BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docx

BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and
Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self-
awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2
(week 4)

Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables
the ability to examine
situations in order to better understand the surrounding context
and identify potential
improvements for the future. This assessment aims to develop
your awareness and
reflective learning ability while also assessing your
understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you
can do so here) and works
best when you think deeply about a topic and look at both the
positives as well as
opportunities to improve in a situation. Examples within the
context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of
perceiving, accessing and
generating emotions to develop emotional intelligence, which is
not something I
have thought about much previously...

• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an
overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?
course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed
in module 2 of the subject.
Compose your reflective journal entry addressing the three
questions below.
Include a screenshot of your emotional intelligence test results
from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that
support your reflection.
Include at least two academic references to sources in the
module 1 and 2 learning
resources for this subject that present the theoretical concepts
identified, to support your

ideas.
Follow the APA 6th edition style of referencing to cite your
academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-
assessment?
2. What have you learned about yourself from the results of this
self-assessment?
3. How might you use the insight from this self-assessment to
improve your
professional practice?
Submission Instructions
Submit your Reflective Journal 1: Emotional intelligence via
the Assessment link in the main
navigation menu in BIZ102 Understanding People and
Organisations. The learning facilitator
will provide feedback via the Grade Centre in the LMS portal.
Feedback can be viewed in My
Grades.
The Learning Rubric below is your guide to how your

assessment task will be marked. Please
be sure to check this rubric very carefully before submission.
Learning Rubric: Assessment 1- Reflective Journal 1: Emotional
Intelligence
Assessment
Attributes
Fail (Unacceptable)
0-49%
Pass
(Functional)
50-64%
Credit
(Proficient)
65-74%
Distinction
(Advanced)
75 -84%

High Distinction
(Exceptional)
85-100%
Emotional
intelligence
Reflection and
linkage to theory
40%
Journal entry demonstrates a
limited attempt to reflect on
the results of the emotional
intelligence self-assessment,
with no/limited attempt to
apply theoretical concepts to
support ideas.
Journal entry
demonstrates a basic
attempt to reflect on
the results of the
emotional intelligence
self-assessment, with
a basic attempt to
apply theoretical
concepts to support
ideas.
Journal entry

adequately reflects on
the results of the
emotional intelligence
self-assessment, with a
critical application of
theoretical concepts to
support ideas.
Journal entry thoroughly
reflects on the results of
the emotional
intelligence self-
assessment, with a
critical and in-depth
application of theoretical
concepts to support
ideas.
Journal entry expertly
reflects on the results of
the emotional intelligence
self-assessment, with an
in-depth, critical and
meticulous application of
theoretical concepts to
support ideas.
Professional Practice
Reflection
30%
Journal entry demonstrates

no/limited attempt to link
acquired knowledge to
future professional practice.
Journal entry
demonstrates an
attempt to reflect on
the application of
acquired knowledge
to future professional
practice.
Journal entry
adequately reflects on
the application of
acquired knowledge to
future professional
practice.
Journal entry thoroughly
reflects on the
application of acquired
knowledge to future
professional practice.
Journal entry expertly
reflects on the application
of acquired knowledge to
future professional
practice.

Structure and flow of
ideas
20%
Journal entry does not
present sufficient
information, ideas or
evidence.
Journal entry lacks
logical/clear structure and
flow of ideas, making it
difficult to understand.
Line of reasoning is unclear
and difficult to follow.
Journal entry presents
information, ideas
and evidence
sufficiently, however
these require further
logic and clarity.
Journal entry has a
sufficient structure,
however flow of ideas
are a challenge and
can be difficult to
understand.
Line of reasoning is
passable, however,
can sometimes be

difficult to follow and
requires clarity.
information, ideas and
evidence clearly and
logically.
Journal entry has a
good structure, with a
good flow of ideas.
Line of reasoning is of a
good standard and easy
to follow.
information and
arguments in a logical
and clear way, which is
well supported by
evidence.
Journal entry has a very
good structure, with a
strong flow of ideas;
opinions and ideas are
expressed in a clear and
concise manner with
obvious connection to
topic.
Line of reasoning is clear,
logical and easy to
follow.

Journal entry is expertly
presented; descriptive,
concise and informative,
exceptionally developed
and well supported by
evidence.
Journal entry has an
excellent structure, with a
strong, clear flow of ideas;
engages and sustains the
audience’s interest in the
topic and the reader can
immediately grasp the
relevancy.
Line of reasoning is
excellent; demonstrating a
clear, logical flow of ideas
and arguments that are
easy to follow.
Correct citation of
key resources
10%

Does not use sufficient
sources.
Does not include correct
references or in-text
citations; does not use APA
6th style.
Uses sufficient
sources, however can
be greatly improved.
Attempts to include
references or in-text
citations, however
these are sometimes
insufficient for
research purposes, or
incorrect; uses APA 6th
Shows good evidence
of attempts to source
information.
Includes in-text
citations and
references from
suitable sources; uses
APA 6th style, however
may contain minor
Shows evidence of wide
scope for sourcing
evidence.

