Professional and Academic

Development (PAD - BUSI1098)

Lecture 8: Assessment Preparation, Reflections and Feedback
MC: David Achtzehn
Contact: Li-PADenquiries@nottingham.ac.uk
 The Schedule
Week Date Topic Lecturers
1 3rd of Oct Introduction David Achtzehn
2 10th of Oct Career Planning and Well-being Fiona Frost
Careers Insight Days, CV’s and Applications NUBS Careers and
3 17th of Oct
Placements Employability Service
Interviews, Assessment Days - and developing a NUBS Careers and
4 24th of Oct
LinkedIn Profile Employability Service
5 31st of Oct Professional Networking Sahattaya Achtzehn
Seminars - Developing your CV - 2nd and 3rd of Nov (refer to your personalised timetable)
6 7th of Nov Project Planning Andrew Bacon
7 14th of Nov CIMA Case Study Joanne Monkman
8 21st of Nov Assessment Preparation, Reflections and Feedback David Achtzehn
9 28th of Nov Plagiarism and Academic Writing Sophie Mills
10 5th of Dec Communication, Listening, Values, Personal Brand Sahattaya Achtzehn
11 12th of Dec Alumni Panel David Achtzehn
Assessment Deadline - Thursday the 14th of Dec at 3pm (submit via Moodle)
 Importance of Year One

 Not used to calculate final degree – but must obtain sufficient results
to progress
 Year 2 & 3 modules assume knowledge established in Year 1
 Year 1 results are those that will be seen by prospective employees
for internships at the end of year two
 Initial marks are those that appear on transcripts not resit marks

28 May 2024 David Achtzehn, HGI 3

 Importance of Year One for employers

 To see that you can manage your time - multitask

 Work to a high academic standard
 Engage with extra-curricular activities
 Develop additional skills that you are able to reflect on
 Placement/Internship applications

28 May 2024 David Achtzehn, HGI 4

 Progression

 120 credits per year, modules are either 20 or 10 credits each

 At least 40% in all modules to progress automatically – not as easy as
it sounds
 If you fail, you may compensate and pass in certain circumstances
See regulations in the Quality Manual at:
www.nottingham.ac.uk/academicservices/qualitymanual/apar/acad
emic-progression-and-award-regulations.aspx

28 May 2024 David Achtzehn, HGI 5

Types of assessments at NUBS
 Exams (open book, take Top tips
home, traditional)
 Read and re-read the brief
 Coursework (essays, reports, (Moodle and/or Module Outline)
cases)
 Look at the marking rubric
 Reflective journals
 Plan your time
 Presentations
 Videos  Submit early
 Blogs
 Simulations
 Posters
 Prototypes
… 6
 Guidance and Feedback
 Assessment brief (on Moodle and/or in Module Outline)
 Revision sessions and individual queries
 Passed papers / examples
 Generic Module Review and Assessment Feedback
 Turnitin Coursework Submission Link
 Individual Assessment Feedback - expect prelim results after 15 working days
 BlueCastle (grades confirmed by the exam board)
 UoN does not allow you to challenge grades unless there were procedural issues

Your opportunity to provide feedback:

 SEM
 Course reps → Student Staff Forums
 Personal tutors / Programme directors
 Dearing awards
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Marking
Rubrics
 Does not meet expectations Meets expectations Exceeds expectations

Trait 0-29 30-39 40-49 50-59 60-69 70-79 80-100

Aspirations Inadequate or unrealistic Limited career aspirations Adequate career aspirations Reasonable career aspirations Good career aspirations and Excellent, achievable career Outstanding, achievable career
Specific and detailed career aspirations provided. and plan provided; lacks and plan that could increase and plan that could increase the plan that could increase the aspirations and plan that could aspirations and plan that could
career aspirations and Inadequate plan that doesn't depth and understanding. the chance of achieving them chance of achieving them. chance of achieving them. increase the chance of realising increase the chance of realising
plan. (25%) demonstrate how aspirations but scope for improvement. Discussion is reasonably clear Discussion is clear and them. Discussion is very clear them. Discussion is outstanding, very
could be achieved. Little Discussion is adequate with and detailed; may have detailed with some and detailed with reference to clear and detailed with reference to
understanding is some detail. reference to some tools to reference to tools to tools to discover and plan their a range of tools to discover and plan
demonstrated. discover and plan their career discover and plan their career path. their career path. May show some
path. career path. originality.

