Using Gibb’s (1988) model of reflection, provide an individual reflective account as a STUDENT on a critical incident you identified within your group when preparing for the presentation of your 010 assignment (case study).
2025-04-05 09:02:10
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Module Code and Title
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HLT4098 The Health and Social Care Professionals
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Trimester/Academic Year
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T2/24-25
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Level
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HE4
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Assessment Number
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002
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Assessment Type (and weighting)
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Essay Coursework consisting of 2000 words maximum (50%)
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Assessment Name
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Individual Career Plan with Supporting Reflective Evidence
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Assessment Submission Date
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Week 13 - Wednesday 16th April 2025 by 2:00pm
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Regulations concerning late submissions, extensions, and mitigation are contained in the module guide. This can be found in the Module Information tile on the VLE. Your work should be
submitted via the Turnitin link provided in the assessment tile on the Virtual Learning Environment module page.
Learning Outcomes Assessed: (from Module Specification)
LO3: Relate your skills, behaviour and knowledge to regulatory, professional and organisational standards and competencies.
LO4: Reflect upon your own strengths, limitations and performance to evidence learning and development
Use of Generative Artificial Intelligence (GAI) Applications in this Assessment
No GAI tool is permitted. While grammar and/or spell checkers may be used to correct individual words and sentences, the use of GAI is not allowed. This is because the learning outcomes require you to produce original assessment work without any GAI assistance
Any GAI generated content which is presented as your own original work and is not acknowledged will be assessed for academic misconduct.
Assessment Brief
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Task 1
Using Gibb’s (1988) model of reflection, provide an individual reflective account as a STUDENT on a critical incident you identified within your group when preparing for the presentation of your 010 assignment (case study).
Focus on your learning and development as a health and social care student.
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Task 2
Provide 5 tabulated SMART goals to demonstrate how you will fulfil your chosen Health and social care studies.
Your reflective account should focus on:
- How the 6 stages of Gibbs’ reflective model were used to identify and analyse the critical incident.
- An identification of your teamwork and individual contribution.
- Be able to describe and explain the steps needed to achieve desired goals using the SMART table.
ASSESSMENT CRITERIA
- Understanding and reflecting on a critical incident utilising the 5 stages of Gibbs’ reflective cycle/model 60 marks
- Understanding the importance of SMART goals in career journey 30 marks
- Demonstrating academic skills acquired in this module as a health and social care student.10 marks
- Total 100 Marks
Suggested Structure: Declaration: At the end of the assessment, you should also include a declaration of any software tools including Generative AI (GAI) applications that you used in developing and completing the assessment.
Minimum Secondary Research Source Requirements:
Level HE4 - It is expected that the Reference List will contain between five and ten sources. As a MINIMUM the Reference List should include one refereed academic journal and three academic books
Specific Assessment Criteria:
First class (70% and above):
Students will provide an excellent/outstanding knowledge and understanding of reflection and
writing a reflective account using the Gibb’s theory. Excellent management of learning resources to perform the task with in-depth intellectual skills demonstrated. The reflective account is well structured, accurately expressed on almost all the stages, with more than 6 sources cited. The student has justified SMART goals suited to H&SC profession. Listed the self-directed exploration steps and explained in detail some of the strategies to achieve those steps. Some originality included in the answer. The student has demonstrated excellent academic skills. Minimal errors in expression and structure of reflection. Minimal errors in citation and referencing via the Harvard style. Hierarchy of sources clearly demonstrated.
Upper Second Class 2(1) (60-69%):
The reflective account is well structured and includes the 6 reflective stages of Gibbs theory. Student is likely to have 6 or more sources. Student submitted 4 compulsory academic sources with some explanation. The student has demonstrated a good knowledge base of SMART goals suited to a H&SC profession. Listed realistic and self-directed steps to achieve those goals. The student has demonstrated good academic skills with minor omissions and/or errors. Mainly consistent throughout with Harvard style. Few errors and citations in reference list. Good management of learning resources to perform critical reflective analysis, with relevant intellectual skills demonstrated.
