Developing the Reflexive Practitioner Research Project Assignment | Get Paper Help

Research Context 1:
Formal Professional Identity as defined by the behaviour and or values framework of either CIPD or ACCA or CMI or CIM

UGB331 Applying Critical Reflective Practice
2020
Canvas & JIRA Deadline: Tuesday 16th June 2020 by 14.00pm
Module Leader: Bernard Appiah
Learning outcomes
Knowledge
Upon successful completion of this module, students will have demonstrated Knowledge.
K1.A critical understanding of their evolving professional identity and voice through artistic imagination and critical writings
K2. A critical understanding of the challenges for the authentic professional of the 21st century Skills
S1. Critical reflexivity and reflection through multiple autobiographical sources
S2. The ability to explore and develop self-awareness, critical thinking and inquiry based skills S3.The ability to reflect upon professional identity and voice
Assessment
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Assessment Brief: Developing the Reflexive Practitioner Research Project
Introduction For this module there is 1 individual piece of assessment which is research based. The focus of the research is personal data research design based on one of the following research contexts; – Research Context 1:
Formal Professional Identity as defined by the behaviour and or values framework of either CIPD or ACCA or CMI or CIM
– Research Context 2: Informal Professional Identity as Self-Image using the Alvesson Metaphor framework (Alvesson, 2010).
The purpose of this research is to develop reflexive consciousness (self-awareness; self-reflection as method) as emerging professionals in being and becoming a ‘Reflexive Practitioner’. The Developing the Reflexive Practitioner Research Project (Storyboard) has three parts described below;
Part A: Research Aim(s) and Literature Review (25 marks): To set the scene for the Project a 750 word critique of the aim(s) and literature informing the design of this project. Within this you are expected to consider: –
– Aim and context of the research
-Theoretical Direction for research
– Bibliography (not counted in word count)
(This is column 1 of the MAHARA page)
Part B: Reflections on Research Methods and Data Analysis (25 Marks): this is a 750 word critical evaluation and justification for the research method and data analysis approach for this project. Within this you are expected to consider; –
Research Methodology (action research; reflexivity; arts based; auto-ethnographic practices; reflexive dialogic action research)
– Method including analysis of personal data (using either a Gibbs cycle or a Gardner Cycle or a JOHARI window)
– Personal data sources (a justification of at least 2 personal sources for your research to allow for triangulation)
– Critical evaluation of research design
– Bibliography (not counted in word count)
(this is column 2 of the MAHARA page)
Personal Data sources are categorized as follows;
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– Learning diagnostic Personal Data (e.g. Learning styles questionnaires; team role questionnaires)
– Self-awareness diagnostic Personal Data (e.g. personality tests and profiles; Emotional Intelligence Surveys; Social Intelligence Surveys; Testimonies; Values inventory)
– Poetics and Creative Personal Data (e.g. poetry; lyrics; proverbs; religious quotations; drawings; photographs)
Part C: The Reflexive Practitioner Storyboard (50 Marks) this is the presentation of the analysed personal data in the form of a ‘storyboard’. The storyboard can be presented as either (choose 1 only);
– 1500 word Critical Incident Analysis
– 1500 word Creative Writing Collage
– Video Collage
– Audio Collage
– List of Sources which have been used to create the storyboard (not counted in word count)
(This is column 3 of the MAHARA page)
UGB331 Applying Critical Reflective Practice Marking Framework
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In addition to the University of Sunderland Undergraduate Criteria the following framework is a ‘guide’ when assessing the ‘Developing the Reflexive Practitioner Project’. This framework is only a guide and it is not prescriptive due to the nature of the assessment. The comments below are a ‘guide’. The final mark should be a holistic mark which takes into account the whole assessment:
Student Name and Number: () Link to MAHARA page:
Part of Assessment
Description of Marks
Assessor Comments
Part A: Research Aims and Literature
Review (25 Marks) – column 1 of
MAHARA page (up to 750 words
0 to 10 there is limited reference to the aim, purpose and context of the research including the approach to reflection adopted for the research. There is limited evidence of engagement with relevant reflective practice literature and justification for the approach to collecting personal data sources (research methods). This is a description rather than a critical evaluation of the approach for this research. 11 to 20 there is evidence of a context for the research being justified and explain in conjunction with a clear theoretical approach for completing the research. This is combined with the research methods to justify the approach for completing the research
21 to 25 evidence of synthesis and critical evaluation of the context for the research, the theoretical direction and methods of the research. This is written as a holistic synthesis of the research conducted.
Part B: Reflections on Research Methods and Data Analysis (25 marks) – column 2 of MAHARA page (up to 750 words)
0 to 5 there is limited awareness of the limitations of the research conducted and this does not address the research method chosen and indicates a lack of theoretical and methodological recognition of this research.
6 to 12 There is some evidence of awareness of some of the limitations of the research design and methods; however it is descriptive and lacks depth. This may include a description of feedback from others.
13 to 20: There is a critical evaluation of the limitation of the research conducted and the faults with the research design and data collection used for the completion of this research. This may include a critique of feedback given by others.
21 to 25 this is a deep, analytical, critical evaluation of the limitations of the research design, methods and methodology of this research. This includes a critically evaluation of feedback from others which
are synthesised as a part of the overall critique of the storyboard.