Evidence Inadequate examples are
Example, experiences/ provided. Inadequate use of
skills backed up by evidence to support
evidence. (25%) experiences/skills and little
understanding is
demonstrated. Inadequate
or no attempt to use Gibbs'
Reflective Cycle as a
structure.
Limited examples are
provided. Limited use of
evidence to support
experiences/skills; lacks
depth and understanding.
Limited attempt to use
Gibbs' Reflective Cycle as a
structure.
Adequate examples are
provided with some evidence
of personal branding but there
is scope for improvement.
Experiences/ skills are
supported by some evidence.
Adequate attempt to use
Gibbs' Reflective Cycle as a
structure.
Reasonable examples are Good examples are provided A range of excellent examples A range of outstanding examples are
provided with some evidence of that includes evidence of are provided that demonstrate provided that demonstrate personal
personal branding. Experiences/ personal branding. personal branding. Experiences/ branding. Experiences/ skills are
skills are supported by some Experiences/ skills are skills are supported by a range supported by a wide range of
evidence. Reasonable use of supported by evidence. of relevant evidence. Excellent relevant evidence. Outstanding use
Gibbs' Reflective Cycle as a Good use of Gibbs' use of Gibbs' Reflective Cycle as of Gibbs' Reflective Cycle as a
structure. Reflective Cycle as a a structure. structure that may show some
structure. originality.

Tailoring Inadequate approach that
Personal and tailored lacks tailoring and the
approach. (25%) personal touch. Description
of skill set is inadequate and
demonstrates little
understanding on how it will
contribute to the role.
Limited approach that lacks Adequately tailored and Reasonably tailored and Good, tailored and personal Excellent, tailored and personal Outstanding, tailored and personal
tailoring and the personal personal approach that personal approach that approach that clearly approach that clearly describes approach that clearly describes and
touch. Description of skill set describes role you are describes and is reflective of the describes and is reflective of and is reflective of the role you is reflective of the role you are
is limited and lacks depth interested in. Adequate role you are interested in. the role you are interested are interested in. Excellent interested in. Outstanding
and understanding on how it description of your skill set that Reasonable description of your in. Good description of your description of your unique skill description of your unique skill set
will contribute to the role. goes some way to skill set that goes some way to skill set demonstrating how set demonstrating how you will demonstrating how you will
demonstrating how you will demonstrating how you will you will contribute to the contribute to the role. contribute to the role.
contribute to the role but contribute to the role. role.
scope for improvement.

Format Inadequately structured
Spelling, grammar, clear piece of work with a lack of
sections, consistent/ ability to provide clear
professional formatting, sections. Writing is
easy to read. (25%) incoherent, with
grammatical errors or poor
use of syntax resulting in a
lack of clarity or focus.
Limited structure to work
with limited attempt to
provide clear sections.
Writing is incoherent, with
grammatical errors and/or
limited use of syntax
resulting in limited clarity
and focus, or creating
confusion as to the point
being made.
Adequate structure to the work Reasonably structured piece of Good structure to the work Well-structured piece of work Convincingly structured piece of
with an attempt to provide work with reasonably clear with clear sections. Writing effectively connecting the key work effectively connecting the key
clear sections, but scope for sections. Writing is coherent is coherent, and is sections. Writing is insightful sections. Writing is insightful, and is
improvement. Writing is largely and is largely grammatically- grammatically-correct with and is grammatically-correct grammatically-correct with excellent
coherent, but may correct with reasonable use of good use of syntax to convey with good use of syntax to use of syntax to convey clear
demonstrate grammatical syntax, resulting in reasonable appropriate meaning, convey clear meaning, resulting meaning, resulting in clarity, and
errors or limited use of syntax, clarity and focus, and is resulting in good clarity and in clarity, and focus throughout. focus throughout; development of
resulting in some confusion as relatively easy to follow. focus making it easy to ideas is easy to follow.
to the point being made at follow.
times.

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 Submitting Coursework

 Deadline for submission is 3pm nearly everything will be submitted

online.
 Ensure you have submitted properly do not leave it in draft , go
back to check it is submitted – do not do this after the deadline or
it will show you as submitting late.
 Deadline is 3pm if you submit at 3.01pm you are late.
 Late submission loses 5% points for each working day or part of a day
the work is late.

28 May 2024 David Achtzehn, HGI 10

 Submitting Coursework

 Back up all work - being unable to retrieve coursework is not an

acceptable reason for missing a deadline
 Coursework should be submitted in line with regulations in
UG Handbook
 Academic Misconduct
 Extenuating Circumstances / Support Plan

28 May 2024 David Achtzehn, HGI 11

 Method of Assessment for PAD

Individual coursework (100% of module mark)

Assessment Deadline - Thursday the 14th of Dec at 3pm (submit via Moodle)
Word limit: 2000 words, excluding figures, tables, references, appendices

Part A: Personal Reflection (400-500 words)

Part B: Career Aspirations and Career Planning (400-500 words)
Part C: 1-page Cover Letter (300-500 words)
Part D: 1-page CV (250-400 words)
Part E: Evidence of Professional Online Personal Branding (300-500 words)

28 May 2024 David Achtzehn, HGI 12

Part A
Reflection
 What is a reflection?

