FEEDBACK REPORT2Feedback from teacher The teacher said that .docx

FEEDBACK REPORT 2
Feedback from teacher
The teacher said that in the text there are many words repeated
we should avoid repetition of word I am 3rd year student
(example I believe that , it is notable, room, This strength was
measured through, ETC.. ) . as well as the point written down
The work should be more professional in order to get a first
because what I received doesn’t look an assignment for 3rd year
student many repetitions and sentences not connected, too many
(.) and new sentence after, please everything should be
connected otherwise I can’t get a first with this work impossible
… AND PLEASE HAVE A LOOK AT THE MARK GRID
FEEDBACK I POSTED TO SEE HOW THE WORK WILL BE
GRADED AND CHECK THE COLLUMN THAT GIVE YOU
THE GRADE OF 70+ THANKS …HERE YOU HAVE IN
DETAIL THE AREAS TO DEVELOP …
THE WORK IS 15OO (NOT WITH REFERENCE AND TABLE
),WHAT I RECEIVED IS AROUND 1300..
· So…More relevant introduction about development Centre,
employability agenda and feedback with REFERENCES not in
first person (relevant definitions ). …. And at the end you
introduce the competencies I was observing in Tom in the
activities… 500 WORDS
· For the strength you should first introduce the competency
with a reference then start talking about his performance …
avoid this words (you should and you must ) you have to talk
about what he performed In more details what he was doing etc
(invent even if you don’t know )…. When you say how he
should improve his score YOU HAVE TO be more detailed of
how he can improve with example of that (for example using
some website or videos or reading or practising online etc.and
how that helps him ) not only one sentence AND DON’T USE
THE SAME SENTENCE IN DIFFERENTE COMPETENCIES .
DON’T BE JUDGEMENTAL PLEASE …SAYING THAT HE

DID THIS NOT GOOD but in a god way … Highly appropriate
and relevant examples without exception including detailed
actual examples and excellent suggestions for improvement
And this is same for all strength and weaknesses … start saying
competency (leader ship or problem solving or teamwork or
communication for example is …. (reference) then how he
performed in details and then how he has to improve also in
details not only one sentence, with example and how that helps
him . That’s means Highly appropriate and relevant examples
without exception including detailed actual examples and
excellent suggestions for improvement.
THE WEAKNESSES PART THE AREA OF DEVELOPMENT
SHOULD BE MORE LIKE BECAUSE I GAVE HIM 2.5 so
more things to develop
Conclusion :
· Then you put a conclusion. how development Centre helps?.
What do you think about the development center in general?
and the competencies we were looking at ?, and how helpful is
for our future career? and how we can improve our skills
(general )…
.Compelling conclusions with excellent links made to the
personal development plan · Then the table of development plan
should be more detailed In this table you should put all the aims
that Tom should improve example : body language , teamwork,
leadership , confidence , communication etc… for each aim you
give 2 actions and for each action given a measurement and
resources put what resources link some website.
Feedback Report
Learning and assessments are an integral part of growing and

expanding knowledge. The extra eye that watches for where we
go wrong and most importantly where we go right, and excel is
a critical input in the process of learning. I am a believer in
correcting mistakes and honesty. Most importantly I believe that
credit should be given where it is deserved. This is because
learning and education, , it is a daunting task that not only
sucks one's mental energy but also their physical well-being.
The human resource development center associated with this
activity was a critical learning and assessment aspect of my
learning journey. This is because I was able to evaluate a
student on four activities firsthand and understand not how
people see me from the outside (Dinkmeyer & Eckstein, 2015).
The development centers that Tom should watch out for include
communication and team working. It is notable that regardless
of the comprehension abilities, participating in a team and
working as a team player are key elements in learning. Tom is
an above average student with adequate learning skills. A it is
the common norm, learning is infinite. The employability
centers are mainly focusing on areas of improvement. I believe
that Tom is a good student with all the required skills. Most
notably there is more room to grow and become fully engaged
(Dinkmeyer & Eckstein, 2015). These areas include
participation, concentration and focus as well as responses to
questions and quizzes. This means that Tom has more room to
improve and engage in more challenging tasks with even greater
skills. This will only be possible if he builds on his existing
strengths and continuously create room for more learning.
Feedback provides an avenue for a student to evaluate their
strengths and weaknesses from the point of view of others.
Personal SWOT analysis can be biased. However, if the
strengths and weaknesses are identified by an anonymous or
unbiased observer, the benefits are numerous. For this learning
exercise, the feedback is aimed at improvement as opposed to
bringing the student down. For Tom, the evaluation will be
based on events that can define his activities and responses to
learning situations. Strength One -Problem solving

