report

Assessment Brief 2

Assessment - Guidelines Module title: Positive Psychology

Module code: 7503 PSYSCI

Assessment Point: Summative assessment 2

Assessment task: Reflective Report on mindfulness practice

Word count limit: 2000 words +/- 10%

Submission deadline: Please consult the VLE.

Submission procedure: Please submit via the submission link on the VLE.

Extenuating circumstances

If you are experiencing unforeseen personal circumstances that are affecting your ability to submit within the stipulated deadlines, you are required to communicate these issues to the Unicaf Extenuating Circumstances team in the first instance, via [email protected], for further information on how to make a personal circumstances application for consideration.

Personal circumstances requests may usually only be made within 5 working days of the original deadline unless valid justification, along with appropriate evidence, exists to show that you could not have reasonably communicated the issues any earlier. It is important to keep in mind that if the claim is not upheld and you have not submitted by the deadline, the module shall be failed as a result of no submission of the summative assessment.

Submission Deadline

Please submit your module summative assessment(s) by 11:59 pm (23:59 hours) VLE (UTC) time on the due date at the latest. Any summative assessment submitted up to 5 days late will be accepted, but the mark will be capped at 50%. Any work submitted more than 5 days late after the submission deadline will be recorded as 0%.

Academic misconduct including plagiarism

Written coursework will be submitted on VLE, through an on-line plagiarism-detection service called Turnitin. Turnitin matches the text of what you submit with the information held in its databases (including journal articles and previous submissions by other students), and the web. You will have the opportunity to use Turnitin to improve your work. To do this, submit your work well in advance of the deadline, and Turnitin will give you a report of any matches it has found with other sources. You can use this information to re-write those sections in your own words. Leave yourself plenty of time to do this before the final deadline. Be aware that Turnitin is not part of LJMU but a separate company that provides this service to many universities, and if it is busy you may have a short delay before receiving the originality report.  

Turnitin will also give you a percentage similarity score. Tutors are often asked ‘what

Turnitin percentage is OK’? This is an impossible question to answer, because the percentage depends on too many factors. Depending on how the assignment is set up and how you have structured your file, a high percentage could be ‘OK’, because it is only picking up on legitimate similarities with other sources, such as the marksheet, the reference list, or direct quotations. Conversely, a very low percentage might be ‘not OK’ because it is picking up on a small section

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Assessment Brief 2

that has been cut and pasted from the Abstract of a journal article. This is plagiarism, and it is unacceptable even when it only makes up a small percentage of the total. So, tutors will never just look at the raw percentage when they are marking your work, they will look at WHAT is similar in the full originality report.

By submitting your work, you acknowledge that you have read and agree with the above statements.

General Guidance

Your assignment should be word processed (handwritten assignments are not accepted), using Times new roman size 12 font, double spaced, with numbered pages and your student number printed as a footer on every page.

The word limits stated for this assignment excludes the reference list at the end of the assignment but includes all text in the main body of the assignment (including direct quotations, in-text citations, tables). Tables and figures should not be included within your text but separately as an Appendix.

Please be aware that exceeding the word count limit will affect the academic judgement of the piece of work and may result in the award of a lower mark.

Appendices are not considered a supplement, and thus, will not be assessed as part of the content of the assignment. As such, they will not contribute to the grade awarded; however it may be appropriate to use an Appendices section for any material which is a useful reference for the reader.

Please note that appendices are not included in the word count.

The majority of references should come from primary sources (e.g., journal articles, conference papers, reports, etc.) although you can also utilise area specific textbooks. You must ensure that you use the APA style of referencing.

Please indicate the word count length at the end of your assignment.

NO STUDENT WILL BE ALLOWED TO COLLECT ANY PRIMARY DATA

Marking and assessment

The second summative assessment requires the creation of a Reflective Report on mindfulness practice. The report assignment submission will be graded out of 100% and will contribute to the 50% of your overall module grade.

Learning outcomes assessed in this assessment: 1. Delineate the major features of current theoretical perspectives and applied approaches in

Positive Psychology 2. Critically reflect on Positive Psychology interventions

Assessment Guidelines

Based on your documented experience, which you should have started in week 5, write a critical, scholarly report on your experience in 2000 words, supported by references from the scientific literature.

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Assessment Brief 2

Please keep in mind

A reflective assignment is given to see how you can learn from your experiences. The experience itself is not actually as important as the lessons you extract from it.

2 phases of critical reflection:

1. Analysis – analyse the issue and your role by asking some critical questions. A popular method for analysing is the three-stage model: What? So what? Now what?

<You can read more about this and other reflective models here>

2. Articulation - After completing the analysis stage, you need to build an organized and clear argument about what you learned and how you changed

Remember to

● be critical ● state what went wrong ● state what went right ● analyse outcomes and suggest future improvements

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Assessment Brief 2

Criterion\Level

Unacceptable

(5)

Reflective novice

(10)

Aware practitioner

(15)

Reflective practitioner

(20)

Mark

Awarded

Clarity

Language is unclear

and confusing throughout.

Concepts are either not discussed or are

presented inaccurately.

There are frequent lapses in clarity and accuracy

Minor, infrequent lapses in clarity and

accuracy.

The language is clear and expressive. The reader can

create a mental picture of the situation being

described. Abstract

concepts are explained accurately. Explanation of

concepts make sense to an uninformed reader.

Relevance

Most of the reflection is

irrelevant to student and/or course learning

goals.

Student makes attempts to

demonstrate relevance, but the

relevance is unclear to the reader.

