ASSIGNMENT BRIEF Assessment Assessment code: Academic Year: Trimester: Module Title: Module Code: Level: Module Leader: Weighting: Word Limit: Assessed Learning Outcomes Submission Deadline: Individual Reflective Essay 011 2024/2025 2 Live Project MOD009201 6 Jonathan Blackburn 60% Assignment up to 3000 Words (individual reflective essay). This excludes the bibliography and other items listed in rule 6.83 of the Academic Regulations. 2: Implement a project plan utilising appropriate communication and management tools. 3: Collaborate effectively with others and demonstrate intellectual independence and autonomy. 4: Critically evaluate the process and outcomes of the Project. Please refer to the VLE. WRITING YOUR ASSIGNMENT: • • • • • • • This assignment must be completed individually. All courses of study must use the ARU Harvard referencing system for written assessments, apart from LLB/LLM courses where OSCOLA should be applied. Your work must indicate the number of words you have used. Written assignments must not exceed the specified maximum number of words. When a written assignment is marked, the excessive use of words beyond the word limit is reflected in the academic judgement of the piece of work which results in a lower mark being awarded for the piece of work (regulation 6.74). Assignment submissions are to be made anonymously. Do not write your name anywhere on your work. Write your student ID number at the top of every page. Where the assignment comprises more than one task, all tasks must be submitted in a single document. You must number all pages. SUBMITTING YOUR ASSIGNMENT: • In order to achieve full marks, you must submit your work before the deadline. Work that is submitted late – if your work is submitted on the same day as the deadline by midnight, your mark will receive a 10% penalty. If you submit your work up to TWO working days after the published submission deadline – it will be accepted and marked. However, the element of the module’s assessment to which the work contributes will be capped with a maximum mark of 40%. • Work cannot be submitted if the period of 2 working days after the deadline has passed (unless there is an approved extension). Failure to submit within the relevant period will mean that you have failed the assessment. • Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Director of Studies Team. Please contact DoS@london.aru.ac.uk. A request must normally be received and agreed by the Director of Studies Team in writing at least 24 hours prior to the deadline. Students will need to provide evidence to support their extension request. See rules 6.64-6.73: http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf Exceptional Circumstances: The deadline for submission of exceptional circumstances in relation to this assignment is no later than five working days after the submission date of this work. Please contact the Director of Studies Team - DoS@london.aru.ac.uk. Students will need to provide evidence to support their EC claim. See rules 6.112 – 6.141: http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf Page 2 of 10 ASSIGNMENT QUESTION Using either Gibbs’ (1998) or Rolfe et al.’s (2001) reflective model, write an individual reflective essay that critiques the management tools, teamwork and outcomes of the implementation of your ARUL live project. Your essay should focus on: How the project plan was implemented, focusing on five communication and management tools that were used. Your teamwork and individual contribution, using two teamwork / personality type theories The project’s performance and outcomes, outlining two challenges that you experienced and how you could overcome these challenges to enhance your project in the future. Page 3 of 10 50 Marks 30 Marks 20 Marks READING REQUIREMENT Core Reading Belbin, R. M., 2012. Management Teams: Why They Succeed or Fail. 2nd ed. Oxford: Elsevier Butterworth-Heinemann. Bonebright, D.A., 2010. 40 years of storming: a historical review of Tuckman’s model of small group development. Human resource development international, [e-journal] 13 (1), pp.111–120. Available through: ARU Library website: https://library.aru.ac.uk [Accessed 14 June 2023]. Dowson, R. and Bassett, D., 2018. Event Planning and Management: Principles, Planning and Practice. 2nd Ed. London: Kogan Page Ltd. Gibbs, G., 1988. Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford. University of Cumbria., 2016. Rolfe Reflective Model. [PDF] University of Cumbria Available at: [Accessed 14 June 2023]. Further Reading Bladen et al., 2023. Events Management: An Introduction. 3rd Ed. Abingdon: Routledge Pielichaty et al., 2017. Events Project Management. Abingdon: Routledge. Shone, A., and Parry, B., 2013. Successful Event Management: A Practical Handbook. 