| ASSESSMENT 3 BRIEF | |
| Subject Code and Title | MIS500 Foundations of Information Systems |
| Assessment | Reflective Report |
| Individual/Group | Individual |
| Length | 1500 words (+/- 10% |
| Learning Outcomes | The Subject Learning Outcomes demonstrated by successful completion of the task below include: d) Effectively communicate and demonstrate understanding of the importance of ethical and professional standards in own career and professional future. |
| Submission | Due by 11:55 PM AEST Friday of Module 6.1 (Week 11) Intensive class: 11:55 PM AEST Friday of Module 6.1 (Week 6) |
| Weighting | 35% |
| Total Marks | 35 marks |
Task Summary
This assessment task requires you to reflect on your experiences in MIS500 this trimester by following a four-step process to gain insights into the work you have done and how it relates to your own career and life more broadly. In doing so, you will need to produce a weekly journal to record your learning and then as the trimester comes to a close reflect on these experiences and submit a final reflection of 1500 words (+/- 10%) that will include the weekly journal as an appendices.
Context
This is an individual assignment that tracks your growth as a student of Information Systems over the trimester. It is scaffolded around your weekly learning activities. Completing the activities and seeking input from your peers and the learning facilitator is essential for you to achieve a positive result in this subject. Before you start this assessment, be sure that you have completed the learning activities in all of the modules. This reflective report gives you the opportunity to communicate your understanding of how information systems relate to your career and future.
Task Instructions
- During Module 1 – 5, you were ask to produce a weekly journal to record your learnings each week. Based on these weekly journals, please write a 1500 word reflective report about your experience.
- You are required to follow the four steps of Kolb’s learning cycle when writing the reflective report.
You will keep a learning journal throughout the trimester. Each week as you complete the learning activities you record your experience in spreadsheet or word document.
A suggested format for the learning journal is as follows:
| Date | Learning Activity | Impact (what it means to you) | Evidence (attach record of activity). This might be a set of slides, word document or pictures of work you have completed in class |
For each day in your learning journey, write the date and then the learning activity you engaged in. Detail what impact the learning had on you and then include any evidence you might like to keep for use later on. This journal should be appended to this assessment when you submit it.
(source: Kolb DA 1984, Experiential Learning experience as a source of learning and development, Prentice Hall, New Jersey.)
Step 1
Concrete experience – Keep a learning journal
The first step is to keep a learning journal for the trimester (Modules 1.1 through to 5.2 as described above. You should have already completed this step by now.
Step 2
Reflective observation – Summarise what happened
You should now be able to comment on your experiences this trimester. This exercise is not a list of what you have done but rather an observation of what you have learned – were there any themes that arose from your journal? The point of a learning journal is to start a discussion on what the key concepts and skills you have learned and acquired during the course of this subject. This is because we often don’t stop to think and reflect on what we have learned
Step 3
Abstract conceptualization – Analyse what this means
The next step is to analyse what you have found. Reflective practice is a process of thinking about new experiences with a view of learning. It is a form of personal response to new experiences, situations, events or information. What new knowledge have you gained in response to this exercise? And what does this information mean? You are expected to reflect at a deep level here. This means that it is not just about explaining what you have done in this subject rather it requires you to think about your personal beliefs, your background and the way you perceive the world around you. Did you learn anything in this subject that challenged you or change the way you thought about information systems or business?
Step 4
Active experimentation – New action
The final step is to discuss what you plan to do with this new knowledge. These new insights may lead to a change of thinking or behaviour. In what ways? Set yourself some specific goals for your future studies or career.
- You are required to write this assessment in a report format using the following headings:
- Introduction
- Reflective Observation
- Abstract conceptualization
- Active experimentation
- Conclusion
- Appendix of learning journal (with evidence)
Please note that simply describing what you have done each week will not be sufficient to pass this assessment. You are expected to go ‘deeper’ and analyse what this subject meant to you and your future.
Referencing
Formal citation of sources is not required. However, specific reference to your own experiences must be made. It is essential that you use appropriate APA style for citing and referencing research if you do make reference other work. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing
Please refer to the marking rubric to ensure you address all the assessment criteria.
Submission Instructions
Please submit ONE MSWord document (.doc or .docx) via the Assessment 3 section found in the main navigation menu of the subject’s Blackboard site. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Academic Integrity Declaration
I declare that except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms
I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly.