1. Math question Activity - Competency measured: problem
solving
BARS Scale: 3 out of 5
Introduce what problem solving is with reference then start
explaining his performance then area to develop don’t be
judgmental
This strength was measured through the math question activity
for the problem-solving competencies. Tom received a 3 out of
the 5 bars used for ranking. The problem-solving activity was
comprised of several maths questions. Tom had remarkable
skills with numbers, and he arrived at situations with ease. In
my opinion, he found new ways to add large numbers, multiply
with ease and arrive at other answers to even more challenging
questions using different methods (Cottrell, 2015). The ability
to utilize different methods for the primary purpose of arriving
at a conclusion that is right was remarkable.
To improve your score, I recommend you to focus on the
following;
· focus on the conventional ways to solve the existing
problems. This is because the focus on other methods might be
complicated.
· Learn to remain objective and break down silos. This means
that there is no need to wander off the question. It is also
important to break down a problem and find solutions to the
individual parts.
· translating research into creative ideas can really be beneficial
(Dinkmeyer & Eckstein, 2015). This is because it allows you to
put what you already learned or researched into perspective and

language that others can understand.
Strength two – communication
1. Debate Activity - Competency measured: communication
This strength was measured using the interactions and ability to
present your ideas. You had good ideas, and you tried to express
them to the groups you were involved in the most efficient
manner. In my opinion, you are good at listening which is a
critical strength in communication. You followed instructions,
listened to other people’s ideas and ensured that the others saw
instructions from your understanding. For this strength, you
received 3 out of 5 bars. This means that you have more room
for improvement and growth when it comes to communication.
To improve your score, I recommend you to consider the
following;
· It is important to be as clear and objective as possible
especially when it is large groups involved. This helps drive
points home within a short while.
· Try to use your body to communicate or complement the
verbal communication. This helps to engage the audience.
· I recommend yoy to hold more eye contact if you are in a
group .
Strength three – teamwork
1. Consultancy project Activity - Competency measured:
teamwork

Your teamwork skills are above average with a score of 3 out of
the 5 bars. In the consultancy activity, you were a good team
player. Your listening skills came in handy, and the eye contact
with the others was a good and critical input. Teamwork entails
actively engaging in what your team is doing. As much as you
contributed some ideas, you were fairly quiet. I believe that
with more practice and getting used to the group, you have done
better.
To improve your score, you should consider the following;
· Engaging in open communication. It is important to note that
communication is always two-way.
· Get more engaged, exercise and actively participate in every
activity regardless of who you are helping.
· Identify your roles and focus on finishing them up first to
ensure you do not lag the team behind.
Weakness 1 – communication
communication
BARS Scale: 2.5 out of 5
This competency was assessed during the consultancy activity.

You received 2.5 bars out 5 in this exercise. You were fairly
quiet throughout the activity. This activity required a lot of
brainstorming and engagements. In the same context, you
seemed anxious which affected your sinc with the rest of the
group. Staying in sync with a group ensures that things do not
get repeated.
To improve your score, I recommend you to consider the
following;
· focus on the goal of the project to ensure that your idea
generation is not affected by the rest, but by how right or
important they are to the project.
· Be precise and ask questions where there is a problem. This
helps you stay in sync with the members. lastly, focus on
expressing your ideas regardless of how bad you might think
they are.Weakness 2 – leadership
1. Debate Activity - Competency measured: LEADERSHIP
BARS Scale: 2.5 out of 5 /
This competency was assessed during the debate activity. You
received 2.5 bars out of the five bars. From the observations
made, communication to the other team members was a
challenge. To lead you are better suited if you inspire the rest
by communicating.
To improve your score, you should consider the following; more
area to develop more relevant not only few words
· communicating effectively and engaging the ideas of the
others.
· trust in the abilities of the team. This is because leaders must
believe in their teams.
· tap into the team members values

