1. Initial Reflection – 10%
Reflective journal entry(1000 word max)
Thisis a first-personnarrativecoveringmajorinsights,discoveries,andaimsarisingfrom8000 and8001 withinthe contextof yourpractice area andwithrespect
to yourdevelopmentasa professional practitioner. Keyelementsinclude discussionof whatyoulearntaboutyourself andyourcommunity(whichmightbe your
organisation/place of work,and includesstakeholders).
In additiontoand arisingfromthe previous,Initial Reflectionmustaddress(a) yourlearningaimsforthe course (8002),(b) your self-assessmentwithrespectto
collaboration,and(c) aninitial statementof problemoropportunity. Discussionof howandwhyyour problem oropportunityhasshiftedorevolvedduringthe
previousperiodof time wouldbe especiallyappreciated. Youmayreferto the CollaborationAssessmentInventorytogetyouthinkingaboutskillsanddispositions
towardcollaboration.
Considerthese provocationstohelpyoureflect:
 What were yourpersonal objectiveswhenyoustartedstudyingthe AppliedPractice programme?Are yourobjectivesbeingmet?Howhave theychanged?
 What have beenyourmajorlearnings?
 What have youobservedaboutyourself with respecttoyourapproachto studyand work? What are your habits,strengths,andlimitations?
 What has / have beenthe hardestthing(s) tolearn,change,oracceptfor youthrough,about,and fromyour studysofar, and why?
 What do youwant to learnin thiscourse?
 How have yourperspectivesandperceptionschangedconcerningyourareaof practice andits opportunitiesandchallenges,and yourrole inthatcontext?
 What do youreallywantto accomplishthroughconductof a projectfor the AppliedPractice programme?

2. Initial Reflection10% 7 - 10 3 - 7 0 - 3
Personal Learning
Journal through8000
and 8001 and arrival
into8002.
All provocationslistedabove are written
aboutwithdetail, completeness, depth,
and insight.
Inclusionof additionalrelevant
dimensions.
Abilitytoshow“bigpicture”(context
withinwhichreflectionsoccurandtheir
relevance andinterrelationships).
Clearevidence of balancedcritical
reflectionusingample andrichly-
descriptive evidence andexamplesfrom
multiple sources
Meetswordlimit(+ or – 5%).
Most or all of the provocationsabove are
addressed,albeitsomewhatbasicallyand
at a highlevel.
Sufficienteffortismade toshow
relevance,drawconclusions,andextend
thoughtsto implicationsforpractice and
professionaldevelopment.
May gosomewhatoveror underword
limit(+or – 10%).
Provocationsabove are notincludedatall
or are coveredsuperficially.
Little evidence isprovided. Exampleslack
detail andspecificity.
Writingsoundslike unfoundedopinion, or
isbiased,unbalanced,anduncritical.
Implicationsare notdiscussed.
Word limitseriouslybreached(muchtoo
much or muchtoo little ( >10%)).

3. Evolutionof issue
and perspective
ResearchQuestionand/or proposed
projecttopicor focusare clearly,
specifically,andcompellinglydescribedand
justifiedwithrespecttodemonstrated
understandingof context,stakeholder
needsandvalues,personal objectivesand
ambitions.
Studentclearlydescribesthe genesisand
evolutionof astatedResearchQuestionor
potential focusfora projectinhisor her
practice area, andexplainshowthe
previouscourses(8000 and 8001) and / or
othercircumstanceshave influenced
understandingof the practice areain
questionanditscontext,andshapedthe
ResearchQuestionortopic.
Focusand directionare broughtto howthe
presentcourse (andsubsequentproject)
may be usedto attainfurtherclarityonthe
area of practice and one or more problems
or opportunitiesresidinginthatcontext.
A basicpreliminary ResearchQuestionor
potential projectisidentified,alongwitha
modestlevel of detailregardinghowand
whyit wasformulatedand/or howit has
evolvedovertime.
Explanationorcharacterisationof an
evolvingResearchQuestionorprojecttopic
isprovided,butdetail issketchyonhowand
whyit has changedor become more
defined.
There issome evidence thatstudentis
seeingthe problemoropportunity(and
relatedResearchQuestionorprojecttopic)
throughmultiple perspectivesanddifferent
lenses(notmerelyhisorherown).
Little definition,focus,orexplanationis
providedconcerningapotential Research
Questionorproject.
A potential ResearchQuestionorproject
topicis identifiedbutnodetail isprovided
on howit wasderivedorlittle justification
for itis added.
Little tono detail isprovidedconcerning
problemsandopportunitieswithin
student’sareaof practice or how hisor her
perspectivesorperceptionsonthatareaof
practice or its contexthave evolved.
Where insightsandobservations
characterise the practice contextand
potential ResearchQuestionsorproject
focuses,perspectivesandperceptionsare
decidedlyindividualistic,biased,or
subjective,ratherthaninformedbyor
consideringotherviews.

