英国皇家农业学院Essay范文需求参考 Royal Agricultural College

英国皇家农业学院Essay范文需求参考 Royal Agricultural College

来源:www.51fabiao.org作者:硕博论文发布时间:2012-11-22 15:52论文字数:0字
论文编号:fbo201211221557203745论文地区:中国论文语言:中文论文类型:-
本文英国皇家农学院的一个Essay范文,写作essay的指导大纲以及评分标准,这是一个典型的英国短文写作的要求,是本站写作essay的普通格式.

皇家农业学院 Essay范文

评估文件2011/12

模块名称 管理和个人发展技能
模块编号 3031
工作人员工作 Ya'qub Murray

详细联系方式

Royal Agricultural College

Assessment Brief Document 2011/12

Module name Management Learning and Personal Development Skills
Module number 3031
Staff member setting exercise Ya’qub Murray
Contact details 

Word or time length guide
Assessment – Maximum 2500 words (not including footnotes, bibliography and appendices). The penalty for failing to observe the specified maximum word length will be a deduction of 5% from your assessed mark for every 100 words (in deficit/in excess)
Contribution to module assessment (%) 50%
Date set Monday 23 January 2012

Submission deadline On or before midnight Friday 23 March 2012
Submit to Gateway web page

Return date Within three weeks

Marking guidance (breakdown of marks to subsections) N/A



4 etc. 

Assessment Brief 评估摘要

This assessment is in the form of a first person essay in which you will be expected to demonstrate the following:

• You have some knowledge of theory that you have chosen to study in the module

• That this knowledge has helped you to develop insights into your own personal development for organisational life

• That you can develop a persuasive argument to demonstrate your insights about your own personal development

• That you are able to express your ideas clearly

It is expected that you will cite ideas and material that you have read in preparation for this essay. Ensure that you present citations and a list of references used in the Harvard referencing approach. If you use website citations, be careful to establish the author of the work, the hosting website and the date retrieved.

Do not be tempted to quote large passages of theory or material from the texts you read. A short statement of the theory (model or concept) is all that is needed to show the reader that you have awareness of it, and have taken it into account in the development of your argument. It is much more convincing if you use these ideas from your reading to help you to develop your own understanding of the context and positions taken in the essay.

Try to show that you have awareness of possible alternative positions to the one you have taken.

The first-person essay should be word processed, and you should use spell check to edit your final composition.

Assessment Topic
On completion of your participation in this module you are required to produce a first-person account of your own learning. The context for this assessment is your personal preparation in reflecting on your business management learning as you are poised to enter organisation life and work.

Assessment Brief

Drawing on those qualitative data*you have collected through your attendance and participation with your co-learners in this module, you are asked to evaluate the strengths and limitations of your personal skills in a first-person account.

*(including your personal diary reflections, evidence of discussions with others, records and explanations of the relevance of constructive feedback given and received in classes, and evidence of critical and thoughtful engagement with literature showing the reader how this has influenced your understanding of your personal development and the importance of ‘management learning’)

Assessment purpose
The purpose of the assessment is to assess the levels of your understanding of module content (see Biggs’s SOLO taxonomy below) and the extent to which you can demonstrate the module learning outcomes. It can be helpful, for example, to visualise your learning as a ‘journey’ and to articulate it as a ‘narrative’ or story.

Keep in mind the following:
• How you intend to keep a record of those qualitative data (i.e. in a learning journal, diary or log)
• How you intend analysing those data
• What will count as evidence in your evaluation
• What kind of action you propose to take to support your personal development (an Action Plan can be provided as an appendix).

Assessment Criteria
1. What do I want the student to demonstrate in this assessment?
Knowledge of concepts and the ability to apply these concepts to an analysis of their strengths and limitations of their personal development as they prepare to enter organisational life

2. What concepts do I want the student to use?
Specifically: concepts of management learning and personal development
 
• A satisfactory answer will show:
Knowledge of the above concepts, in particular interpersonal skills, and an ability to show at a basic level they were aware of how these heave been demonstrated and evaluated during the module’s learning activities

• A good answer will show:
Basic reflection about the implications of management learning and personal development theorising for managers when preparing to enter organisational life, and the importance of self development for managers responsible for the ethical supervision, motivation and development of others

• An excellent answer will show: 
A reflexive understanding of their (own) thinking about management learning and personal development as applied to organisational life. This would include detailed and authentic reflection on the practice of their interpersonal skills with others, an explanation of the validity of this reflection, and how reflection has been influenced by the concepts and theorising encountered in management learning and personal development.