The learning experience being reflected upon is

relevant and meaningful to

students and course learning goals.

The learning experience being reflected

upon is relevant and meaningful to student and

course learning goals.

Analysis

Reflection does not move beyond

description of the learning experience(s).

Student makes attempts at applying the learning

experience to understanding of

self, others, and/or course concepts but fails to demonstrate depth of

analysis.

The reflection demonstrates

student attempts to analyse the

experience but analysis lacks depth.

The reflection moves beyond simple description of the experience to an

analysis of how the experience contributed to student

understanding of self, others, and/or course concepts.

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Assessment Brief 2

Interconnections

No attempt to demonstrate

connections to previous learning or

experience.

There is little to no attempt to

demonstrate connections

between the learning experience and previous

other personal and/or learning

experiences.

The reflection demonstrates connections between the

experience and material from other

courses; past experience; and/or

personal goals.

The reflection demonstrates connections

between the experience and material from other courses; past experience; and/or

personal goals.

Self-criticism

Not attempt at self- criticism.

There is some attempt at self-

criticism, but the self-reflection fails to

demonstrate a new awareness of

personal biases, etc.

The reflection demonstrates ability of the student to

question their own biases, stereotypes,

preconceptions.

The reflection demonstrates the ability of the student to question their own biases,

stereotypes, preconceptions, and/or assumptions and define new modes of

thinking as a result.

Developed by Steven Jones, Coordinator, Office of Service Learning, IUPUI Developed by Steven Jones, Coordinator, Office of Service Learning, IUPUI

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Assessment Brief 2

LJMU Level 7 Grading Criteria

Mark Range

Performance Characteristics

Grading Criteria

90-100 Exceptional Pass ● Exemplary attainment of all learning outcomes ● Demonstrates an outstanding synthesis of varied

theoretical positions in the analysis of key issues in the subject area Wide-ranging emphasis on knowledge and ideas that are at the forefront of the discipline

● Offers an exhaustive exploration of the literature and evidence-base

● The material covered is accurate and relevant ● The argument is highly sophisticated ● The standard of writing is refined ● No errors in the use of the specified referencing system

Well-presented and organised in an appropriate academic style.

80-89 Outstanding Pass ● Excellent attainment of all learning outcomes, with some met to an exemplary standard

● Demonstrates a comprehensive synthesis of varied theoretical positions in the analysis of key issues in the subject area. Wide-ranging emphasis on knowledge and ideas that are at the forefront of the discipline

● Extends far beyond expected levels of engagement with the literature and evidence- base

● The material covered is accurate and relevant ● The argument is generally very astute ● The standard of writing is refined ● No errors in the use of the specified referencing system

Well-presented and organised in an appropriate academic style.

70-79 Excellent pass ● Excellent attainment of all learning outcomes ● Demonstrates a thorough synthesis of varied theoretical

positions in the analysis of key issues in the subject area ● Strong emphasis on knowledge and ideas that are at the

forefront of the discipline ● Thorough use the literature and evidence-base ● The material covered is accurate and relevant ● The argument is persuasive and there are very

perceptive elements • The standard of writing is refined ● No errors in the use of the specified referencing system

Well-presented and organised in an appropriate academic style.

60-69 Good Pass ● Good attainment of all learning outcomes ● Demonstrates detailed synthesis of varied theoretical

positions in the analysis of key issues in the subject area ● Good emphasis on knowledge and ideas that are at the

forefront of the discipline

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Assessment Brief 2

● Good consideration of the literature and evidence-base that develops from recommended readings

● The material covered is accurate and relevant ● The argument is persuasive ● The standard of writing is refined ● No errors in the use of the specified referencing system

Well-presented and organised in an appropriate academic style.

50-59 Pass ● Adequate attainment of all learning outcomes ● Demonstrates a limited, but sufficient, synthesis of

varied theoretical positions in the analysis of key issues in the subject area

● Some emphasis on knowledge and ideas that are at the forefront of the discipline

● Sufficient consideration of the literature and evidence-base, but little consideration beyond recommended readings

● The material covered is mostly accurate and relevant ● The argument is straightforward and relatively clear ● The standard of writing is well clear and readable, with

some sophisticated phrasing ● No errors in the use of the specified referencing system

Well-presented and organised in an appropriate academic style.

40-49 Needs some improvement

● Meets most, but not all learning outcomes ● Demonstrates limited synthesis of varied theoretical

positions in the analysis of key issues in the subject area ● Less than expected emphasis on knowledge and ideas

that are at the forefront of the discipline ● Basic consideration of the literature and evidence-base,

but restricted to recommended readings ● Some inaccuracies or irrelevant materials that suggest

confusion and misunderstanding ● The argument is relatively clear, although some

elements are difficult to understand ● The standard of writing is well clear and readable, but

overly simplistic ● Minor errors in the use of the specified referencing

system, but meets key principles ● Well-presented and organised in an appropriate

academic style.

30-39 Needs major improvement

● Approximately half the learning outcomes are met Demonstrates very little synthesis of varied theoretical positions in the analysis of key issues in the subject area

● Little emphasis on knowledge and ideas that are at the forefront of the discipline

● Minor consideration of the literature and evidence-base, with inadequate use of recommended reading and no exploration outside that

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Assessment Brief 2

● Some materials is accurate, but the amount of inaccurate or irrelevant materials indicates insufficient understanding of key concepts

● The argument is poorly defined and defended ● The standard of writing is mostly clear and readable ● Some errors in the use of the specified referencing

system, but meets key principles ● Generally, well presented and organised, but does not

always conform to conventions of academic presentation.

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