more information.
You are expected to use effective, accurate, and appropriate language within this assessment task.
The work you submit must be your own, or in the case of group work, that of your group. All sources of information need to be acknowledged and attributed; therefore, you must provide references for all sources of information and acknowledge any tools used in the production of your work, including Artificial Intelligence (AI). We use detection software and make routine checks for evidence of academic misconduct. Further details about the use of AI will be discussed in your lectures with the tutors.
Definitions of academic misconduct, including plagiarism, self-plagiarism, and collusion, can be found on the Student Portal. All cases of suspected academic misconduct are referred for investigation, the outcomes of which can have profound consequences for your studies. For more information on academic integrity, please visit the Academic and Research Integrity section of the Student Portal.
If you have a disability, long-term health condition, specific learning difference, mental health diagnosis or symptoms, and have discussed your support needs with health and wellbeing, you may be able to access support that will help with your studies.
If you feel you may benefit from additional support, but have not disclosed a disability to the University, or have disclosed but are yet to discuss your support needs, it is important to let us know so we can provide the right support for your circumstances. Visit the Student Portal to find out more.
The University wants you to do your best. However, we know that sometimes events happen, which mean that you cannot submit your assessment by the deadline or sit a scheduled exam. If you think this might be the case, guidance on understanding what counts as an extenuating circumstance and how to apply is available on the Student Portal.
Assignment Category: Written and Group Presentation
Attempt Type: Standard
Component Code: CW1
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Mark band |
Outcome |
Guidelines |
|
80-100% |
|
1st - Exceptional work with very high degree of understanding, creativity, and critical/analytic skills. Evidence of exceptional research well beyond minimum recommended using a range of methodologies. Exceptional understanding of knowledge and subject-specific theories. Demonstrates creative flair, a high degree of originality and autonomy. |
|
1st |
|
Exceptional ability to apply learning resources. Demonstrates well-developed problem-solving skills. Work completed with very high degree of accuracy and proficiency and autonomy. Exceptional communication and expression, significant evidence of professional skill set. Student evidences deployment of a full range of exceptional technical, including proficiency in the English Language, and/or artistic skills. |
|
70-79% |
|
1st - Excellent work with clear evidence of understanding, creativity and critical/analytical skills. Thorough research well beyond the minimum recommended using methodologies beyond the usual range. Excellent understanding of knowledge and subject-specific theories with evidence of considerable originality and autonomy. |
|
1st |
Meets learning outcomes |
Excellent ability to apply learning resources. Demonstrates consistent, coherent substantiated argument and interpretation. Demonstrates considerable creativity and clear problem-solving skills. Assessment completed with accuracy, proficiency, and considerable autonomy. Excellent communication and expression, some evidence of professional skill set. Student evidences deployment of a highly developed range of technical, including proficiency in the English Language, and/or artistic skills. |
|
60-69% |
|
2:1 - Very good work demonstrating strong understanding of theories, concepts and issues with clear critical analysis. Thorough research, using established methodologies accurately, beyond the recommended minimum with little, if any, irrelevant material present. Very good understanding, evidencing breadth and depth, of knowledge and subject- specific theories with some originality and autonomy. |
|
2:1 |
|
Very good ability to apply learning resources. Demonstrates coherent substantiated argument and interpretation. Demonstrates some originality, creativity and problem-solving skills. Work completed with accuracy, proficiency, and autonomy. Very good communication and expression with evidence of a professional skill set. Student has a thorough command of a good range of technical skills, including proficiency in the English Language, and/or artistic skills. |
|
50-59% |
|
2:2 - Good understanding of relevant theories, concepts and issues with some critical analysis. Research undertaken accurately using established methodologies, enquiry beyond that recommended may be present. Some errors may be present, and some inclusion of irrelevant material. Good understanding, with evidence of breadth and depth, of knowledge and subject-specific theories with indications of originality and autonomy. |
|
2:2 |
|
|
|
|
|
Good ability to apply learning resources. Demonstrates logical argument and interpretation with supporting evidence. Demonstrates some originality, creativity and problem-solving skills but with inconsistencies. Expression and presentation are mostly accurate, proficient, and conducted with some autonomy. Good communication and expression with an appropriate professional skill set. Student consistently demonstrates a well-developed range of technical skills, including proficiency in the English Language, and/or artistic skills. |
|
40-49%
3rd Class |
3rd - Meet the learning outcomes with a basic understanding of relevant theories, concepts and issues. Demonstrates an understanding of knowledge and subject-specific theories sufficient to deal with concepts. Assessment may be incomplete and with some errors. Research scope sufficient to evidence the use of some established methodologies. Some irrelevant material is likely to be present. Basic ability to apply learning resources. Demonstrates ability to devise and sustain an argument. Demonstrates some originality, creativity and problem-solving skills but with inconsistencies. Expression and presentation are sufficient for accuracy and proficiency. Sufficient communication and expression with a basic professional skill set. Student demonstrates technical skills, including a basic level of proficiency in the English Language, and/or artistic skills. |
|
|
30-39%
Fail |
Fails to achieve learning outcomes |
Fail – Outcomes not met. Limited understanding of relevant theories, concepts and issues. Little evidence of research and use of established methodologies. Some relevant material will be present. Deficiencies are evident in the analysis. Fundamental errors and some misunderstanding are likely to be present.
Limited ability to apply learning resources. The student’s arguments are weak and poorly constructed. Limited originality, creativity, and struggles with problem-solving skills. The expression and presentation are insufficient for accuracy and proficiency. Insufficient communication and expression, and deficiencies in the professional skill set. Student demonstrates some deficiencies in technical skills, including in their use of the English Language, and/or artistic skills. |
|
0-29%
Fail |
Fail – Outcomes not met. Clear failure demonstrating very little understanding of relevant theories, concepts and issues. Minimal evidence of research and use of established methodologies, and incomplete knowledge of the area. Serious and fundamental errors and aspects are missing.
Very little evidence of the ability to apply learning resources. The student’s arguments are very weak and with no evidence of alternative views. Little evidence of originality, creativity, and problem-solving skills. Expression and presentation are deficient i accuracy and proficiency. Insufficient communication and expression, and with deficiencies in the professional skill set. Student demonstrates a lack of technical skills, including in their use of the English Language, and/or artistic skills. |
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