Module Number: BMP3001

Module Name: Academic Skills and PDP

Year/Trimester/Cohort: 2023-24/ Semester 1/ April 2024 Cohort
Module Tutor/s: Amit Gupta/ Nwayobuije Martins Major/ Anesa Isufi/ Mohammed Chowdhury/
Flomny Menon/ Temitayo Ajao/ Muhammad Umar Farooq/ Gift Kugara/ Md Asif Iqbal/ Juan
Carlos Braschi Rangel/ Lalajike Vishwanath Sadanand

Assessment Number 1
Assessment Type (and Written report plan - 20%
weighting) (1000 words)

Assessment Name Personal development planning

Assessment Submission Date Saturday 15 June 2024 at 23:59

Learning Outcomes Assessed:

LO1: Plan and produce written work which is underpinned by secondary research.
LO2: Demonstrate effective referencing techniques.

Assessment Brief:
Produce a detailed plan for the following report question:

Your discussion should include section headings, main ideas and quotes you want to
use and adhere to the following structure:

Task 1

1. Define information literacy and explain how it can help students to succeed.
(10 Marks)

2. Describe and discuss how CRAAP test helps to evaluate academic sources.
(20 Marks)

Task 2

1. Describe personal development and professional development and their

importance. (10 Marks)

2. Describe the difference between short-term, medium-term and long-term

goals.

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 (20 Marks)

Task 3

Identify at least 3 personal short, medium and long-term SMART goal examples.
These can be personal, professional, or academic goals.
(30 Marks)

My Goals Examples
Short-Term 1.
2.
3.

Medium-Term 1.
2.
3.

Long-Term 1.
2.
3.

Task 4

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 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 Canvas
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.

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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 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.

Unsatisfactory (Below 40%): Students who do not meet the requirements of a pass
grade (40% or above) will not successfully complete the assessment activity.

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GENERAL ASSESSMENT GUIDELINES – LEVEL 3
Relevance Knowledge and Analysis, Creativity and Self-awareness Research/ Written English Presentation and
Learning outcomes understanding Problem-Solving and Reflection Referencing Structure
must be met for an
overall pass
Work is directly Demonstrates breadth of Presents an excellent Provides insightful A range of Writing style is clear and The presentational style
relevant and expertly knowledge and discussion of findings through reflection and self- contemporary and appropriate to the requirements of and layout are correct
addresses the understanding of theory the analysis of information awareness in relevant reference the assessment. An exceptionally for the type of
(Exceptional Quality)

requirements of the and practice beyond the sources. relation to the sources selected and well written answer with assignment.
brief. threshold expectation for Draws justified, relevant and outcomes of own drawn upon. competent spelling, grammar and Evidence of planning
85% - 100%

the level. thoughtful conclusions. work and personal punctuation. For example, and logically structured.
Class I

Learning outcomes Demonstrates creative fair and responsibility. Sources cited paragraphs are well structured,
are met. Demonstrates excellent initiative. accurately l in both include linking and signposting, Where relevant, there is
understanding of key Applies excellent problem- the body of text and in and bullet points are used effective use of, and
concepts in different solving skills. the Reference List/ appropriately. Sentences are reference to, figures,
contexts. Bibliography. complete and different types are tables and images.
used. A wide range of appropriate
vocabulary is used.

Work is relevant and Demonstrates an Presents an excellent overview Provides excellent A range of relevant Writing style is clear and The presentational style
comprehensively excellent breadth of of findings through the reflection and self- reference sources appropriate for the type of and layout are correct
addresses the knowledge and interpretation of relevant awareness in selected and drawn assignment. Paragraphs are well- for the type of
(Excellent Quality)

requirements of the understanding of theory information sources. relation to the upon. structured with linking and assignment.
brief. and practice for this level. Draws justified, relevant and outcomes of own signposting and bullet points are Evidence of planning
70% - 84%
Class I

thoughtful conclusions. work and personal Sources cited well in used appropriately. There are a and logically structured.
Learning outcomes Demonstrates excellent Clear evidence of initiative. responsibility. both the body of text few minor grammar, punctuation
are met. understanding of Applies excellent problem- and in the Reference and spelling mistakes that do not Where relevant, there is
concepts. solving skills. List/Bibliography. pose difficulties for the reader. A effective use of and
very good range of vocabulary is reference to, figures,
demonstrated. Sentences are tables and images.
complete and a few different types
are used.
Work is relevant and Demonstrates a thorough Presents a perceptive overview Provides justified A range of Writing style is mainly clear and The presentational style
addresses most of the breadth of knowledge and of findings through the reflection in relation appropriate reference appropriate for the type of and layout are correct
requirements of the understanding of theory interpretation of relevant to the outcomes of sources drawn upon. assignment. Paragraphs are for the type of
(Very Good Quality)

brief well. and practice for this level. information sources. own work and mostly well-structured with linking assignment.
Draws justified and relevant personal Sources cited well in and signposting, and bullet points Evidence of planning
60% - 69%

Learning outcomes Demonstrates very good conclusions. responsibility, as the main in the text are used appropriately. Grammar, and logically structured
Class II/i

are met. understanding of Demonstrates initiative. required by the and in the Reference punctuation or spelling mistakes in the main.
concepts. Applies strong problem-solving assessment. List/ Bibliography. may be frequent, but do not pose Where relevant, there is
skills. difficulty for the reader. A good use of figures, tables
range of vocabulary is and images.
demonstrated. Sentences are
complete with some attempt at
different types.

