FIT1049 Assignment 4: Reflecting on your own Professional Practice
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FIT1049: IT Professional practice (S2, 2023)
FIT1049 Assignment 4 : Reflecting on your own Professional Practice
In this assignment you will take some time to reflect on your own professional behaviour within the context of a professional situation. You may not think that being a student is a professional role – but it is : being a student entails particular responsibilities and expected behaviour. Your conduct as a student affects not only you, but other students, members of staff, and the university as a whole.
The purpose of this assignment is to encourage you to reflect on your own professional behaviour as a student – in this case, during your enrolment in FIT1049, and/or other units you have studied this semester.
You must submit a report on your reflection on your experience of FIT1049 and/or other units this semester.
On completion of this assignment, you will be demonstrating the unit’s Learning Outcome 6:
6. Systematically develop and effectively communicate your personal and professional reflections to inform your current and future professional practice.
Carefully read this document; marks will be deducted where any of the specified requirements have not been addressed.
The output of this assignment is a written report, worth 15% of the marks in this unit. The report must be submitted online through Moodle. Penalties apply for late submission - 10% per day (that is 10% of 15% = 1.5% of all marks).
The report is due 9.30am Monday 30th October, the beginning of Week 14.
INSTRUCTIONS
Task: In a report format, write a reflection of 3-4 pages on the processes you followed in order to participate in and complete FIT1049 and/or other units you studied this semester, including a discussion on your own behaviour, participation, engagement, communication and other relevant aspects of your semester experience. You should consider what you have learned about yourself, about what it means to behave professionally in the role of a student, and how you will carry this learning into the future to improve your professional practice - that is, how you intend to behave in future professional situations. To ensure the report has sufficient depth, critical analysis and coherence, focus your writing on a selective number of examples and areas of professional practice that can be linked into a meaningful narrative.
Where appropriate, your reflections should be clearly grounded upon the concepts and theories covered in this unit. This is not a research task, and no additional research is expected (beyond your knowledge of the concepts and theories covered in FIT1049). If you refer to a theory or source of information in your reflection, however, you are expected to apply the APA 7th style of citing and referencing as usual. If you do cite sources in your reflective report, the reference list will not be included in the 3-4 page length requirement (i.e. it would be additional to the 3-4 page length).
For academic integrity reasons, make sure you do not include any text copied over from other assessment tasks you have submitted, including your Portfolio tasks and other assignments; this Assignment 4 report is a separate assessment, so must include original content and writing.
Criteria for assessment:
Your report will be assessed based on the criteria below, and the marking sheet is designed to reflect these criteria. 1. Content of reflection
2. Organisation of reflection
3. Quality of writing
4. Quality of presentation
5. Appropriate citation of sources
For this assessment, you must not use generative artificial intelligence (AI) to
generate any materials or content in relation to the assessment task.
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Criteria |
Exemplary (80-100) |
Meeting aspiration (70-79) |
Satisfactory (60-69) |
Needs development (50-59) |
Unsatisfactory/none (0-49) |
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Description and analysis of the processes involved in the unit(s) (i.e. FIT1049 and/or other units) (5) |
The description of the unit(s) processes is selectively and meaningfully presented (e.g. thematic, chronological), and their analysis is comprehensive and purposefully presented as background of reflections |
The description of the unit(s) processes is meaningfully presented (e.g. thematic, chronological), and their analysis is generally comprehensive and effectively presented as background of reflections |
The description of the unit(s) processes is overall meaningfully presented (e.g. thematic, chronological), but their analysis is limited, though somewhat effectively presented as background of reflections. |
The description of the unit(s) processes resembles more a juxtaposition of information than a cohesive narrative, and/or their analysis is limited and may not be effectively presented as background of reflections. |
The description of the unit(s) processes resembles a juxtaposition of information more than a cohesive narrative, and/or their analysis is not included. |
|
Reflections on the processes involved in the unit(s) (10) |
The unit(s) experience is analysed systematically, using theories and concepts covered in the unit, elaborated comprehensively with examples. The reflections are purposefully and meaningfully presented to address what the student could do to improve their professional practice in future. |
The unit(s) experience is analysed systematically, using theories and concepts covered in the unit, elaborated with examples. The reflections are meaningfully presented to address what the student could do to improve their professional practice in future. |
The unit(s) experience is analysed partially, though using theories and concepts covered in the unit, elaborated with examples. The reflections are meaningfully presented to address what the student could do to improve their study performance and/or participation in future, but there is limited reflection on their professional practice. |
The unit(s) experience is analysed in a limited manner, while using theories and concepts covered in the unit, but with insufficient and/or relevant examples. The reflections are presented partially to address what the student could do to improve their study performance and/or participation in future, but there is limited reflection on their professional practice. |
The unit(s) experience is not analysed sufficiently with reference to theories and concepts covered in the unit, and/or they are not elaborated with sufficient and/or relevant examples. The reflections do not cover what the student could do to improve their study performance and/or participation and/or professional practice in future. |
|
Quality of writing (10) |
The writing is purposefully and effectively formatted and written as a report with a strong narrative and consistent voice. The report includes the effective use of necessary structural elements as appropriate (such as title, author’s name, date and headings). The language and expressions used are consistently professional and articulate, and there are no grammatical or typographical errors in the writing. Where applicable, the writing includes both citing and referencing, consistently and accurately following the APA style. |
The writing is effectively formatted and written as a report with a consistent narrative and voice. The report includes necessary structural elements as appropriate (such as title, author’s name, date and headings). The language and expressions used are generally professional and articulate, but there may be a few grammatical or typographical errors in the writing.
Where applicable, the writing includes both citing and referencing, mostly yet accurately following the APA style. |
The writing is generally formatted and written as a report with a somewhat consistent narrative and voice. The report includes necessary structural elements as appropriate (such as title, author’s name, date and headings), though there may be some inconsistencies at times in the format and/or minor omission of structural elements. The language and expressions used could be more professional and/or articulate at times, and there </ |
2023-10-21