Includes in-text citations
and references from
suitable sources; uses
APA 6th style, containing
minimal and or no errors.
Shows evidence of
extensive scope for
sourcing evidence
Includes in-text citations
and references from
suitable sources; uses APA
6th style, containing no
errors.
style, however may
contain some citation
or referencing errors.
citation or referencing
errors.

Running Head: UNIT 6 ASSIGNMENT 1
1
UNIT 6 ASSIGNMENT 1
9
Xavier Williams
Unit 6 Assignment 1
Introduction
This course is designed for the department of engineering. In
this engineering course, I will teach the learners about water
resource engineering. They will learn Integrated Water
Resources Development (IWRD) and Integrated Water

Resources Management (IWRM) as a general framework for
Water Resources Engineering. The students will mention water
challenges experienced in their locality. This will be done in
groups of five students with the aim of stating challenges of
water and how to solve them. At the end of each lesson the
teacher will lead in demonstration of various water resources
and how water from the sources can be harnessed. The
following will be the student learning goals; Learners will be
able to understand elements integrated water resources
management. Learners will be able to know erosion and
deposition in rivers, Learners will be able to learn laws
governing water in their country and internationally, Learners
will be able to know erosion and deposition in rivers, Learners
will be able to sit in groups and discuss different water sources.
Since this is an engineering lesson, it will be necessary to
conduct a practical experience. Learners play an active role and
engage more during practical exercises than in theoretical
practices. During practical exercises, students get a chance to
utilize what they learnt in class and build confidence while at it
to deal with real world situations. Allowing students to have
discussions in groups’ plays a great role in learning experience
by enhancing democratic learning, complements reflective
learning and accommodates individual difference. Therefore, I
aim to mix the low-ability learners with the high ability learners
and help in leading discussions to ensure achievement of
learning goals by the end of the course.
Learning goals
Learning goals state what the teacher intends the students to
achieve as a result of a successful completion of the teaching
experience. It could be at the end of a program, a course or
learning experience. A course learning goal explains what the
students will be capable to perform at the end of a course while
program goal is what the student is capable of achieving at the
end of their degree or diploma certificate. A well state learning

goals should state the outcomes (Marzano, 2010). This is
basically what the student will be in a position to do after they
successfully complete the course. They should be simple and
clear such that everyone comprehends them. They should focus
more on skills rather than knowledge. This is because the
employers of today look for thinking and performance skills
when hiring. They should be relevant and focus more on what
the students are to learn. They should not be too many. More
than five learning goals may reduce the efficiency of learning
and may lose focus. The learning goals should fit within the
scope of the course content. Most importantly they should help
the learners to achieve broader learning goals (Marzano, 2010).
I aim that my students will be in a position to define integrated
resources management by the end of the course. They student
should be in a position to understand different sources of water
and to be able to list causes of erosion and deposition. Lastly by
the end of this course, students will be able to mention different
laws and acts related to water an assignment.
Rationale of learning goals.
The learning goals are important in terms of student
development. There are different levels of objectives. Students
should be in a position to reach objectives from various
stipulated levels. They should demonstrate knowledge and
understanding of integrated water resources as well as the
ability to analyze, apply, synthesize and evaluate the provided
learning content. (Ennis, et al 2012). In this course, students
will acquire knowledge by identifying water resources and
learning laws governing water resources. The students will
analyze by comparing different water sources and how to
harness water from these sources. They synthesize by doing
experiments in the labs and through group discussion.
Assessment instruments.
An assessment instrument is part of an assessment tool that
includes instructions or a checklist needed to conduct an
assessment of a learning outcome. An assessment instrument
can either be a test, form or a rubric and it is used to collect

data for each outcome. It is the actual product that is handed out
to students for the purpose of gauging whether they have
achieved a particular learning outcome (Suskie, 2018).
Assessment tools measures fluency, skills and abilities of a
student. Assessments can either be formal or informal. Formal
tools are objective measurements of a students’ skills and
abilities using monitoring, screening, evaluation and diagnosis.
Informal assessment are inferences a teacher receives from
observations. Assessment tools are used by teachers to make
informed decisions.
Rationale for learning instruments
An appropriate assessment instrument will help a tutor to
measure achievement of the outcomes. It also shows whether the
desired performance for a particular outcome was achieved.
Assessment instruments are important since they help to
produce results that can be used to make decisions that would
improve student learning techniques. Assessment can either be
direct or indirect assessment. A direct assessment is achieved
by observing a learner’s performance or examining of products
that demonstrate mastery of specific skills or course contents. It
can also be done when a learner demonstrates work quality such
as innovativeness or creativity. Indirect assessment is based on
the knowledge and abilities reported by external sources such as
supervisors, alumni, fieldwork or a faculty.
Setting standards.
Setting meaningful assessment standards, benchmarks or targets
for student learning assessments is a huge challenge for
educators. The first challenge is that the assessment community
has limited glossary to define different terms that refer
assessment such as goals, thresholds, benchmarks or targets. I
settled to use standards to describe minimal acceptable student
performance. The other challenge is use of standard and target.
Standard described minimal acceptable performance while
target describe proportion of students to reach the standard
mark. There are four ways that help in setting achievable
standards. A students’ standard can be established from their