4. Critical Awareness
of Context
Presentedisathorough,balanced,critical,
and convincingdepictionof the practice
context.
The “practice” inand for whichthe project
will ultimatelybe conductedisexplained,as
isthe student’sprofessional role withinit.
Contextual featuresandcircumstancesare
described,includingstrengths,weaknesses,
opportunities,andthreatswithinthe
practice area or posedto itby the
environment.
Respective stakeholdersandstakeholder
groupsare characterisedsufficientlyto
determine whatproblemsoropportunities
mightbe perceivedasmostimportantand
howtheymightneedtobe approached.
Descriptionof the contextleadstoa
defensibleResearchQuestionorproject
topic.
The practice areaand its context/
environmentare sufficientlydescribedto
lendsupportforthe assertionthata
particularprojector ResearchQuestionis
justified.
Stakeholdersandtheirvariousrolesand
relationshipsare identified.
Readinessforchange issufficiently
assessed,
There islittle evidence thatthe contextis
understoodorhas beenanalysedinany
objective way.
Significantfeaturesof the practice areaand
itscontexthave beenexcludedoronly
peripherallydescribed.
Descriptionoranalysisfocusononlyone or
twodimensionsand/or appearsbiased.

5. CollaborationSelf-
Assessment
Studentpresentsawell-rounded,balanced,
objective,andwell-structuredassessment
of hisor hercollaborative skillsand
dispositions.
Ample examplesandotherevidenceof
collaborative style and abilitiesare included.
Collaborativeskillsanddispositionsare
discussedacrossa diverse range of tasksor
situationsgivingcredibilityandbalance to
any assessment.
Studentsshowsappreciationforstrengths,
habits,andopportunitiesfordevelopment
and theirimplicationsforstudy,project,
and / or professionalpractice.
Some relevantskillsanddispositionstoward
collaborationare identifiedanddescribedin
basicor general terms.
Examplesandevidence providedbutlack
detail,specificity,orconviction.
Fewexamplesare providedorprovidedfor
a limitedrange of tasksand situations.
Studentshowsonlyabasic appreciationof
hisor her collaborative skillsand
dispositionsandhowtheymightimpacton
professionalpractice orapplyto
professionaldevelopment.
There islittle indicationthatstudent
understandscollaborationorhasany
objective ideaof hisor hercollaboration
skillsordispositions.
There islittle evidence orexample provided
that informor affirmanyassessmentof
collaboration,positive ornegative.
Examplesandotherevidencegivenare
irrelevanttothe topicat hand.
Studentemphasisesone ora limitedrange
of collaborationskillsanddispositionsat
cost of a more comprehensive andbalanced
assessment.
There islittle tono discussionof
implicationsforpractice.
Format
Style, Neatness,
Appearance,
Punctuation,
Grammar, Syntax,
Structure /
Organisation,Flow
Journal isexceptionallywell-structuredand
presented.
There are few,if any,errorsof punctuation,
grammar, or spelling.
Organisationof the material makesforan
interesting,complete,andconvincingstory.
Journal iswell-structuredandpresented.
There are some,butmostlyminorandnot
detracting,errorsof punctuation, grammar,
or spelling.
Organisationislogical forthe mostpart and
conveyssensical meaning.
Journal ispoorly-structuredandpresented.
There are manyor significanterrorsin
punctuation,grammar,orspelling.
There islittle coherence orcontinuity
amongstelementsof the reflection. Pieces
are notlinkedanddonot reinforce one
another.