· set definitive goals and have a clear vision.
Weakness 3 –team work
1. Debate Activity - Competency measured: team work
BARS Scale: 2.5 out of 5 / draw the stars correctly
This competency was assessed in the debate activity. You
received a 2.5 score out of 5. This weakness comes as a result
of the actions and low motivation as well as communication in
the activity. To achieve good teamwork, it is important to have
a communication protocol to ensure that everyone participates.
It is also important to motivate and find the motivation to
participate.
To improve your score
· focus on your communication skills and most importantly
express your ideas.
· identify your roles as a leader or a team player and execute
them to the best of your abilities (Dinkmeyer & Eckstein,
2015).
Conclusion
Conclusion as I wrote before
· Then you put a conclusion. how development Centre helps?.
What do you think about the development center in general?
and the competencies we were looking at ?, and how helpful is
for our future career? and how we can improve our skills
(general )…
.Compelling conclusions with excellent links made to the
personal development plan

Overall, you portrayed excellent skills. I believe that with a few
tweaks and improvements in your skill-sets you can become a
good leader, team player, communicator and most importantly a
better learner. This can be achieved by changing perspectives
and focusing on the objectives and tasks at hand. This also
means a full engagement for both the mental and psychological
states.
References
Cottrell, S. (2015). Skills for success: Personal development
and employability. Macmillan International Higher Education.
Dinkmeyer, D., & Eckstein, D. (2015). Leadership by
encouragement. CRC Press.

Appendix
Aims
Actions
Resources
measurements
Review Date (s)
Leadership
· Assume more leadership positions
· Communicate more
Group works
Public speaking
Read
Watch videos
Ability to control a group
One month
Communication
· Practice in group engagements
· Listen
Watch talks
Read communication texts
Level of contributions and body language involvement
Speaking
One month
Teamwork
Engage others in decisions
Communicate more
More group exercises
Assume leadership positions
Ability to interact and express yourself
The effectiveness of the group you are leading
One month

Is 1500 words feedback report should be professional you write
in first person (not the references and the citation )only when u
speak about his positive and negative competencies .
Information to understand what is about
So at university we been asked to develop a development centre
.. it was a group work so we were 7 student running the
development centre and we had 8 participant(the participant
were students from 3rd year like us some of them were also our
friends).
Our job was to develop some activities we prepared before and
let the participant to participate in those activities .
Our aim was to observe those student during this activities so
each of us took a participant to observe during the activities. It
should be professional feedback report with no offences or
judgment .
The key competencies that were chosen for the
development Centre are Leadership, Problem solving,
communication and team work so we were observing according
to those competencies.
· Activity 1 was the icebreaker(M&M- participants pick a color
form an M&M’s packet. Each color represents a certain
category of question asked that they must answer for example
: biggest fears he answered no fears and for the question of
favorite book he answered 40 rules of love )
· Activity 2 was math question (individual work and was about
general knowledge of math question and puzzle about math and
problem solving )
· Activity 3 debate question (group work Divide teams of 2-
for and against to a certain topic, 15 mins to come up with their
argument and 15 mins to put their case forward) (the student
that I was observing called TOM ) :
Overview of the task - we will be debating about whether the

government should be charging university fees, or whether it
should be made free. if there’s anyone who feels strongly on
one side of the argument please say now or be prepared to be
split into random groups
What the activity involves - he activity will involve all
participants of the development centre to be able to hold a
discussion on our chosen topic of university fees and whether
we should follow other countries steps in making further
education to be free and not leaving students with life long debt
after university. The discussion will be moderated by each
group to speak to one another and create main points before
presenting to the rest of the group and each in turn explaining
their opinions and why they believe such remarks.
How the activity will be assessed - Participants will be asked
whether they hold opinions strongly for and against, this
therefore will delegate which participants will go into either
team or to be comfortable to be placed into random groups.
· Activity 4 ( consultancy project) of how they should create a
marketing campaign for creating a youth center
4. Group Activity
1. Overview of the task - The task consists of a consultancy
project on creating a marketing campaign for opening a youth
centre in Brighton. There will be 2 groups and each group will
be given an brief of the project and then it is their job to take
the lead, and come up with a marketing plan that we, a charity
company can use to pitch inventors in creating the youth centre
2. What the activity involves - it involves the2 groups working
as a team to come up with ideas on how to market a campaign
and persuade their clients and investors on how to attract the
right people for the project. The groups are the consultancy
firms and we, the assessors, are the clients
3. How the activity will be assessed – It will be assessed based
on the positive and negative indicators, as well as the BARS