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Part C: The Reflexive Practitioner Storyboard (50 Marks) – this is column 3 of the MAHARA page This is either; 1500 Word Critical Incident Analysis or
1500 Word Creative Writing or Audio Collage of up to 6 minutes or Video
Collage of up to 6 minutes
0 to 10 there is limited evidence of analysis of the personal data sources (explicit or implicit) in the storyboard. The evidence presented is descriptive and lacks evaluation. The storyboard is superficial and does not context the research around the stages of identity or self-image (as stated in the assessment brief). This does not come across as reflective or as a piece of research.
11 to 29: there is some evidence of analysis of the personal data sources (explicit or implicit) in the storyboard. The evidence presented is mainly descriptive and lacks critical evaluation. The storyboard is superficial in places and makes some relation to the context of research around the stages of identity or self-image (as stated in the assessment brief).
30 to 39 There is evidence of analysis and evaluation of the personal data within a clear analytical framework (JOHARI window or Cycles of reflection) and the storyboard is presented in a coherent way to draw the assessor towards salient and significant reflections.
40 to 44 these storyboards are clearly a synthesis of the personal data and presented through a clearly analytical framework which demonstrates a depth of critical reflection. There are elements of originality in the storyboard in terms of the methods used to evaluate and critique the personal data.
45 to 50 these storyboards are deeply reflective, original, evaluative and have clearly demonstrated a theoretical and methodological approach to the presentation, analysis and critique of the personal data.
Assessment Regulations
For further information regarding Assessment Regulations, extenuating circumstances or extensions and academic integrity, please refer to your Programme Handbook on the University of Sunderland in London information page on Canvas.
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Reading List
INDICATIVE READING LIST – (NB: New modules must have an extended reading list)
Bolton, G (2010) Reflective Practice: writing and professional development, London: SAGE
Bradbury H, Frost N, Kilminister S and M Zukas (2010) Beyond Reflective Practice: New approaches to professional lifelong learning, Oxon: Routledge
Hunt, C (2013) Transformative learning through creative life writing: exploring the self in the learning process, Oxon: Routledge
Lindon, J (2010) Reflective practice and early years professionalism: linking theory and practice, London: Hodder Education
Roffey-Barentsen, J (2009) Reflective practice in the lifelong learning sector, Exeter: Learning Matters
Thompson, S (2008) the critically reflective practitioner, Basingstoke: Palgrave Macmillan
A number of journals are all available on the /Discover system. Students will be encouraged to use the internet as a source of contemporary material for their studies. To facilitate this, students will be given a list of journals and websites where relevant information is not only freely available, but is always up to date.
Referral and Deferral Process
For any student who is referred in this assessment you will complete the assessment again taking into account feedback and complete corrections in line with the feedback (your grade will be capped at 40%). For any student who is deferred in this assessment you will complete the assessment as a first attempt (your grade will be the grade awarded).
Submission Process In order to submit your MAHARA work correctly to Turnitin and JIRA please follow the below instructions:
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Turnitin Checklist:
• If you have text within your MAHARA project you must copy and paste all text into a Microsoft Word document (do not include pictures, videos or audio files)
• Upload the Word document to your ‘UGB331’ Turnitin link to generate a report
• Once the report has generated, download and save it to your desktop or personal folder
• Please note: You do not need to upload pictures, videos or audio files to Turnitin.
Please access your reading list from the library website. To access it, please go to https://moduleresources.sunderland.ac.uk/ and search for your module.
Submission guidelines
There are currently two steps that you need to follow to ensure that you successfully submit your work for marking. Your submission links will become available approximately 3 weeks prior to your submission deadline, along with detailed instructions on how to submit your assignment, but in the meantime please feel free to also watch this Assignment Submission Instructions video.
Grading
You will be marked in accordance to the University of Sunderland assessment criteria attached below. The assessment criteria covers; Relevance, Knowledge, Analysis, Argument and Structure, Critical Evaluation, Presentation, Reference to Literature.
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Assessment Criteria
Categories
Grade
Relevance
Knowledge
Analysis
Argument and
Structure
Critical Evaluation
Presentation
Reference to Literature
86 –
100%
The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
76-85%
The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the category as cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
70 –
75%
The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
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60 –
69%
Directly relevant to the requirements of the assessment
A substantial knowledge of relevant material, showing a clear grasp of themes,
Good analysis, clear and orderly
Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)
May contain some distinctive or independent thinking; may begin to formulate an independent
Well written, with standard spelling and grammar, in a readable style
Critical appraisal of upto-date and/or appropriate literature. Recognition of different perspectives.
Very good use of
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questions and issues therein
position in relation to theory and/or practice.
with acceptable format
source material. Uses a range of sources
50 –
59%
Some attempt to address the requirements of the assessment: may drift away from this in less focused passages
Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance
Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose
Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms
Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic
Competently written, with only minor lapses from standard grammar, with acceptable format
Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material.
10
40 –
49%
Some
correlation with the
requirements of the assessment but there is a significant degree of irrelevance
Basic
understanding of the subject but addressing a limited range of material
Largely descriptive or narrative, with little evidence of analysis
A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence
Some evidence of a view starting to be formed but mainly derivative.
A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader
Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point. Weak use of source material.
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35 –
39%
Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms
A limited understanding of a narrow range of material
Heavy dependence on description, and/or on paraphrase, is
common
Little evidence of coherent argument: lacks development and may be repetitive or thin
Almost wholly derivative: the writer’s
contribution rarely goes beyond simplifying paraphrase
Numerous
deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style
Barely adequate use of literature. Over reliance on material provided by the tutor.
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied.
11
30 –
34%
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
15-29%
The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0-14%
The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.
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