A key aspect for employers that is looked for in applications and

interviews is the ability to reflect on your skills and what you have learnt
– and is something few people like doing or do well.

• It is not just a summary of what happened

• It is about what you learnt
• How you felt
• It’s impact on you for the future
• What you can do differently next time

It enables you to identify how you can develop and improve

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 Reflect so you can adapt, change and develop

 You reflect so that you can adapt, change and develop

 “If you always do what you've always done, you will always get
what you've always got ”
Attributed to Anthony Robbins, Albert Einstein, Henry Ford, Mark Twain

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 A possible structure for reflective writing
1. Description (keep this bit short!)
What happened? What is being examined?
Specific tasks were shared out amongst members of my team. Initially, however, the tasks were not
seen as equally difficult by all team members.
2. Interpretation
What is most important / interesting / useful / relevant about the object, event or idea? How can it
be explained e.g. with theory? How is it similar to and different from others?
Cooperation between group members was at risk because of this perception of unfairness. Social
interdependence theory recognises a type of group interaction called ‘positive interdependence’,
meaning cooperation (Johnson & Johnson, 1993, cited by Maughan & Webb, 2001), and many
studies have demonstrated that “cooperative learning experiences encourage higher achievement”
(Maughan & Webb, 2001).
3. Outcome
What have I learned from this? What does this mean for my future?
Ultimately, our group achieved a successful outcome, but to improve our achievement, we perhaps
needed a chairperson to help encourage cooperation when tasks were being shared out. In future
group work (on the course and at work), I would probably suggest this.
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Link to source including further suggestions
 Gibbs Reflective Cycle

Description
What Happened ?

Feelings
Action Plan What were you thinking
If it arose again what would and feeling ?
you do?

Gibbs Reflective Cycle

Evaluation
Conclusion What was good and bad
What else could you have about the experience?
done?

Analysis
What sense can you
make out of the situation?

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Taken from Bassot B (2016)The Reflective Journal 2 nd ed Palgrave London pg 66
 Reflection Example 1
In session 2 we looked at Harvard referencing and essay writing. The lecturer went
through, what a quote was and what paraphrasing was. They gave us a number of
examples to show how to use the Harvard referencing. They showed us what to put in
the text and what to put in the reference list. I had not done Harvard referencing before
so learnt a lot about this. We then moved on to Academic writing this covered essays
and projects. We went through the process of how to write an essay looking at the seven
points. I knew some of this as I have written essays before, but the parts about the
report were new to me and I picked up some tips

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 Reflection Example 1

This is not a reflection as you can see from the highlighting it is nearly
all description you are just telling me what happened in the class. It is
probably generous to say the two bits in pink are analysis as they do
not really tell me anything. It is very short with no detail, feelings
evaluation analysis conclusion or action planning, It only has 123 words
this would get you a mark of perhaps 10-15% if that

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Reflection Example 2
In session 2 we looked at Harvard referencing and essay writing. The lecturer went
through, what a quote was and what paraphrasing was. They gave us a number of
examples to show how to use the Harvard referencing. They showed us what to put in
the text and what to put in the reference list. Not having really covered this in depth
before I found it a little daunting, but as we worked through the examples I felt I would
be able to go over this again and understand it. I have not used Harvard referencing
before only footnotes so this was all new to me. I had not thought before about the
range of materials to use either and that I should avoid too much from one particular
website, I think that will help to develop my writing.

We then moved onto academic writing, First we looked at essay writing, it took us
through the seven steps and considered the question sand style, the sorts of resources
and how to structure the essay, introduction middle conclusion. I have done a number
of essays previously so I felt quite strong in this area however it was interesting to see
what the lecturers want from an essay I had not really considered it in this way before.
The structure of the essay I think I already knew and so that was just a refresher. The
difference between the report writing and essay was very useful , It looked at the
different sections, executive summary giving the overview, the contents , introduction,
main part conclusions and references I have not written many reports and that is likely
to be something I will do more of. So I found that very helpful. Overall this has helped
me to refresh some of the areas I already knew but also provided some good hints and
tips. The lecturer told us about a couple of extra session we could attend on essay
writing and then gave us the tasks for the following week
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 Reflection Example 2