ratings based on the team work and communication which are 2
of our descriptors. We will look at how creative they can be,
work under pressure and team work shills.
So above I wrote what we did in the development centre with
the description of the activities so u can understand when u
write how to to write and according to what you don’t need to
explain the activities later in the competency but is for you to
understand what is about so u can write about the guy I
observed
Below are the areas that need to be covered in the assignment
This assignment is a feedback report that I will send to the
student(TOM) I observed during the development centre but
will be mark from the university before I send. So you will be
talking in first person you should be positive even when u say
his weaknesses. Use non-judgemental language ,describe what
you observed and then give way to develop .
Tom in activity one was very positive as it was the begging
of the activities even if he didn’t know anyone of the students
around. He answered that nothing scare him in the question of
the fears , and his favourite book is 40 rules of love he was
confident , and participant and good in
Activity TWO problem solving was an individual activity he got
a grade of 3 out of 7 the question were as puzzle math question ,
but during the activity he looked lost and not sure about what he
was doing after few minutes he started to give more attention to
the questions and concentrate . he was looking at the student
next to him. He keep looking and playing with his phone .
wasting time looking around . but he was done with his work
but instead of making sure that his answers are right wasted
time looking around .
Activity three .. looks lost at the begging , listening with a
smile , but weak contribution with his group wasted some time

looking at other group but then he focused and started to give
ideas to the group and helped them he is good in
communication . this activity was about whether or not
university student should pay tuition fee or should be free and
the 2 groups had to talk and debate .
Activity 4 had weak contribution on how they should create a
marketing campaign for creating a youth centre
Don’t be judgmental , don’t say you should or must use I
recommend you..
Tom was playing on his phone must of the time as well …
Front Cover and subheading
Table of Contents
Introduction, Relevant introduction including reference to: An
engaging and compelling introduction encouraging the student
to want to read on. Appropriate academic references are
included to the employability agenda and feedback and
development centre
· Development centres
· Employability agenda
· Feedback and the importance
· You should include 3 areas of strength(positive with how to
develop) and 3 areas of weaknesses and how to develop. you
talk as you are me and saw what this guys was doing in the
development centre and what were his positive and negative plz
don’t use things like u should do or must done use
recommendation instead .
Without exception makes reference to full competencies
descriptions and BARS and evidence detailed is without
exception supporting the BARS rating.
Highly appropriate and relevant examples without exception

including detailed actual examples and excellent suggestions for
improvement
· Conclusion :Then you put a conclusion. how development
Centre help and the score achieved. What do you think about
the development center and the competencies we were looking
at , and how helpful is for our future career and how we can
improve our skills .
Compelling conclusions with excellent links made to the
personal development plan.
· References HARVARD STYLE
· Appendices
1. Personal Development Plan … You should complete the table
2. Behavioural anchored rating scale
3. Competencies descriptors
· This how it should look like Strength One -Problem solving
1. Math question Activity - Competency measured: problem
solving
and you explain the strength he had in the problem solving
activity (you can write thing also from you mind as I spoke with
the student and told him that his contribution wasn’t good so I
will write thing that didn’t happen in order to do a good
feedback and get good grade). You can refer this competency
with a reference
And then you write : to improve your score you should

consider the following :
· ….
· ….
· …
· …
So you write how to improve what he can do better
But in a way that is not judgmental .
Strength two – communication
1. Debate Activity - Competency measured: communication
Explain the strength in this activity that he was good in giving
ideas but he’s not good in communication what he did during
the activity write things from your mind. You can refer with a
reference
Then that he should develop further : to improve your score you
should consider the following
· ,…..
· …..
· ….
· …
Strength three – teamwork
teamwork