Assessment Rubric
| Assessment Attributes | Fail (Yet to achieve minimum standard) 0-49% | Pass (Functional) 50-64% | Credit (Proficient) 65-74% | Distinction (Advanced) 75-84% | High Distinction (Exceptional) 85-100% |
| Demonstrated understanding of the learning cycle/reflection model Percentage for this criterion = 10% | No clear understanding of Kolb’s learning cycle. | Has not clearly demonstrated an understanding of Kolb’s learning cycle. The four stages are not articulated and appropriate to the discussion. | Demonstrated understanding of Kolb’s learning cycle. The four stages are clearly articulated and somewhat add to the discussion. | Demonstrated understanding of Kolb’s learning cycle. The four stages are clearly articulated and appropriate to the discussion. | Demonstrated understanding of Kolb’s learning cycle. The four stages are clearly articulated to a high level and appropriate to the discussion. |
| Reflection and analysis of own experiences demonstrating independent thinking and expressing meaningful insights. Percentage for this criterion = 25% | The learning journey has been cursorily put together and needs significant work in demonstrating how the subject has developed the student. | The learning journey has a passable level of detail; more work is needed to demonstrate how the subject has changed the student as a result of undergoing it. An inadequate, unclear, unfocussed or overview which does not include analysis or personalization or express meaningful insights | The learning journey shows an average level of depth; there may not be any vulnerability or detail in how they have changed as a result of undergoing the subject | The learning journey has a good level of depth and the student has shown a hint of vulnerability as well as good detail in how they have grown as a person and as a professional. Reflection and analysis of own experiences is personalized, and to a certain extent demonstrates independent thinking and expresses insights | The learning journey is chronicled to an appropriate depth and the student has shown vulnerability as well as significant detail in growing as a person as a professional. Reflection and analysis of own experiences is consistently personalized, demonstrates independent thinking and expresses meaningful insights |
| Evidence of changed thinking and/or goal | The learning journey has been cursorily put | The scope of the report needs significant | The scope of the learning journey may need to be | The learning journey has a scope that is good and | The learning journey narrative has been |
| Assessment Attributes | Fail (Yet to achieve minimum standard) 0-49% | Pass (Functional) 50-64% | Credit (Proficient) 65-74% | Distinction (Advanced) 75-84% | High Distinction (Exceptional) 85-100% |
| setting due to new understanding of behaviour Percentage for this criterion = 20% | together and needs significant work in scoping and recounting how the student has developed. Goal setting was not attempted. | adjustment and the student needs further work in demonstrating how they have changed as a result of undergoing the subject. Little attempt was made to set goals based on the knowledge attained from reflection. | adjusted or the account provided may need more imagination as to how the subject developed the student. Goals were set for the future | includes a very good account of how the student changed as a person and as a professional. Based on this reflection measureable goals were set for the future. | scoped well and includes a complete account of how the student changed, both as a person and a professional. Based on this reflection measureable goals were set for the future. |
| Journal appendix Percentage for this criterion = 30% | It may be obvious that the student has not completed self-directed study or completed the learning activities. Significant more work is needed to demonstrate the work the student did in the subject. Little or no evidence is presented. | The student can be seen to have made an attempt to refer to work they have done in their study of the subject to illustrate their journey Module 1.1 – 5.2 documented with some missing. Evidence is not well presented. | The assessment includes a good number of references to previous work completed in the subject to illustrate their journey. Module 1.1 – 5.2 present (although some may be missing) and well documented. Evidence is robust and well presented with some gaps. | The assessment includes a very good number and frequency of references to previously completed work, to illustrate their journey. Module 1.1 – 5.2 present and well documented. Evidence is robust and well presented. | The assessment includes numerous references to the learning journal and learning activities throughout. Module 1.1 – 5.2 present and well documented. Evidence is robust and well presented. |
| Assessment Attributes | Fail (Yet to achieve minimum standard) 0-49% | Pass (Functional) 50-64% | Credit (Proficient) 65-74% | Distinction (Advanced) 75-84% | High Distinction (Exceptional) 85-100% |
| Effective Communication (Written) Percentage for this criterion = 15% | Presents information. Specialised language and terminology is rarely or inaccurately employed. Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation and/or the acknowledgment of sources. | Communicates in a readable manner that largely adheres to the given format. Generally employs specialised language & terminology with accuracy. Meaning is sometimes difficult to follow. Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical. Some errors are evident in spelling, grammar and/or punctuation. | Communicates in a coherent and readable manner that adheres to the given format. Accurately employs specialised language and terminology. Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical. Occasional minor errors present in spelling, grammar and/or punctuation. | Communicates coherently and concisely in a manner that adheres to the given format. Accurately employs a wide range of specialised language and terminology. Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is, clear and persuasive. Spelling, grammar and punctuation are free from errors. | Communicates eloquently. Expresses meaning coherently, concisely and creatively within the given format. Discerningly selects and precisely employs a wide range of specialised language and terminology. Engages and sustains audience’s interest. Information, arguments and evidence are insightful, persuasive and expertly presented. Spelling, grammar and punctuation are free from errors. |
