Short description: 1500 word reflective account of the student’s lifecycle development journey, applying appropriate theory from their learning
Weighting: 40%
Due date: 27/03/26
Feedback release date: 3 weeks after the final submission.
Assessment Guidance
Students will reflect on their development over the life stages; identify which life stage they are at, using an appropriate theory; students will reflect on key areas of development such as identity formation, socio-cultural influences on their development, and experiential factors such as interpersonal and community influences, and critical incidents. Students will be encouraged to apply appropriate theory to their reflection. They will be asked to accompany a 1500 word written reflection with an artefact of their choice, such as a podcast, video, drawing, poem, story, visual story, digital story/poem, collage, photo-narrative, which they will upload with their written reflection.
The artifact and written reflection will be uploaded to a folder set up on Weblearn. Students must also include a reference list using Harvard referencing format. All elements of the assessment need to be uploaded by the deadline.
Marking Criteria
Students will be marked on their ability to meet the following learning outcomes:
- Analyse factors that affect human growth and development from a biological, psychological and social perspective – 30%
- Examine theories of human growth and development relevant to health and social care practice – 30%
- Reflect on your own lifecycle development and the social, psychological and wider environmental factors that have impacted your identity formation, values, personal and professional skills, and aspirations – 30%
- 10% of the mark will also be based on structure, organisation and referencing accuracy
Rationale For This Assessment Method
The assessment is intended to encourage students to reflect on their own personal and professional development and how this has been shaped by the interpersonal, socio-cultural and wider environmental and systemic factors that have impacted their lives. Students will reflect on their own values and identities and how these impact their approach to practice and their personal and professional aspirations.
Supportive Resources
Please refer to the reading list, Weblearn materials, independent learning and in-class activities for assessment support.
Guide To Referencing In The Assessment
Please use the Harvard referencing style
Setting Expectations For Use Of Generative AI
Permitted Uses
- To brainstorm ideas or help structure your presentation outline.
- To summarise readings or clarify complex concepts during preparation.
- To check grammar or phrasing in your speaker notes or slides.
Not Permitted
- Using AI to write your full script or slides without your own input or understanding.
- Reading directly from AI-generated content during your presentation.
- Using AI to generate analysis or evaluation without your own interpretation.
Feedback
Verbal Feedback: tutors will provide comments on draft work or outlines of work during tutorial sessions
Written Feedback: You will receive structured written feedback via Weblearn within three weeks of your presentation date. This will include comments on strengths, areas for improvement, and your mark based on the assessment criteria.
How To Use Your Feedback
- Review it carefully and compare it with the marking criteria.
- Identify patterns in strengths and areas for improvement.
- Ask questions during office hours or tutorials if anything is unclear.
- Apply suggestions to your next assignment or presentation.
Re-Assessment Information
If you do not pass the first submission, you will be required to resubmit your work again, with improvements based on the feedback provided by the marker. This will be submitted via Weblearn.
- You will receive detailed guidance from the module leader.
- The resubmission must follow the same structure and marking criteria as the original task.
- You must submit your work by the deadline provided in your re-assessment brief.
Support Available
- You can request a one-to-one tutorial to discuss your feedback and get support in preparing your re-assessment.
- Resources and examples will be available on Weblearn to guide you.
- You can also make an appointment with your academic mentor.