Strength on that he’s a good team worker he done a good eye
contact even if he’s not contributing a lot but still he is a good
listener etc. write more thing ….. refer this competency with a
reference
To improve your score you should consider the following
· ,…..
· …..
· ….
· …
Now we have 3 areas for development (Weaknesses )Weakness
1 – communication
communication
BARS Scale: 2.5 out of 5 draw the stars with half so 2 and half
as I didn’t know

Don’t start directly with negative and never say YOU DIDN’T
DO , then write his weaknesses write anything , and then how
he should improve say that in this activity his communication
wasn’t as good as in the previous activity but in a professional
writing don’t be judgmental and offences . put reference also to
support the competency
And how he can improve this score
· …..
· ….
· …..
· ….
Weakness 2 – leadership
1. Debate Activity - Competency measured: LEADERSHIP
BARS Scale: 2.5 out of 5 /please draw 2.5 stars
Tom is not a team leader talk about that in the activities he
didn’t show that etc… put reference to support the competency
.
How to improve this score and be a better team leader.
· …..
· …..
· …..

· ….
Weakness 3 –team work
1. Debate Activity - Competency measured: team work
BARS Scale: 2.5 out of 5 / draw the stars correctly
Say that is this activity what happened that he’s team work
wasn’t as good as in the other activity . put reference to support
the competency
How to improve the score :
· …
· ….
· ….
· …
PERSONAL DEVELOPMENT PLANName: (TOM ) In this
table you should put all the aims that Tom should improve
example : body language , teamwork, leadership , confidence ,
communication etc… for each aim you give 2 actions and for
each action a measurement
Aims:
What do I want to learn/achieve?
Actions:
What will I do to achieve this?

Resources:
What resources or support will I need?
Measurement:
What will my success criteria be?
Review Date (s)
For example:
Linda tutorial =certificate
Video Tedtalk
Uni lectures
Etc…

Competency Descriptors
1 Competency Descriptor on leadership
Positive Indicators
Steps forward to lead.
Issues clear instructions.
Shows determination and drive consistently.
Expresses and demonstrates the importance of having a common
goal.
Considers the opinions or thoughts of others.
Trusted by team members.
Negative Indicators
Unwilling, slow or hesitant to take the lead.
Fails to issue clear instructions.
Shows no or little determination and drive.
Does not understand the importance of having a common goal.
Does not consider the opinions or thoughts of others.
Does not have the trust of the team.
Acts without thinking.
2 Competency Descriptor problem solving
Positive Indicators
Identifying risks and thinking all options in making effective
decisions.

Develops working solutions for implementation.
Solving a problem with new and innovative solutions/ideas.
Recognises and implements practical ideas.
Ability to structure a task within a given time frame and
complete it to best possible ability.
Negative Indicators
Unable to identify the best option available for solving a
problem.
Fails to take account of the different solutions involved in
problem.
Does not review progress regularly.
Does not keep track of allocated time to given task.
Having a disorganised approach and wasting given time.
3 Competency Descriptor on communication
Positive Indicators
Clarity of message
Persuasion in the act
Quick feedback of desicions
Time saver
Includes everyone in the communication
Negative Indicators
Chances of distortion of meaning
Not convenient for long messages
Irrelevant information is given
No rectification
4 Competency Descriptor on teamwork

Positive Indicators
Ability to work together with others, treat them and their
opinions respectfully.
Trusting members and encouraging each other on the team to
participate.
Team members solve a problem with new and innovative
solutions/ideas.
Ability to structure a task within a given time frame and
complete it to best possible ability.
Negative Indicators
No attempts to collaborate or contribute within the team.
Communication is poorly and does not listen well to other
participants.
Participants are not sure about their tasks and roles.
Does not keep track of allocated time to given tasks.
BARS indicators don’t copy anything of this as it been copy
pasted from google use it as guide for the mark I gave but don’t
write copy paste change words if you need it
BARS problem solving
Outstanding – 5
Extremely skilled in assessing impact of problem situations
Notably effective in resolving complaints
Highly creative in development of problem solving techniques