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 Relevance Knowledge and Analysis, Creativity and Self-awareness Research/ Written English Presentation and
Learning outcomes understanding Problem-Solving and Reflection Referencing Structure
must be met for an
overall pass
Work addresses key Demonstrates a sound Presents a clear overview of Provides some Relevant reference Writing style is broadly The presentational style
requirements of the breadth of knowledge and findings through the reflection in relation sources drawn upon. appropriate for the type of and layout are largely
brief. Some irrelevant understanding of theory interpretation of some relevant to the outcomes of assignment. Paragraphs are used correct for the type of
(Good Quality)

content. and practice for this level. information sources. own work and Some sources cited and most contain some linking assignment.
50% - 59%
Class II/ii

Draws relevant conclusions. personal well in both the body and signposting. Bullet points are Logically structured in
Learning outcomes Demonstrates sound Demonstrates some initiative. responsibility, as of text and in the not overused. Grammar, the most part.
are met. understanding of key Applies sound problem-solving required by the Reference punctuation or spelling mistakes
concepts. skills. assessment. List/Bibliography. may be frequent, but do not cause Where relevant,
significant difficulty for the reader. effective placement of
A range of vocabulary is some figures, tables
demonstrated. Sentences are and images.
complete.
Work addresses the Demonstrates a sufficient Presents an overview of Provides limited Some relevant Writing style is not appropriate in The presentational style
requirements of the breadth of knowledge and findings through the reflection in relation reference sources places for the type of assignment. and layout are largely
(Satisfactory Quality)

brief, although understanding of theory interpretation of a limited to the outcomes of selected and drawn There may be some over-reliance correct for the type of
superficially in places. and practice for this level. number of relevant information own work and upon. on bullet points, but attempts at assignment.
40% - 49%

Some irrelevant sources. personal paragraphs, signposting and Adequately structured.

Class III

content. Demonstrates a sufficient Draws some relevant responsibility, as Some weaknesses in linking are also evident. Grammar,
understanding of key conclusions. required by the referencing technique. punctuation or spelling mistakes Inclusion of some
Learning outcomes concepts. Demonstrates limited initiative. assessment. may be frequent, and a few may figures, tables and
are met. Applies some problem-solving pose minor difficulties for the images but not always
skills. reader. Vocabulary may be relevant and/or clear.
limited. Sentences are mostly
complete.
Work addresses only Demonstrates limited Presents a limited overview of Provides scant Sources selected are Writing style is unclear and does For the type of
some of the knowledge and findings with little consideration reflection in relation limited and lack not match the requirements of the assignment, the
requirements of the understanding of theory of the quality of information to the outcomes of relevance. assessment in question. presentational style,
35% - 39%
Borderline

brief. Irrelevant and and practice for this level. drawn upon. own work and Deficiencies in spelling, grammar layout and/or structure
superficial content. Demonstrates a lack of Draws some irrelevant personal Poor referencing and punctuation makes reading are lacking.
Fail

understanding of key conclusions. responsibility, when technique employed. difficult and arguments unclear in Figures, tables and
One or more concepts. Demonstrates little initiative. required. places. Paragraphs are poorly images included when
learning outcomes Problem-solving skills are structured. required but these lack
have not been met. lacking. clarity and relevance.

Work does not Demonstrates inadequate Presents a poor overview of Provides no There is an absence Writing style is unclear and does For the type of
address the knowledge and findings with no consideration of reflection in relation of relevant sources. not match the requirements of the assignment, the
requirements of the understanding of theory the quality of information drawn to the outcomes of assessment in question. presentational style,
brief. Irrelevant and and practice for this level. upon. own work and Poor referencing Deficiencies in spelling, grammar layout and/or structure
<34%
Fail

superficial content. Draws irrelevant conclusions. personal technique employed. and punctuation makes reading are lacking.
Demonstrates insufficient Initiative and problem-solving responsibility, when difficult and arguments unclear. Figures, tables and
One or more understanding of key skills are absent. required. Unstructured paragraphs. images are absent
learning outcomes concepts. when required or lack
have not been met. relevance/clarity.