In-text referencing and reference list follows Harvard style and consistent with KBS guidelines. Several sources are unacknowledged. Major errors in format of references. Acknowledged most sources in the text and reference list. Some references in the correct format. Acknowledged most sources in the text and reference list. Most references in the correct format. Acknowledged all sources in the text and in reference list. All references in correct format. Acknowledged all sources in the text and in reference list. All references in the correct format.

Format of answer consistent with question requirements and KBS guidelines. Word count is within + / - 10% of requirement. Does not comply with KBS guidelines. Major layout errors. Breaches word limit restrictions. Mostly compliant with KBS guidelines. Basic formatting with some layout errors. Compliant with word limit restrictions. Complies with KBS guidelines. Format generally sound. Compliant with word limit restrictions. Exceeds basic compliance with KBS guidelines. Format portrays information well. Compliant with word limit restrictions. Exceeds basic compliance with KBS guidelines. Format presents information clearly and concisely. Compliant with word limit restrictions.

Correct academic writing style used, including correct spelling, grammar and punctuation. Writing style is unclear; lacks logical flow and structure; numerous spelling grammatical errors. Writing style lacks some clarity; some flaws in logical flow and structure; some use of discipline specific academic language. Several spelling or grammatical errors. Writing style is mostly clear; Mostly written in discipline specific academic language; Some spelling or grammatical errors. Writing style is clear; Correct use of discipline specific academic language. Some minor spelling or grammatical errors. Writing style is clear; Fluent use of discipline specific academic language. No spelling or grammatical errors.

Report clearly and logically presented. Appropriate theory and research used to answer question posed. Lacks logical flow and structure; Argument supported by theory sourced from non-academic literature. No discussion of academic research. Cites very few sources. Some errors in logical flow and structure; Argument supported by basic discussion of relevant theory sourced from a minimal number of academic sources. Little if any discussion of relevant research. Generally sound logical flow and structure; Argument supported by broad discussion of relevant theory sourced from academic literature. Relevant research acknowledged but not discussed. Cites several academic sources. Very good logical flow and structure; Argument supported by detailed discussion of relevant theory and research sourced from numerous academic sources. Excellent logical flow and structure; Argument supported by comprehensive discussion of relevant theory and research sourced from numerous quality academic sources.

Conclusion integrates the cases and makes connections with previous experience and course learning. The conclusion does not integrate the cases or articulate any connection to other learning or experiences. The conclusion attempts to integrate the cases and articulate connections between this learning experience and content from other courses, past learning experiences, or personal goals, but the connection is vague and/or unclear. The conclusion adequately integrates the cases and provides some connections from this course to previous learning and experience The conclusion integrates the cases and articulates connections between this learning experience and content from other courses, past learning experiences, and/or future goals. The conclusion integrates the cases and articulates multiple connections between this learning experience and content from other courses, past learning, life experiences and/or future goals.

Analysis The reflection does not move beyond a description of the learning experience. The reflection attempts to analyze the learning experience but the value of the learning to the student or others is vague and/or unclear. The reflection analyses many of the learning episodes and makes several connections to how the learning can be applied to self or others The reflection is an analysis of the learning experience and the value of the derived learning to self or others. The reflection is an in- depth analysis of the learning experience, the value of the derived learning to self or others, and the enhancement of the student’s appreciation for the discipline.

Assessment Marking Rubric Criteria F (Fail) 0%-49% P (Pass) 50%-64% CR (Credit) 65%-74% D (Distinction) 75% - 84% HD (High Distinction) 85%-100% Reflective Thinking The reflection does not address the student’s thinking and/or learning. The reflection attempts to demonstrate thinking about learning but is vague and/or unclear about the personal learning process. The reflection captures many of the key learning issues and captures some of the influences on personal learning. The reflection explains the student’s thinking about his/her own learning processes. The reflection explains the student’s own thinking and learning processes, as well as implications for future learning.