Guidance Notes accompanying the Assessment
As this is the first time in your degree programme that you will have been asked to write a first person narrative account, detailed guidance notes have been provided.

You are expected to write this assessment as a first person essay. This is sometimes called an “I” account. This does not mean that you cannot incorporate second-person voices in the form of interpersonal feedback, or that you do not need to consult the module literature, because you do.  Polyvocality will be appreciated.

Citing Steven Taylor (2004) - "The term first person alludes to grammar and indeed first person research is 'I' research. However, second person research is not strictly 'you' research, but rather research that works from a sense of you being in relationship to me, so it is really 'us' research. Third person research reaches out to a wider world, to 'him' and 'her'. ...In modern management theory, this first person research is best developed in the organizational change and development literature that suggests that transformational organizational change must include changing your self."  (Presentational Form in First Person Research. Action Research, Volume 2(1); 71-88)

You should provide evidence in your essay that you have consulted the literature set out in the Handbook, and more widely. 

The quality of your account will be assessed for the authenticity of the narrative you produce.

What is meant by First-Person?
A first person account is one that that places a personal ‘I’ centred perspective at the centre of the text: for example, how you felt, what sense you made of the exercise or feedback, what you have changed and why, how you are gaining an insight to your Personal skills development, what you feel angry about. First person writing is about YOU, and your reflections on your learning experiences WITH OTHERS. It is conventional to use ‘I’ in a reflexive way in a first-person account.

What is meant by Account?
Having participated in this module your assessment asks you to write an essay in the form of an account for your learning. What is required in this account? What is it that you are being asked to account for?

Well, in being asked to account for your learning you are being invited to take responsibility to explain (i.e. make plain; interpret and account for; give reasons for) your learning journey to a reader: somebody who wasn’t there with you in the journey, but who is interested to know about it from your point of view. An excellent account should first and foremost show how you have consulted (i.e. made reference to; show evidence of engagement with) with the literature. In addition you will need to plan and prepare your essay, and you should consider the following steps:

• Follow closely and correctly all of the instructions concerning the essay and guidance in writing it
• Read and ensure you understand the Assessment Criteria - be clear about what you are being asked to do
• Carry out the necessary preparation and reading - allow plenty of time to do this. Reading the recommended texts is essential
• Write the essay - be sure that you address and answer what you are being asked to do in the question
• Plan your essay - structure and sections - and once you have written it leave it for a day or two and then return to it, read it, and make sure that your meanings/explanations/justifications/evaluations are clearly expressed. To help you achieve this ask a friend to read it and tell you what they think about it
• Make sure you actually ‘do’ what you are being asked ‘to do’

What you are being invited to write is a narrative essay. This is a storied explanation of your own experiences of learning. For example, these experiences could include the following –

• Your appreciation of what exercises went well for you, and what went badly and why?
• What difficulties you experienced with aspects of your learning
• How did certain exercises make you feel, and how did you handle (i.e. process, and work through) those feelings?
• What is the relevance of this form of learning for understanding how you might adjust to organisational life, or deal with problems that come your way in organisational life?
• How easy was it to give or receive feedback from/to/among others?
• When did feedback lead to positive feelings and when to negative feelings and how did you handle and work with negative and positive feelings/experiences/feedback?
• How did you handle your feelings and thoughts about those exercises whose purpose you didn’t immediately understand (or haven’t been able to value at all)? – What have you learned from this process? 
• How have your inter/personal experiences in this Module helped you to reflect on and perhaps transform your understanding of your interpersonal strengths and limitations, and the choices available to you to modify these when working with others in organisation?

You will need to illustrate (i.e. use concrete examples to make clear what you mean, or what you are claiming to have achieved or to have insight about) your explanation appropriately in your essay. 

Of course, the other meaning of account is to justify your claims (i.e. show adequate grounds for decision, insights, or conclusions; answer the main objections likely to be made to them) to have learned about your interpersonal qualities, and to bring and show evidence to support your insights and reflections.

In this sense ‘account for’ refers to the justification, advocacy and clarity of independent argument you achieve in your account. This is important – the quality of your account will be assessed in its credibility. How believable is this account of your claim to have learned? Clearly a good quality account will require you to reflect on your learning experiences and to consult ideas in the literature that help to explain your learning. 