Lower Second Class 2(2) (50-59%):
Student submitted 2 or 3 compulsory academic sources with detailed explanation. The structure of the assignment is satisfactory, although the discussion requires improvements. The student has demonstrated a sound knowledge base of SMART goals suited for a H&SC profession with some self-directed exploration but in need of more elaboration. Sound management of learning resources from the VLE used to perform critical reflective analysis, with satisfactory intellectual skills and good knowledge demonstrated. The student has demonstrated some academic skills although with some omissions and incorrect referencing. Also, Harvard style mostly followed with some lapses.
Third class (40-49%):
Student has demonstrated adequate knowledge in managing learning resources from the VLE to perform critical reflective analysis. Intellectual skills need working. For example, the student did not critically analyse the incident and Submitted 2 or 3 compulsory academic with some explanation. The student has demonstrated narrow knowledge of SMART goals for a H & SC student with limited self-directed exploration. Student demonstrated adequate academic skills
with number of errors noted in expression and structure of reflection. For example, Harvard style is followed but not consistently
Fail (39% and below):
Students who do not meet the requirements of a third-class grade will not successfully complete the assessment activit
General Assessment Criteria for Written Assessments
GENERAL ASSESSMENT GUIDELINES – LEVEL HE4
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Relevance
Learning outcomes must be met for an overall
pass
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Knowledge and Understanding
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Analysis, Creativity and Problem-Solving
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Self-awareness and Reflection
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Research/ Referencing
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Written English
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Presentation and Structure
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Class I (Exceptional Quality)
85% - 100%
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Work is directly relevant and expertly addresses the requirements of the brief.
Learning outcomes are met.
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Demonstrates breadth of knowledge and understanding of theory and practice beyond the threshold expectation for the level.
Demonstrates excellent understanding of key concepts in different contexts.
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Presents an excellent and cohesive appraisal of findings through the critical analysis of information.
Draws clear, justified and thoughtful conclusions. Demonstrates creative flair, originality and initiative.
Demonstrates a critical understanding of problem-solving approaches and applies strong problem-solving skills.
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Provides insightful reflection and self- awareness in relation to the outcomes of own work and personal responsibility.
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A wide range of contemporary and relevant reference sources selected and drawn upon.
Sources cited accurately in both the body of text and in the Reference List/ Bibliography.
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Writing style is clear and appropriate to the requirements of the assessment. An exceptionally well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used.
A wide range of appropriate vocabulary is used.
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The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured.
Where relevant, there is effective placement of, and reference to, figures, tables and images.
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Class I (Excellent Quality)
70% - 84%
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Work is relevant and comprehensively addresses the requirements of the brief.
Learning outcomes are met.
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Demonstrates an excellent breadth of knowledge and understanding of theory and practice for this level.
Demonstrates in-depth understanding of key concepts.
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Presents an excellent and cohesive discussion of findings through the interpretation and evaluation of information sources.
Draws clear, justified and thoughtful conclusions. Demonstrates clearly creativity and initiative.
Applies excellent problem-solving skills.
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Provides excellent reflection and self- awareness in relation to the outcomes of own work and personal responsibility.
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A range of contemporary and relevant reference sources selected and drawn upon.
Sources cited accurately in both the body of text and in the Reference List/Bibliography.
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Writing style is clear and appropriate to the requirements of the assessment. An excellently well written answer with competent, spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used.
A wide range of appropriate
vocabulary is used.
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The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured.
Where relevant, there is effective placement of and reference to, figures, tables and images.
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Class II/i (Very Good Quality)
60% - 69%
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Work is relevant and addresses most of the requirements of the brief well.
Learning outcomes are met.
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Demonstrates a thorough breadth of knowledge and understanding of theory and practice for this level.
Demonstrates very good understanding of key concepts.
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Presents a perceptive and cohesive discussion of findings through the interpretation and evaluation of information sources.
Draws clear and justified conclusions.
Demonstrates creativity and initiative.
Applies strong problem-solving skills.
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Provides justified reflection and self- awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.
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A range of appropriate reference sources selected and drawn upon.
Sources cited accurately in the main in the text and in the Reference List/ Bibliography.
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Writing style is clear and appropriate to the requirements of the assessment. A very well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used.
