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APPENDIX B: MARKING RUBRIC: ASSIGNMENT 3 WRITTEN REFLECTION
| ASSESSMENT CRITERIA |
HD | DI | CR | PA | NN | No attempt |
| Description & Feelings (25 Marks) |
Student has identified an appropriate critical experience, and has: – Reported what happened or what the experience involved. – Explained why it is relevant – Responded to the experience by making observations and expressing an informed (referenced) opinion – Posed questions to address as a result of the experience |
Student has identified an appropriate experience, and has: – Reported what happened or what the experience involved. – Explained why it is relevant – Responded to the experience by making observations and expressing an informed (referenced) opinion |
Student has identified an appropriate experience, and has: – Reported what happened or what the experience involved. – Explained why it is relevant |
Student has identified an appropriate experience, and has: – Reported what happened or what the experience involved. |
Student has identified an appropriate experience, but has not explained what was involved. |
Student hasn’t identified an appropriate experience, or experience is not from applying principles of PCC to the NRSG138 tutorial case studies. |
| Evaluation & Analysis (25 Marks) |
Student has: – Presented excellent links between the details presented in the case study and the concepts of Person Centred Care – Commented on aspects that they have or have not experienced before – Analysed the similarities and differences between the conditions of this experience and the conditions of other experiences they have encountered – Explained the extent to which their skills or knowledge will enable them to deal with the experience |
Student has: – Presented very good links between the details presented in the case study and concepts of Person Centred Care – Commented on aspects that they have or have not experienced before – Analysed the similarities and differences between the conditions of this experience and the conditions of other |
Student has: – Presented sound links between the details presented in the case study and the concepts of Person Centred Care – Commented on aspects that they have or have not experienced before |
Student has: – Presented basic links between the details presented in the case study and the concepts of Person Centred Care -Related or made a connection between the experience and own skills, professional experience, or discipline knowledge |
Student has unsuccessfully attempted to relate (connect) the experience from the case study to the concepts of Person Centred Care |
The student has not made an effort to relate or create links between the details of the experience presented in the case study and the concepts of Person Centred Care |
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| experiences they have encountered |
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| Conclusions (15 Marks) |
Student has: – Highlighted in detail significant factors underlying the experience – Explained and analysed their importance – Referred to relevant theory and literature to support their reasoning – Considered different perspectives – (eg theoretical or ethical) in relation to this experience |
Student has: – Highlighted in detail significant factors underlying the experience – Explained and analysed their importance – Referred to relevant theory and literature to support their reasoning |
Student has: – Highlighted in detail significant factors underlying the experience – Explained and shown why they are important |
Student has: – Highlighted in detail significant factors underlying the experience |
Student has: – Identified significant factors underlying the experience, but has not provided details |
Student has: Limited understanding of the experience and its significance to their discipline |
| Action Plan (15 Marks) |
Student has: – Explained how and why future practice or professional understanding has been reconstructed – Described how they would deal with this next time – Elaborated on what might work and why – Identified different options and/or scenarios and hypothesised possible outcomes – Explained how theories or relevant literature support their ideas – Explored whether changes could be made to benefit other stakeholders |
Student has: – Explained how and why future practice or professional understanding has been reconstructed – Described how they would deal with this next time – Elaborated on what might work and why – Explained how theories or relevant literature support their ideas |
Student has: – Explained how future practice or professional understanding has been reconstructed – Described how they would deal with this next time – Explained how relevant literature supports their ideas |
Student has: – Explained how future practice or professional understanding could be reconstructed – Described how they would deal with this next time |
Student has: – Provided an Unsatisfactory attempt at reframing or reconstructing future practice or professional understanding. |
Student has: – Not explained how future practice or professional understanding could be reconstructed. |
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| Sources and Referencing (10 Marks) |
Credible and relevant references are used. Accurate use of APA referencing style on most occasions. There is limited use of a range of in-text citation formats. |
Credible and relevant references are used. Accurate use of APA referencing style on most occasions. |
Most references are credible and relevant. Accurate use of APA referencing style on most occasions. There is no variation of in-text citation format. |
Most references are relevant, but some lack credibility. Accurate use of APA referencing style on most occasions. There is no variation of in text citation format. |
Not all references are credible and/or relevant. Many inaccuracies with the APA referencing style. |
There are no references used. |
| Mechanics – Grammar, Spelling and Punctuation (10 Marks) |
There are minimal errors with grammar, spelling and punctuation that impact readability, and the meaning is easily discernable. |
There are some errors with grammar, spelling and punctuation that impact readability. However, the meaning is readily discernable. |
There are substantial errors with grammar, spelling and punctuation that impact readability. The errors detract significantly, but the meaning is discernable. |
There are substantial errors with grammar, spelling and punctuation that impact readability. The errors detract significantly, but the meaning is discernable with some effort. |
There are substantial errors with grammar, spelling and punctuation, such that the errors detract significantly from the meaning. |
Grammar, spelling and punctuation are such that the reader cannot make sense of the content. |
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