In short, your ‘account’ has to communicate the most important meanings of your learning in this module in a way that communicates clearly to others.

So this puts the emphasis on YOU to take responsibility for writing an accessible text – by this I mean that your ‘account’ has to be enjoyable to read. It has to have the ‘ring true’ factor. It should resonate with the experiences of the assessors, and it should be authentic (i.e. candid, honest, and reflexive). So you will need to think very carefully about your ‘narrative arc’, i.e. the story line, the flow of your narrative.

What is authenticity? 
What we mean by authenticity is personal honesty, genuineness and integrity. Your account has to 'ring true'. Your report should be candid. You should provide a self-critical and realistic evaluation of your Personal skills, and their strengths and limitations. You need to be genuine and take responsibility for your own feelings: the idea of being truthful to yourself comes to mind.

Of course, other people may not want to hear how you feel/think, and may not know how to handle some difficult feedback. But, this is what diversity and difference is all about. Being authentic is being liberated from group pressures and conformity: it’s about being yourself and being comfortable in your own ‘skin, if you will. Of course, this is not easy to achieve. So, it is perfectly acceptable (and academically legitimate) to write about how this way of working makes you feel.

Inter/-Personal life is made up of your meanings, interpretations and feelings. How you share these with others, and in turn how they are received and mirrored back to you is vital. This complex psycho-social routine is at the heart of relationships, including those involving co-workers in organizational life. Your account should be candid in explaining why you participated in exercises and why you chose not to, if this is appropriate. As Professor Jean Clandinin puts it –

These 'hard truths' will have to be honestly considered, reflected on, and reported with an appropriate degree of thoughtful insight in your account.  [Clandinin, J. (ed.) (2007) Handbook of Narrative Inquiry: Mapping a Methodology. Thousand Oaks: Sage]

In accounting for your learning it can be helpful to keep the following prompts in mind -

• What is vital for a self-reflexive learning account is your honesty and authenticity in writing the account (Kim Etherington, 2004)
• What have you included as data and what do you count as evidence of your learning? A clue: see Kim Etherington’s (2004) ideas concerning what counts as good quality reflexive research
• What aspects of the process of learning did you find enjoyable/difficult/uncomfortable in this module?
• What was the nature of your pleasure/discomfort? How would you explain this by looking into your self and taking educational responsibility for your experience?
• How has this module helped you to develop your appreciation of the value of introspective management learning?
• Of the interpersonal and intersubjective exercises you have participated in, which impressed you most/least and why? In making your evaluation please focus inwardly, and not outwardly, accounting for your feelings and emotions and insights as a reflexive process
• What have you learned about yourself?
• What do you believe counts as data and evidence of your learning?
• How will you ‘handle’ (i.e. interrogate, classify, and identify significant) data in order to provide compelling evidence of your claim to have learned during this module? 
• In respect of your account, what ideas other than your own are you able to draw on to explore your learning?  Are they properly referenced?
• Account for your experience in the first-person: this is a first person inquiry into your own learning
• Please try to be authentic and candid in relating your learning to [a] your level of attendance, and [b] your own willingness (or not) to participate in exercises and interpersonal tasks.

Biggs’s SOLO taxonomy:
The SOLO taxonomy describes five levels of progression in understanding and is used to identify levels of increasing complexity in a student's understanding of a subject. The importance of the SOLO taxonomy for students is that it informs Module learning outcomes and Assessment criteria: 

Level 1: Prestructural – Use of irrelevant information in a seminar, essay or presentation; no meaningful response to the essay question/presentation requirement

Level 2: Unistructural – Answer/presentation focuses on one relevant aspect only

Level 3: Multistructural – Answer/presentation focuses on several relevant responses, but they are not coordinated, not ‘brought together’

Level 4: Relational – All elements of the several responses are integrated (another typical word to describe this would be synthesized) into a coherent whole: details are linked to conclusions; meaning is understood.

Level 5: Extended abstract – Answer generalises the structure beyond the information given; higher-order principles are used to bring in a new and broader set of issues.

Referencing / academic misconduct:
All work must be referenced properly to avoid charges of plagiarism or cheating using the referencing system described in the Harvard Referencing Guide (mini Harvard Guide attached) and in accordance with the current RAC Academic Regulations.

Support Documentation:
All guidance, marking criteria and regulation documents are available from the handbooks www.51fabiao.org section of the Student Resources intranet site