This is a much better example but it needs more on feelings and on

action planning there is a little there but it needs more. When you
receive comments such as it needs more depth it is about have more
information and explanation fulfilling the criteria. This hasn’t referred to
any of the pre or post materials to show you engaged with them and is
over heavy on description marks could be in the region of mid 50 - 60 %

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Reflection Example 3
Example 3

Prior to the lecture I completed the academic integrity quiz and the academic offence
presentation as requested. This helped me to realise how important an issue referencing
and plagiarism are and how I should take it seriously. It covered a number of things I
was previously unaware of such as how Turnit in is used and the penalties I could face
for committing Academic offences. I found this quite scary but it will help to remind me
how important it is, and it prepare me for the lecture. In the session first we covered
referencing with explanations about quotes and paraphrasing and how to avoid
plagiarism. Not having really covered this in depth before I found it a little daunting, but
as we worked through the examples I felt I would be able to go over this again and
understand it. I have not used Harvard referencing before only footnotes so this was all
new to me. I haven’t used journals before either and so one of my goals is to look into
this and see what sort of journals I can use for my other lectures. I had not thought
before about the range of materials to use either and that I should avoid too much from
one particular website, I think that will help to develop my writing.

We then moved onto academic writing, I had looked at the resources provided to read
before the session which helped me to follow the session. First we looked at essay
writing, I have done a number of essays previously so I felt quite strong in this area
however it was interesting to see what the lecturers want from an essay I had not really
considered it in this way before. Although I know we should not just write down
everything we know but answer the question, I have done this previously so need to
ensure that is something I keep working on Understanding the style of writing required
for question seems to be very key in order to get the full marks and using a wide range
of resources to get different opinions to help me develop my arguments. The structure of
the essay I think I already knew and so that was just a refresher. The difference
between the report writing and essay was very useful , I have not written many reports
and that is likely to be something I will do more of. So I found that very helpful. Overall
this has helped me to refresh some of the areas I already knew but also provided some
good hints and tips. As I completed all the pre reading I think I covered this session well,
going forward there is an extra session I can attend to help further develop my essay
skills so I will attend that. I will also start on a bibliography to keep track of all of my
resources as this will save me a great deal of time going forward with the referencing.
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 Reflection Example 3

As you can see from this reflection it is much more complex. There is
clear description which sets up what you did in the class and from the
pre and post tasks so it is relating it to the question and the lectures as
requested, it provides some feeling what you thought about. There is
some evaluation and there is plenty of analysis and conclusion finishing
with some action planning and what you can take from the session to
help develop in the future. The balance between the elements will vary
depending on what you are reflecting upon. As you will see they are not
written under headings the sections are incorporated into the text to
make it a fluent reflection This is 500 words and so you can see the
ability to fit in far more content and thus increase the marks available.
This would be in the range of high 60’s to 80’s depending on how well it
answered the question and incorporated the elements required
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 What could you reflect on?

 Which parts of the module came easy, which did you struggle with,
and what does this mean for you future development plans?
 Aha moment or a change of perception
 Exercise in class (your core values, your IKIGAI, your personal brand,
your communication style, your project management techniques, your
networking skills, etc.)
 Experience outside of the class (society, NAA, part-time job, etc.)
 Noteworthy skills developments
 Any individual growth points

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Part B:
Career
Aspirations
and Planning
 Career Aspirations and Career Planning

 Discuss your personal career aspirations (e.g. career anchors, Social

Cognitive Career Theory, Roe’s Personality Theory, etc.)
 Spell out a detailed plan on how to increase the chance of achieving
them (e.g. Project Charter with SMART goals)
 Be specific and detailed.
 Bring in research, demonstrate propensity to act, set targets and
timelines, etc.

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 Digital Student NUBS Digital
Centre of Excellence
 Moodle page for Digital Student

28 May 2024 David Achtzehn, HGI 27

 Key careers events happening today

 Thinking about a PhD - how to apply and interview

 Discover Bloomberg 2023
 An Audience with Twycross Zoo https://studentlife.nottingham.ac.uk /

 Spotlight On: Journalism

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Part C & D:
CV and
Cover letter
 Tips

 Review Rubric: Aspirations, Evidence, Tailoring, Format

 Tell us the job role you are applying for and adjust your application
accordingly (link to it were possible)
 Adding links into your CV is allowed
 You can upload the submissions as a words document or a pdf
 Be specific and truthful
 Review policy on the use of AI tools

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Part E:
Professional
Online
Personal
Branding
Tips
 Personal Branding
 Use screenshots
 Badges, skills,
interests, etc.
 Build connections
 Join groups, follow
companies
 Produce content
 Add goals/timeline

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Thank you
Any Questions?

Contact: Li-PADenquiries@nottingham.ac.uk