Instructions: Need (2000 words report + PPT). The assessment for Supervised Professional Practice includes the attendance requirements, presentation and submission of portfolio. ASSESSMENT OUTLINE – YEAR 3 (FINAL PLACEMENT) - Students are encouraged to maintain a free-narrative reflective journal as part of self-care, to gain insight into their professional development, and to aid the completion of the portfolio 1) Workshop 6: Presentation (Service Profile) 10%. 2) On Placement: a) On practice learning 3 x Reflections 30%. b) Assignment 15%. 3) Post Placement: 4 x 500 word reports 20%.

Reflective practitioner - Clarity: The language is clear and expressive. The reader can create a mental picture of the situation being described. Abstract concepts are explained accurately. Relevance: The learning experience being reflected upon is relevant and meaningful to student and learning goal. Analysis: The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or course concepts. Interconnections: The reflection demonstrates connections between the experience and material from other courses; past experience; and/or personal goals. Self-criticism: The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions and define new modes of thinking as a result.

Aware practitioner - Clarity: Minor, infrequent lapses in clarity and accuracy. Relevance: The learning experience being reflected upon is relevant and meaningful to student and learning goal. Analysis: The reflection demonstrates student attempts to analyze the experience but analysis lacks depth. Interconnections: The reflection demonstrates connections between the experience and material from other courses; past experience; and/or personal goals. Self-criticism: The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions.

Reflection novice - Clarity: There are frequent lapses in clarity and accuracy. Relevance: Student makes attempts to demonstrate relevance, but the relevance is unclear to the reader. Analysis: Student makes attempts at applying the learning experience to understanding of self, others, and/or course concepts but fails to demonstrate depth of analysis. Interconnections: There is little to no attempt to demonstrate connections between the learning experience and previous other personal and/or learning experiences. Self-criticism: There is some attempt at self-criticism, but the self-reflection fails to demonstrate a new awareness of personal biases, etc.

Unacceptable - Clarity: Language is unclear and confusing throughout. Concepts are either not discussed or are presented inaccurately. Relevance: Most of the reflection is irrelevant to student and/or learning goal. Analysis: Reflection does not move beyond description of the learning experience(s). Interconnection: No attempt to demonstrate connections to previous learning or experience. Self-criticism: Not attempt at self-criticism. Professional Knowledge - Student demonstrated excellent integration of professional knowledge from a range of modules Reflective practice - Student reflected comprehensively and critically on the skills and competencies they have developed on placement. Professional Autonomy and Accountability - Student demonstrates an excellent understanding of and practices within their personal and profession scope.

Student clearly identifies their learning needs and put in place learning opportunities. Student undertakes activities for which they are insured to undertake. Student demonstrates a clear understanding of their duty of care responsibility, including how this relates to organisational, regulatory and professional standards, take responsibility for fulfilling their duty of care to the service users. Intervention and Evaluation - Student has demonstrated an excellent ability to identify need, plan, implement and evaluate an intervention through using extensive knowledge, understanding of client/development influence of culture and background. Student purposefully acquires knowledge from multiple sources to determine the clients needs and provide an intervention.