A range of appropriate vocabulary is
used.
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The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured in the main.
Where relevant, there is effective placement of figures, tables and images.
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Relevance
Learning outcomes must be met for an overall pass
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Knowledge and Understanding
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Analysis, Creativity and Problem-Solving
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Self-awareness and Reflection
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Research/ Referencing
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Written English
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Presentation and Structure
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Class II/ii (Good Quality) 50% - 59%
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Work addresses key requirements of the brief. Some irrelevant content.
Learning outcomes are met.
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Demonstrates a sound breadth of knowledge and understanding of theory and practice for this level.
Demonstrates sound understanding of key concepts.
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Presents a logical discussion of findings through the interpretation and evaluation of information sources.
Draws clear and justified conclusions.
Demonstrates some creativity and initiative.
Applies sound problem-solving skills.
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Provides valid reflection and self- awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.
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Relevant reference sources selected and drawn upon.
Some sources accurately cited in both the body of text and in the Reference List/Bibliography.
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Writing style is mostly appropriate to the requirements of the assessment Grammar, spelling and punctuation are generally competent and minor lapses do not pose difficulty for the reader. Paragraphs are structured and include some linking and signposting. Sentences are complete. A range of appropriate vocabulary is used.
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The presentational style and layout are largely correct for the type of assignment.
Logically structured in the most part.
Where relevant, effective placement of some figures, tables and images.
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Class III (Satisfactory Quality)
40% - 49%
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Work addresses the requirements of the brief, although superficially in places. Some irrelevant content.
Learning outcomes are met.
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Demonstrates a sufficient breadth of knowledge and understanding of theory and practice for this level.
Demonstrates a sufficient understanding of key concepts.
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Presents a valid discussion of findings through the interpretation and evaluation of information sources.
Draws justified conclusions. Demonstrates creativity and initiative in places.
Applies sufficient problem-solving skills.
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Provides some reflection and self- awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.
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Some relevant reference sources selected and drawn upon.
Some weaknesses in referencing technique.
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Writing style is occasionally not appropriate for the assessment. Grammar, spelling and punctuation are generally competent, but may pose minor difficulties for the reader. Some paragraphs may lack structure, and there is limited linking and signposting.
Some appropriate vocabulary is used
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The presentational style and layout are largely correct for the type of assignment.
Adequately structured.
Inclusion of some figures, tables and images but not always relevant and/or
clear.
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Borderline Fail
35% - 39%
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Work addresses only some of the requirements of the brief. Irrelevant and superficial content.
One or more learning outcomes have not been met.
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Demonstrates limited knowledge and understanding of theory and practice for this level.
Demonstrates a lack of understanding of key concepts.
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Presents a limited discussion of findings through the interpretation of information sources.
Draws some irrelevant conclusions. Creativity and initiative are lacking. Problem-solving skills are lacking.
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Provides limited reflection and self- awareness in relation to the outcomes of own work and personal responsibility, when required.
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Sources selected are limited and lack relevance.
Poor referencing technique employed.
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Writing style is unclear and does not match the requirements of the assessment in question.
Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear in places.
Paragraphs are poorly structured.
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For the type of assignment the presentational style, layout and/or structure are lacking.
Figures, tables and images included when required but these lack clarity and relevance.
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Fail
<34%
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Work does not address the requirements of the brief. Irrelevant and superficial content.
One or more learning outcomes have not been
met.
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Demonstrates inadequate knowledge and understanding of theory and practice for this level.
Demonstrates insufficient understanding of key
concepts.
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Presents a limited discussion of findings with little consideration of the quality of information drawn upon.
Draws irrelevant conclusions. Creativity, initiative and problem-
solving skills are absent.
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Provides inadequate reflection and self- awareness in relation to the outcomes of own work and personal responsibility, when
required.
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There is an absence of relevant sources.
Poor referencing technique employed.
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Writing style is unclear and does not match the requirements of the assessment in question.
Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear. Unstructured paragraphs.
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For the type of assignment the presentational style, layout and/or structure are lacking.
Figures, tables and images are absent when required or lack relevance/clarity.
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