4th Edition. Andover: Cengage Please note that the sources listed are expected for your written assessment. These sources will be part of the module and their content is deemed necessary to produce a relevant assessment. Module markers will expect to see them integrated into your work and appropriately referenced. Failure to include these sources may result in a “Viva Voce” meeting during which you would be required to explain your work and your reasons for not including these key sources. Page 4 of 10 ASSESSMENT MARKING RUBRIC The work will be assessed in an integrative manner as indicated in the marking rubric, that is consistent with Anglia Ruskin University generic assessment criteria and marking standards Criteria / Grade 0-29%: 30-39%: 40-49%: 50-59%: 60-69%: 70-79%: 80-89%: 90-100%: 2: Implement a project plan The task was utilising appropriate not followed, communication and and there was management tools. The student has demonstrated limited knowledge about the communication and management tools used in their ARUL live project. For example, limited explanation of theory/model or examples related to the ARUL live project. Weak academic skills. The student has demonstrated limited knowledge about the communication and management tools used in their ARUL live project. For example, limited explanation of theory/model or examples related to the ARUL live project. Weak academic skills. The student has demonstrated a sound knowledge base about the communication and management tools used in their ARUL live project. It may be descriptive in parts but with some ability to evaluate with some argument. For example, a student might reflect on management / communication tools related to the live project in an analytical way with some minor lapses. The student has demonstrated a good knowledge base about the communication and management tools used in their ARUL live project. They demonstrate the ability to evaluate theory / models and link to their live project examples in a consistent manner. The student has demonstrated an excellent knowledge base about the communication and management tools used in their ARUL live project. The student demonstrates ability to evaluate relevant theory with synthesis to live project examples consistently The student has demonstrated an outstanding knowledge base about the communication and management tools used in their ARUL live project. Their work shows originality and autonomy. The information presented is highly relevant and exceeds the requirement of the assessment brief The student has demonstrated an exceptional knowledge base about the communication and management tools used in their ARUL live project. Their work show extraordinary originality and autonomy. The student will demonstrate exceptional analysis of data exploring and analysing with extraordinary originality and autonomy 50 marks 0-14 3: Collaborate effectively The task was with others and demonstrate not followed, intellectual independence and there was and autonomy. 15-19 20-24 25-29 30-34 35-39 40-44 45-50 The student has demonstrated limited knowledge about their teamwork The student has demonstrated an adequate knowledge base about their teamwork The student has demonstrated a sound knowledge base about their teamwork The student has demonstrated a good knowledge base about their teamwork The student has demonstrated an excellent knowledge base about their teamwork The student has demonstrated an outstanding knowledge base about their teamwork The student has demonstrated an exceptional knowledge base about their teamwork no to minimum inclusion of any communication or management tool theory. For example, no explanation of theory/model or examples related to the ARUL live project. Very weak academic skills. no to minimum inclusion of any teamwork Page 5 of 10 Theory. For example, no explanation of theory/model or examples related to the team work during the ARUL live project. Very weak academic skills. 30 marks 0-8 4. Critically evaluate the The task was process and outcomes of the not followed, project during their ARUL live project. For example, limited explanation of theory/model or examples related to the team work during the ARUL live project. Weak academic skills. 9-11 The student has demonstrated and there was limited no to minimum knowledge inclusion of any about the link back to their outcomes of project outcomes nor their ARUL live recommendations for project. Limited the future in evidence was relation to their ARUL given in relation live project. Very to how their weak academic skills. project would No application of the be improved in reflective models. the future with Kolb’s: Concrete little to no link experience to theory. Weak during their ARUL live project. Their answer might be mainly descriptive with some attempt at evaluation. For example, the student might reflect generically about a teamwork theory or with superficial link between theory and examples during their ARUL live project. It may be descriptive in parts but with some ability to evaluate with some argument. For example, a student might reflect on teamwork theories related to the live project in an analytical way with some minor lapses 12-14 15-17 The student has The student has demonstrated demonstrated a an