attempts to solve the root causes of problems quick
Possesses great skill in gathering and analysing information for
application to problem situations
Very Good – 4
Really skilled in assessing problem and recognising it within
reasonable time
Relatively quick in answering the questions
Works well under pressure
Can understand and apply data faster than the time given
Good – 3
Efficiently recognizes and defines problems associated with job
Weighs advantages and disadvantages of proposed solutions
Resolves most problem situations and looks for ways to avoid
similar problems in future
Can obtain data or information and analyse factual situations for
relevancy
Can develop alternatives when faced with obstacles
Competent – 2
Below expectations – 1
Possesses insufficient knowledge to develop problem solving
strategies
Fails to resolve complaints and/or problems
Inconsistent or insufficient in recognizing and defining
problems

Requires assistance in weighing advantages and disadvantages
of potential solutions
Fails to anticipate the development of problem solutions
Is unable to correctly interpret and apply all relevant
procedures, principles, policies and/or statutes
BARS communication
Outstanding – 5
Consistently checks for understanding by relating perception of
message content back to communicator.
• Has exceptional verbal and written communication skills.
clarifies purpose and importance of message
Effectively and consistently identifies understanding level of
others and communicates at appropriate level
Able to relay complicated information to listeners so the
listeners correctly interpret the message
Very Good – 4
Correctly is able to understand and deliver message with
confidence and good quality
Is very clear in conveying the message

Gives others a chance to speak and constantly asks for other
opinion
Reports and communications are accurately spelled and utilize
correct grammar
Possesses sufficient command of English language and adequate
grammar skills for position
Able to effectively present personal viewpoint
Good – 3
Correctly interprets messages as reflected in quality of work
and interaction with others.
• Gives clear and concise directions.
• Correctly conveys information, both verbally and in written
form.
• Responds to others; acknowledges receipt of communications.
• Keeps others’ attention using various methods
of communication.
• Communicates verbally with appropriate tone and volume
level;
Competent – 2
Is reluctant to share ideas, participate in discussions, and give
feedback.
• Exhibits unwillingness to listen.
Does not seek clarification from others when message is
unclear.
• Frequently uses incorrect grammar and spelling in work
product or communications.

Fails to correctly interpret communication from others.
BARS team work
Outstanding – 5
Works within a group with complete harmony
• Participates excellently with conversations and ideas
• Always considers and respects co-workers opinions
• Always ensures decisions are made unanimously, based on all
participants opinions combined
• Ultimate goal is collectively achieved
Very Good – 4
Works very well within the team
• Eagerly presents ideas and participates in all conversation
• Takes into account others ideas and opinions well
• Ensures each member is given the opportunity to voice their
opinion
on decision making
• End goal is achieved well
Good – 3
Able to work with others
• Offers good ideas to the group and takes part in conversations
• Considers some of co-workers opinions
• Participates in decision making within the group
• An end goal is achieved

Competent – 2
Able to work well in few aspects of a group
• Partakes in some conversation and sometimes offers ideas to
the
group
• Rarely accepts opinions given by co-workers
• Doesn’t agree with majority of decisions made within the
group
• End goal is not achieved effectively
Unable to work coherently within a group environment
• Doesn’t participate ideas to the group
• Never accepting or considering an opinion that isn’t their own
• Argues against groups decisions, making it difficult to come
to a final
agreement
• Ultimate goal not achieved
BUSINESS ASSESSMENT CRITERIA GRID
FEEDBACK REPORT:50%
CRITERION
80-100
70-79
60 -69
50 - 59
40 – 49
REFER/FAIL
Presentation & style - 10%

