MQBS1020: Skills Development Sustained Engagement ASSESSMENT 3

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Self-Evaluation and Developmental Plan

ASSESSMENT DETAILS

1. Assessment Details

2. Things to Keep in Mind

3. Rubric

4. Additional Considerations

This material is provided to you as a Macquarie University student for your individual research and study purposes only. You cannot share this material publicly online without permission. Macquarie University is the copyright owner of (or has licence to use) the intellectual property in this material. Legal and/or disciplinary actions may be taken if this material is shared without the University’s written permission.

Assessment Details

Task Description 

Students are tasked to provide a maximum 1500-word self-evaluation and developmental plan (excluding references and appendices) discussing how the unit contents, tutorial activities, and their tutorial engagement and interactions with other students throughout the course have contributed to shaping their communication skills/practices and how they plan to use such skills to achieve their personal goals.

To support the self-evaluation and development plan, students need to provide evidence of at least seven relevant tutorial activities and their contributions to them as an appendix (not counted towards the word count). Students can use screenshots of their weekly engagement and learnings in the tutorial activities as evidence and attach them as an appendix to their assessment.

Submission: Students must submit the assessment as a Word document through an online submission link on iLearn.

Marking: The assessment will be marked based on the development of goals, evidence of sustained engagement, quality of writing/communication, students’ integration of unit learnings and reflection, and the quality of action plans to achieve the goals.

Submission Details

• Students must submit the assessment in a Word document.

• Students must submit the correct assessment and submit it correctly.

• Whatever is submitted by the due date is considered the final submission.

• Email submissions will not be accepted or marked.

Refer to the late submission policy and GAITs use details on iLearn. In the instance of the usage of generative AI in the planning stage, students should attach all the prompts used and the outputs generated as an appendix in their assessment document.

Any actions that do not adhere to these instructions will constitute and be treated as a breach of academic integrity.

Submission Details 

Evidence Requirements

• From Week 2 onwards, students will complete activities during each weekly tutorial.

• Under each week on iLearn, there will be a submission folder.

• Students must submit what they have done in the tutorials on the day of the tutorial.

• Even if students work in groups, each student must submit individually.

• These submissions act as records for evidence in the final assessment.

• Students may take screenshots of the work they submitted throughout the semester as evidence.

• Guest speaker sessions during lectures may also be used as evidence if relevant.

Things to Keep in Mind

DOs and DON’Ts – Macquarie Business School

• A ±10% word count variance is allowed.

• Read the late submission policy carefully.

Late Penalty

• Unless Special Consideration is approved:

  • A 5% penalty (of the total possible mark) applies each day the assessment is late (including weekends).

  • After the 7th day, the mark will be 0, even if submitted.

• Submission deadline: 11:55 PM, with a 1-hour grace period.

  • If submitted at 12:56 AM on 10 November 2025 → 5% penalty applies.

Special Consideration must be applied through the University’s official webpage.

• Review GAITs usage rules on iLearn.

• Contact the IT Help Desk for technical issues.

• References must follow APA 7th style.

• Do not assume assessments are similar across units; each unit is unique.

Things to Keep in Mind (continued)

• The assessment is not asking students to describe six tutorial activities.

• You must reflect on what you learned, not list activities.

• If you attended all tutorials, attach evidence for every week you attended.

• Title each appendix clearly (e.g., Week 2 Engagement Evidence).

• Do not attach evidence for a tutorial you did not attend.

• Some guest lectures may also be used as evidence watch iLearn announcements.

• In-text citations and a reference list are required; however, there is no minimum number of references.

Things to Keep in Mind (continued)

• Students must reflect on the overall learning from MQBS1020 and connect it to self-evaluation, goals, and action plans.

• The developmental plan must show:

  • How unit content shaped your communication skills/practices

  • How tutorial engagement and peer interaction helped develop these skills

  • How you plan to use these skills to achieve personal goals

• You may include skills that:

  • Are already helping you achieve goals

  • Need further development

• You do not need to discuss every skill focus on the most important ones.

Final Reminder

• This assessment relates specifically to MQBS1020 Business Communication.

• Use the unit’s learnings clearly and explicitly.

• The structure of your submission depends on your preferred approach to presenting your self-evaluation and developmental plan.

Brief summary of assessment requirements 

• Assessment type & length: Individual reflective writing; maximum 1500 words (excluding references and appendices).

• Task: Produce a Self-Evaluation and Developmental Plan describing how unit content, tutorial activities, and tutorial engagement shaped your communication skills/practices, and how you will use those skills to meet personal goals.

• Evidence requirement: Attach evidence of at least seven tutorial activities (screenshots or submissions) as appendices : evidence does not count toward the word limit. Title appendices clearly (e.g., “Week 2 Engagement Evidence”).

• Submission format & channel: Submit a Word document via the iLearn online submission link. Email submissions are not accepted.

• Due date & weight: Due 9 November 2025, Week 13, 11:55 PM; worth 40% of the unit grade.

• Marking criteria: Development of goals, evidence of sustained engagement, quality of writing/communication, integration of unit learnings and reflection, and quality of action plans.