adequate sound knowledge knowledge about the about the outcomes of outcomes of their ARUL their ARUL live project. Their project. It may answer might be descriptive be mainly in parts but will descriptive with evaluate their some attempt project at evaluation outcomes and and attempt to link recommendations theory to their for the future with Page 6 of 10 during their ARUL live project. They demonstrate the ability to evaluate theory / models and link to their live project examples in a consistent manner during their ARUL live project. The student demonstrates ability to evaluate relevant theory with synthesis to live project examples consistently. during their ARUL live project. Their work shows originality and autonomy. The information presented is highly relevant and exceeds the requirement of the assessment brief. 18-20 21-23 24-26 The student has The student has demonstrated a demonstrated good an excellent knowledge knowledge about the about the outcomes of outcomes of their ARUL live their ARUL live project. They project. The student demonstrate demonstrates ability the ability to to evaluate relevant evaluate theory theory in regards to in relation to their their recommendations recommendations with synthesis to live in a consistent project examples Manner. Consistently during their ARUL live project. Their work show extraordinary originality and autonomy. The student will demonstrate exceptional analysis of data exploring and analysing with extraordinary originality and autonomy 27-30 The student has The student has demonstrated demonstrated an outstanding an exceptional knowledge knowledge about the about the outcomes and outcomes and future future recommendations recommendations of of their ARUL live their ARUL live project. project. Their work shows Their work shows originality and extraordinary autonomy. The originality and information presented is autonomy. The highly relevant and student will exceeds the requirement demonstrate of the assessment brief exceptional Reflective observation academic skills. superficial link Abstract Weak application between theory conceptualization of: Weak and examples. Active application of the Some attempt at: experimentation reflective models. Kolb’s: Concrete Description Kolb’s: Concrete experience Feelings experience Reflective Evaluation Reflective observation Analysis observation Abstract Conclusion Abstract conceptualization Action plan have not conceptualization Active been applied nor has Active experimentation Gibbs’ reflective experimentation Description model which should Description Feelings cover: Description Feelings Evaluation Feelings Evaluation Analysis Evaluation Analysis Conclusion Analysis Conclusion Gibbs’ reflective Conclusion Action plan have model which Action plan been weakly should cover: applied and Gibbs’ Description reflective model Feelings which should cover: Evaluation Description Analysis Feelings Conclusion Evaluation Action plan has Analysis been attempted Conclusion Action plan is weakly applied 20 marks 0-5 6-7 8-9 recommendations Good application Excellent application Outstanding application analysis of data with some of the reflective of the reflective of the reflective models. exploring and minor lapses models. Kolb’s: models. Kolb’s: Kolb’s: Concrete analysing with Sound knowledge Concrete Concrete experience experience extraordinary application of the experience Reflective observation Reflective observation originality and reflective models. Reflective Abstract Abstract Autonomy. Kolb’s: Concrete observation conceptualization conceptualization Exceptional application experience Abstract Active Active experimentation of the reflective models. Reflective conceptualization experimentation Description Kolb’s: Concrete observation Active Description Feelings experience Abstract experimentation Feelings Evaluation Reflective observation conceptualization Description Evaluation Analysis Abstract Active Feelings Analysis Conclusion conceptualization experimentation Evaluation Conclusion Action plan in addition Active experimentation Description Analysis Action plan have not to excellent application Description Feelings Conclusion been applied in of Gibbs’ reflective Feelings Evaluation Action plan have addition to excellent model covering: Evaluation Analysis not been applied application of Gibbs’ Description Analysis Conclusion Gibbs’ reflective reflective model Feelings Conclusion Action plan, model which covering: Evaluation Action plan. additionally Gibbs’ should cover: Description Analysis Additionally, excellent reflective model Description Feelings Conclusion application of Gibbs’ covering Feelings Evaluation Action plan reflective model Description Evaluation Analysis covering: Description Feelings Analysis Conclusion Feelings Evaluation Conclusion Action plan Evaluation Analysis Action plan has Analysis Conclusion been well applied Conclusion Action plan has Action plan been soundly applied 10-11 12-13 14-15 16-17 18-20 Page 7 of 10 ARU GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS: LEVEL 6 – the Depth stage Level 6 is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism. Characteristics of Student Achievement by Marking Band for ARU’s Mark Bands Generic Learning Outcomes (Academic Regulations, Section 2) Outcome Knowledge & Intellectual (thinking), Practical, Affective and Understanding Transferable Skills Exceptional information Exceptional management of learning resources, base exploring and with a higher degree of autonomy/exploration analysing the discipline, its that clearly exceeds the assessment brief. 