peers (Norcini, 2003). This is done by ensuring they perform as
well or better than their peers. Standard can also be set by an
external body such as passing a license exam. History records
can also be used in that the current students should perform
better than the former students. However, most times the three
options aren’t available. In this case teachers can set their own
standards. This is called a local standard.
The following steps are used when establishing a local standard;
a teacher should settle on a standard that does not embarrass
him or her. It would look ugly if people noticed a student that
passed your course did so because you had a low assessment
standard. A relative harm should be considered when setting an
assessment to high or too low. A very high standard means a
teacher is identifying shortcomings of a student that may not be
important or scarce resources and time are used to address them.
On the other hand, a very low assessment standard may mean
that a teacher is risking students to graduate without being
ready or capable to thrive in what comes next such as a job
market (Norcini, 2003). Before setting a standard, the
assignment being assessed should be considered. This is
because a test done in a three-hour class will not be as polished
as a three-week assignment. If an external source can be used to
set the assessment standards the better. This could be a faculty
from another college or a disciplinary committee. Lastly, use
previous performance of the students to inform your thinking.
Student assessment aims at fulfilling to interpret and use
performance results effectively and appropriately to enhance
accountability and improvement of teaching as a profession. A
good assessment should yield results that are used to improve
teaching and learning practices. Improvement helps
stakeholders to have a self-reflection of the institutional goals
and figure out if the performance conforms to the vision,
mission and objectives therefore improving achievement (Ervin,
1988). The steps involved in setting a good quality assessment
standard, is to first know the purpose of the assessment results
which ca be to maintain a status quo or to enhance

improvement. One should also know who will use the results
and what they will inform. The second step is to state the
consequence of setting a standard bar too high or too low.
Lastly the standard to be set should be grounded to the data
which is subjected to discussion in order to be aware if they
have achieved the set standards.
In this integrated water resource course I intend to use the
following as my assessment standards. They include written
exams that may be in form of short answer questions, essays and
multiple choice questions. I will also use written assignments
such as reports, work logs, portfolios, literature reviews and
essays. Student will be required to do practical assignments that
will test students’ abilities to cope with real world situations.
Lastly, I will assess my students by how they participate in
class.
Rationale of assessment standards
The assessment rationale for the students will be to confirm and
measure students’ performance and achievement in relation to a
students’ stipulated learning objectives. The rationale will also
be to promote, improve and enhance the quality of learning
through a clear feedback that is timely, informative and relevant
to student needs. It will also reward the student achievements
and efforts with an appropriate grading system. Lastly, it will
provide relevant information that will help to continuously
improve and evaluate quality of the curriculum and the
effectiveness of the teaching methods.
Evaluation of learning plan.
As a teacher, one is always working to improve the learning
curriculum, organization and instruction. Evaluating lesson
plans helps teachers to improve their practice, meet the
learner’s needs and develop strong reflective habits. Part of
evaluating a lesson plan results from evaluating lesson design.

When preparing a learning plan the following questions should
be considered; what is the purpose of the plan. This could be to
know whether learning goals have been achieved. A teacher
should also have an ability to foresee learning plan challenges
and to know whether the learning plan is effective or not. To
evaluate a lesson plan one should evaluate the preparation
process, the lesson itself and the students (Knowles, 1975). The
following questions can be used when evaluating the
preparation process; How hard was it to plan the lesson and
what made it hard to plan, how efficient were you in following
the lesson plan, was it difficult to gather the materials required,
how useful were the materials used in delivering the lesson. To
evaluate the lesson itself a teacher should check if the goals set
at the start of the class, which activity was well executed,
whether all the students were engaged, were lesson goal
successes confirmed after the lesson and finally if there was an
assignment at the end of the lesson.
References
Ennis, C. D., Ross, J., & Chen, A. (2012). The role of value
orientations in curricular decision
making: A rationale for teachers' goals and expectations.
Research Quarterly for Exercise and Sport, 63(1), 38-47.
Ervin, R. F. (1988). Outcomes Assessment: The Rationale and
the Implementation.
Knowles, M. S. (1975). Self-directed learning: A guide for
learners and teachers.Mayer, R. E.
(2011). Applying the science of learning. Boston, MA:
Pearson/Allyn & Bacon.
Marzano, R. J. (2010). Designing & teaching learning goals &
objectives.
Solution

Tree Press,
22-33
Norcini, J. J. (2003). Setting standards on educational tests.
Medical education, 37(5), 464-469.
Suskie, L. (2018, May 27). What are the characteristics of a
well stated learning goals? Retrieved
from https://www.lindasuskie.com/apps/blog/show/45689916-
what-are-the-characteristics-of-well-stated-learning-goals.

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