Presentation
5
Equilvant to a professionally produced report
Shows a polished and imaginative approach to the topic
Carefully and logically
organised
Shows organisation and coherence
Shows some attempt to organise in a logical manner
Disorganised/
Incoherent
NON SUBMISSION
Clarity of expression (incl. accuracy, spelling, grammar,
punctuation +
5
Excellent and appropriate style of writing adopted 100%
accurate.
Fluent writing style appropriate to document. Grammar and
spelling accurate
Language fluent
Grammar and spelling accurate
Language mainly fluent Grammar and spelling mainly accurate
Meaning apparent, but language not always fluent Grammar
and/or spelling contain errors
Meaning unclear and/or grammar and/or spelling contain
frequent errors
Feedback addressed to participant directly
Without exception all of the feedback report is addressed to the
participant.
Feedback constantly addressed to participant student, inc: front
cover, subheadings
Main body of the feedback constantly addressed to the

participant.
Feedback mainly addressed to the participant
Shows some attempt to address feedback to the participant
Feedback is written about the participant in the third person.
Content and knowledge -70%
Relevant introduction.
5
An engaging and compelling introduction encouraging the
student to want to read on. Appropriate academic references are
included to the employability agenda and feedback
Has developed structure of report, clearly introducing the
employability agenda and purpose of developmental feedback
using appropriate supporting academic references
Has developed structure of report, introducing employability
agenda the purpose of developmental feedback with supporting
academic references
Has developed structure of report, some reference made
employability agenda the purpose of developmental feedback
and some supporting academic references
Limited evidence of structure of report and employability
agenda the purpose of developmental feedback and supporting
academic references
Either no evidence of structure, or reference made to
employability agenda or developmental feedback lacking
academic references
Competencies descriptors and BARS.
10
Without exception makes reference to full competencies
descriptions and BARS and evidence detailed is without
exception supporting the BARS rating.
Includes, makes appropriate reference to full competencies
descriptions and BARS. Evidence detailed consistently supports

BARS rating.
Includes, makes appropriate reference to full competencies
descriptions and BARS. Evidence detailed supports BARS
rating.
Includes, full competencies descriptions and BARS. Evidence
detailed mainly supports BARS rating.
Either competencies descriptions or BARS not included. Greater
proportion of the evidence detailed does not support BARS
rating.
Both competencies and or BARS rating not included.
3 strengths and 3 areas to develop, drawn from the assessed
competencies in the DC exercises
35
Highly appropriate and relevant examples without exception
including detailed actual examples and excellent suggestions for
improvement.
Appropriate and relevant examples, using detailed actual
examples and includes clear suggestions for improvement,
Appropriate and relevant examples, using actual examples and
suggestion for improvement
Relevant examples, using some actual examples and some
suggestions for improvement.
Limited relevant examples and limited suggestions for
improvements.
Inaccurate or inappropriate examples no suggestions for
development
Use of non-judgemental language.
20
Consistently describes what was read, observed, heard. No
evidence of negative judgements made.
Describes what was read, observed, heard. No evidence of
negative judgements made.
Describes what was read, observed, heard. Little evidence of
Describes what was read, observed, heard. Some evidence of

Describes what was read, observed, heard, evidence of negative
judgements made.
Consistently uses negative judgemental language.
Conclusions Personal Development Plan – 20%
Conclusions
5
Compelling conclusions with excellent links made to the
personal development plan.
Full name and email of the participant. Statement that the report
will be send by one member of the DC group (in appendix).
Clear, relevant conclusions, excellent link made to the personal
development plan.
Good, relevant conclusions link made to the personal
development plan
Evidence of relevant conclusions, link made to the PD plan,
Limited evidence of relevant conclusions
No details of the participant or statement as how to the report
will be sent (in appendix)
No conclusion
No details of the participant or statement as how to the report
will be sent (in appendix
Personal development Plan

15
Without exception goals are constituently developed using
SMART, clearly based on feedback given. Detailed and varied
resources (some University resources included all with actual
contact details/hyper links
Goals are constituently developed using SMART, clearly based
on feedback given. Detailed and varied resources (some
University resources included all with actual contact
details/hyper links
Most goals developed using SMART, clearly based on feedback
given.
Detailed resources included mostly with actual contact
details/hyper links
Some goals developed using SMART, based on feedback given.
Some resources included mostly with actual contact
details/hyper links
Goals developed do not use SMART. Limited linking to
feedback given. Limited resources included
PD Plan not included
PLEASE NOTE THAT THE DESCRIPTIONS ARE TYPICAL
IN THE MIDDLE OF THE GRADE RANGE.
(Adapted form marking grid developed by Margaret Price and
Chris Rust, Oxford Brookes University)

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