SH4012QA Assessment Marking Criteria
| A – First | B – Upper Second | C – Lower Second | D – Third | E – Third | F – Fail | |||
| 80 – 100
Excellent Pass [1]
|
70 – 79
Very Good Pass
|
60 – 69
Good Pass |
50 – 59
Satisfactory Pass |
43 – 49
Adequate Pass |
40 – 42
Basic Pass |
25 – 39
Fail |
0 – 24
Inadequate |
|
| Content | ||||||||
| Addresses learning outcomes & assignment brief | Addresses criteria & assessment brief comprehensively
Addresses all Learning Outcomes fully |
Addresses criteria & assessment brief in-depth
Addresses all Learning Outcomes in-depth |
Addresses criteria & assessment brief effectively
Addresses all Learning Outcomes in detail |
Broadly addresses criteria & assessment brief
Learning Outcomes satisfactorily addressed |
Addresses criteria & assessment brief superficially
Some irrelevant material |
Addresses criteria & assessment brief very superficially
Some irrelevant material |
Does not effectively address criteria & assessment brief
A great deal of irrelevant material |
Does not address criteria & assessment brief
Predominately irrelevant material |
| Knowledge & understanding | Comprehensive and in-depth knowledge & understanding
No omissions or inaccuracies |
Detailed and accurate knowledge & understanding
Very minor omissions or inaccuracies |
Clear and accurate knowledge & understanding
A few omissions and/or inaccuracies |
Good descriptive knowledge/understanding of basic principles
Minor omissions and/or inaccuracies |
Key concepts generally understood
Omissions and/or misunderstandings evident |
Key concepts identified but limited understanding
Some major omissions and/or inaccuracies evident |
Some limited knowledge
Major omissions and/or misunderstandings Very little or no understanding evident |
Limited or no knowledge
Extensive omissions and/or misunderstandings No understanding evident |
| Use of literature | Demonstrates in-depth integration of very broad range of appropriate sources | Demonstrates effective integration of wide range of appropriate sources | Evidence of effective application of wide range of appropriate sources | Some evidence of sound application of a number of appropriate sources | Limited use of basic, generally appropriate sources | Limited use of basic sources with some inappropriate sources | Very superficial use of basic sources with several inappropriate sources | No evidence of reading or use of appropriate sources |
| Critical thinking | ||||||||
| Evaluation | Consistent & effective critical use of materialConsistent awareness of limits & contradictions of theory | Very good critical use of materialSome awareness of wider limits & contradictions of theory | Good critical use of some materialIdentifies specific limits of & contradictions in theory | Some evidence of critical use of materialSome awareness of alternatives to basic perspectives | Superficial evidence of critical use of materialSuperficial awareness of alternatives to basic perspectives | Very limited evidence of critical use of materialVery limited awareness of alternatives to basic perspectives | No effective evaluation of evidence & sources cited in support of discussion | No evaluation of evidence & sources cited OR
Very few of no sources cited |
| Discussion
Logical & progressive development supported & informed by evidence |
Convincingly & effectively developed
Effectively discusses key issues supported & informed by evidence. |
Convincingly & effectively developed
Effectively discusses key issues supported & informed by evidence. |
Effectively developed
Consistently discusses key issues supported & informed by evidence. |
Well developed
Discusses main key issues Well supported & informed by evidence. |
Inconsistently and/or poorly developed
Inconsistent use of evidence to support argument |
Inadequately and/or inappropriately developed
Inconsistent use of evidence to support argument |
Arguments frequently confused/ not fully developed.
Limited & superficial use of evidence |
Very little or no evidence of structured argument.
No/very limited use of evidence |
| Argument
Assumptions & points made are consistent with discussion & evidence presented |
Effective argument(s) developed from & integrated with discussion & evidence. | Very good argument(s) developed from & consistent with discussion & evidence. | Good argument(s) clearly based on discussion & evidence | Sound argument(s) clearly based on discussion & evidence | Adequate argument(s) generally based on discussion & evidence | Superficial argument(s) based on limited discussion & evidence | Very superficial argument(s) based on very limited discussion & evidence | No arguments or invalid or unsupported assumptions made. |
| Structure & presentation | ||||||||
| Structure
Introduction & conclusion, signposting & paragraphs
|
Logical & coherent structure with integrated organisation & signpostingExcellent introduction & conclusion | Logical & coherent structure with effective organisation & signpostingVery good introduction & conclusion | Clear structure with consistent organisation & signpostingGood introduction & conclusion | Clear structure with some organisation & signpostingClear introduction & conclusion | Barely adequate structure with inconsistent organisation & signpostingAdequate introduction & conclusion | Limited structure with erratic organisation & signpostingIneffective introduction & conclusion | Very limited structure
Very brief & limited introduction & conclusion |
No structure
No introduction and/or conclusion |
| Clarity of expression
punctuation, grammar, spelling, word choice and sentence construction |
Consistently fluently & clearly expressed.
|
Generally fluently & clearly expressed.Some very minor errors. | Clearly expressed.Some minor errors. | Meaning generally clear but not consistently fluent.Minor errors which do not affect understanding. | Meaning generally clearOccasional errors which make work difficult to understand at times. | Meaning not always clearErrors which frequently make work difficult to understand. | Meaning often not clear
Errors which frequently make work difficult to understand. |
Meaning not clear.
Errors which make work very difficult and/or impossible to follow |
The post Human Growth & Development appeared first on Skilled Papers.