90- theory and ethical issues Exceptional structure/ accurate expression. 100% with extraordinary Demonstrates intellectual originality and originality and autonomy. imagination. Exceptional Work may be considered team/practical/professional skills. Work may for publication within ARU be considered for publication within ARU Achieves module Outstanding management of learning outcome(s) Outstanding information resources, with a degree of base exploring and autonomy/exploration that clearly exceeds the 80- analysing the discipline, its assessment brief. An exemplar of 89% theory and ethical issues structured/accurate expression. Demonstrates with clear originality and intellectual originality and imagination. autonomy Outstanding team/practical/professional skills Page 8 of 10 Excellent knowledge base that supports analysis, evaluation and problem- 70- solving in theory/ 79% exceed the assessment brief. Structured and intellectual skills and practical/team/ discipline with considerable originality Good knowledge base that supports analysis, evaluation and problemsolving in theory/ 69% with degree of autonomy/research that may creative expression. Excellent academic/ practice/ethics of 60- Excellent management of learning resources, professional/ problem-solving skills Good management of learning resources, with consistent self-directed research. Structured and accurate expression. Good academic/intellectual skills and practice/ethics of team/practical/ professional/problem solving discipline with some skills originality Sound knowledge base that supports some 50- analysis, evaluation and 59% problem-solving in theory/practice/ethics of discipline Sound management of learning resources. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Sound level of academic/ intellectual skills going beyond description at times. Sound team/practical/professional/problem-solving skills Adequate knowledge base Adequate use of learning resources with little A marginal 40- pass in 49% module outcome(s) with some omissions at the autonomy. Some difficulties with academic/ level of ethical/ theoretical intellectual skills. Some difficulty with issues. Restricted ability to structure/ accuracy in expression, but discuss theory and/or or evidence of developing solve problems in team/practical/professional/ problem-solving discipline skills Page 9 of 10 A marginal fail in module 30- outcome(s) 39% . Satisfies default qualifying Limited use of learning resources. Unable to Limited knowledge base. work autonomously. Little input to teams. Limited understanding of Limited academic/ intellectual skills. Still discipline/ethical issues. mainly descriptive. General difficulty with Difficulty with theory and structure/ accuracy in expression. Practical/ problem solving in discipline professional/problem-solving skills that are not yet secure mark Little evidence of Little evidence of use of learning resources. knowledge base. Little Unable to work autonomously. Little input to evidence of understanding teams. Little evidence of academic/ of discipline/ ethical issues. intellectual skills. Work significantly descriptive. Significant difficulty with Significant difficulty with structure/accuracy in theory and problem solving expression. Little evidence of in discipline practical/professional/ problem-solving skills Deficient knowledge base. Deficient use of learning resources. Unable to Fails to Deficient understanding of work autonomously. Deficient input to teams. achieve discipline/ethical issues. Deficient academic/intellectual skills. Work module Major difficulty with theory significantly descriptive. Major difficulty with 2029% 1019% 19% outcome(s) and problem solving in Qualifying discipline structure/accuracy in expression. Deficient mark not No evidence of knowledge No evidence of use of learning resources. satisfied base; no evidence of Completely unable to work autonomously. No understanding of evidence of input to teams. No evidence of discipline/ethical issues. academic/intellectual skills. Work wholly Total inability with theory descriptive. Incoherent structure/accuracy and and problem solving in expression. No evidence of discipline practical/professional/ problem-solving skills practical/professional/problem-solving skills Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations 0% where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes Page 10 of 10 
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