Key Message:

“For students to thrive post-university they must be explicitly taught and given the many and varied opportunities needed to practise the self-assessment processes, skills, behaviours and habits of self-directed and self-determined learners: once is not enough for students to achieve the Lifelong learning GLO.” Paul Worsfold

 

 

 

Learning Outcomes

Critically appraise and continue to develop personal and professional capabilities

Knowledge

Skill

Application

Anticipate lifelong learning requirements post-graduation Seek and employ feedback to reflect on performance and outcomes in order to develop as an individual and professional Reflect on personal capabilities and develop habits of self-directed learning that will extend beyond student life

Generic Rubric Lines – for inclusion in your assessment tasks

Knowledge

 

 

 

CRITERION High Distinction  Distinction  Credit  Pass  Fail 
Anticipate lifelong learning requirements post-graduation Formulated strategies to enhance personal and institutional (in-use) learning approaches in order to become more self-directed and self-determined learning approaches. Demonstrated by the student investigating and identifying critical (potential and emerging) issues likely to affect their particular post-university career development and career viability over the lifespan Discussed and justified the significance of learning approaches which best develop self-directed and self-determined learning in light of known and anticipated post-university employment situations and professional development requirements, and identified sources of information promulgating and/or prescribing professional capabilities, standards and criteria, and future world-of-work scenarios relevant to the student as learner and as a graduate Evaluated the efficacy of personal and institutional (in-use), self-directed, and self-determined learning approaches as potential responses to known post-university employment situations and professional development requirements.. Compared and contrasted learning approaches: personal and institutional (in-use), self-directed learning, and self-determined learning Has not compared and contrasted learning approaches: personal and institutional (in-use), self-directed learning, and self-determined learning

Skill

 

 

 

CRITERION High Distinction  Distinction  Credit  Pass  Fail 
Seek and employ feedback to reflect on performance and outcomes in order to develop as an individual and professional Proposed new and future learning objectives: improvements to personal and professional development, owing to the application, analysis and evaluation of:

  • self- and peer-assessments;  
  • problem-management/ opportunity-development approaches;  
  • scenario planning;
  • and  personal reflection techniques
Analysed feedback from the application of…  

  • self- and peer-assessments;
  • problem-management/ opportunity-development approaches;
  • scenario planning;
  • and  personal reflection techniques

…to further discern and prioritise emerging personal and professional learning needs

Summarised feedback from the application of…  

  • self- and peer-assessments;
  • problem-management/ opportunity-development approaches;
  • scenario planning;
  • and  personal reflection techniques

…to identify personal and professional learning needs

Applied reflective practice skills and methods competently, including:

  • self- and peer-assessments;
  • problem-management/ opportunity-development approaches;
  • scenario planning;
  • and  personal reflection techniques
Has not applied reflective practice skills and methods competently, including:

  • self- and peer-assessments;
  • problem-management/ opportunity-development approaches;
  • scenario planning;
  • and  personal reflection techniques

Application

 

 

 

CRITERION High Distinction  Distinction  Credit  Pass  Fail 
Reflect on personal capabilities and develop habits of self-directed learning that will extend beyond student life. Judge, formulate and action resolutions to identified “gaps” in personal, academic and professional capabilities and performance as are current and as are anticipated regarding the next phase of the students’ own learning needs and environment Analyse and forecast personal, academic and professional capability requirements and career development needs in contexts of the students’ course (current as well as next session of study) and the post-university graduate career environment Describe and discuss the progress and depth, or otherwise, of personal, academic and professional capabilities and career development needs in contexts of the students’ current session of study and the post-university graduate career environment Outline the progress and  depth, or otherwise, of personal, academic and professional capabilities and career development needs in contexts of the students’ current session of study and the post-university graduate career environment Does not outline the progress and  depth, or otherwise, of personal, academic and professional capabilities and career development needs in contexts of the students’ current session of study and the post-university graduate career environment