• Academic integrity / GAITs: If generative AI (GAITs) is used in planning, attach prompts and outputs as an appendix. Non-compliance constitutes an academic integrity breach.

• Late penalties & rules: ±10% word count allowed. Late submissions incur a 5% per day penalty up to 7 days; after 7 days the grade is 0 (unless Special Consideration approved). One-hour grace period for technical issues.

• Formatting & referencing: Use APA 7th for citations and references. In-text citations and a reference list are required (no minimum number).

• Evidence handling: From Week 2 onward, upload tutorial work to weekly iLearn folders as a record; take screenshots of these submissions for appendices if needed. Only include evidence for tutorials you actually attended.

Mentor-guided step-by-step approach 

Step 1 : Orientation & assessment planning

• Mentor role: Explain the assessment brief, marking rubric, deadlines, and evidence requirements. Confirm the student understands the 1500-word limit and appendix rules.

• Student task: Create a work plan/calendar mapping weekly tutorial activities to evidence collection and draft milestones (e.g., Week 1: cover & plan; Week 8: first draft; Week 12: final edit).

Step 2 : Collecting and organising tutorial evidence

• Mentor role: Demonstrate how to export or screenshot submissions from iLearn and how to label appendices (Week X Engagement Evidence). Advise on selecting seven most relevant tutorial items.

• Student task: Capture screenshots of weekly submissions or interactions, save originals, and build an appendix folder with captions explaining contribution/role.

Step 3 : Structuring the reflective essay

• Mentor role: Provide an outline template: Introduction; Self-Evaluation (strengths/weaknesses); Integration of unit learnings; Evidence-backed reflections; Developmental goals; Action plan; Conclusion; References; Appendices. Explain effective reflective frameworks (e.g., Gibbs or Kolb) for structuring insights.

• Student task: Choose a reflection model and draft an essay structure aligned with unit learning outcomes.

Step 4 : Writing the Self-Evaluation section

• Mentor role: Guide the student to link personal communication behaviours to specific unit topics and tutorial tasks (e.g., presentation skills, feedback practices, teamwork). Encourage concrete examples and evidence citation (appendix references).

• Student task: Draft sections describing how particular tutorials improved skills (e.g., improved clarity in presentations after peer feedback in Week 5).

Step 5 : Integrating unit content and tutorial interactions

• Mentor role: Help map unit concepts (e.g., audience analysis, persuasive communication, digital communication norms) to observed changes in student practice. Show how to embed citations from unit readings/lecture materials.

• Student task: Explicitly reference at least a few unit resources and describe how these shaped communication choices during tutorials.

Step 6 : Developing SMART goals and action plans

• Mentor role: Teach SMART goal setting (Specific, Measurable, Achievable, Relevant, Time-bound). Coach on realistic short- and medium-term goals and concrete steps (training, practice opportunities, peer feedback cycles).

• Student task: Produce 2–4 SMART goals, each with specific actions, timelines, success indicators, and resources required.

Step 7 : Draft refinement, referencing and AI disclosure

• Mentor role: Review draft for clarity, coherence, reflection depth, and referencing. Remind about APA 7th format. If GAITs used in planning, show how to append prompts/outputs.

• Student task: Revise based on feedback, ensure in-text citations and reference list are correct, attach GAITs appendix if applicable.

Step 8 : Final proofreading and submission

• Mentor role: Provide a final checklist: word count compliance, appendices labelled, files saved as Word document, and correct iLearn submission. Remind about late penalties and finality of submission.

• Student task: Final proofread, compile Word document (main text + references + appendices), and submit via iLearn before deadline.

How the assessment outcome is achieved

• Planned evidence collection: Weekly uploads to iLearn plus screenshots ensured at least seven tutorial contributions were preserved for appendices.

• Theory–practice integration: Student linked unit topics and tutorial activities to observed changes in their communication approach (e.g., clearer structure in presentations after applying unit models).

• Guided reflection depth: Mentor feedback pushed the student from descriptive listing to critical reflection : explaining why behaviours changed and how they will sustain improvement.

• Actionable development plan: The final plan included SMART goals, stepwise actions (practice sessions, peer feedback, readings), timelines and measures for success (e.g., improved peer evaluation scores).

• Academic compliance: Essay followed APA 7th referencing, included required appendices, and declared any GAITs prompts/outputs (if used). The Word document was submitted via iLearn by the deadline.

Learning objectives covered

• Demonstrated reflective capacity to evaluate personal communication strengths and weaknesses.

• Integrated unit theories into practice by applying communication models to tutorial tasks.

• Showed sustained engagement with tutorials evidenced by weekly submissions and appendix materials.

• Developed practical, measurable action plans to improve communication skills (goal-setting and monitoring).

• Improved written communication quality through clear structure, evidence-linked reflection, and proper referencing (APA 7th).

• Understood and applied ethical and academic integrity procedures (GAITs declaration, evidence handling).

• Built self-directed learning skills useful for career development and future professional communication contexts.

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