MGMT5050 T3 2024: Assignment 3B – Reflection video rubric
Unsatisfactory Below expectation Pass Credit Distinction High Distinction
Reflection on
challenges and self-
insight
Minimal or no reflection on a
challenging moment. Answer may
be completely generic and not
related to experience.

Mark: 0
Identifies a challenging moment
but lacks depth in reflection.
Shows limited self-insight, with
general comments about
personal growth.

Mark: 7
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Reflects on a challenging moment
with some detail, showing a basic
understanding of the challenge
and general insights about
learning. Reflection demonstrates
self-awareness but may lack
depth.

Mark: 14
Provides a thoughtful reflection on
a challenging moment, showing
evidence of personal development
and specific insights as a learner.
Reflection indicates a strong sense
of self-awareness.
Mark: 16
Offers a deep, introspective
reflection on a challenging
moment, demonstrating resilience
and personal growth. Clearly
articulates new insights about
themselves as learners, showing a
high level of self-awareness and a
highly personalised response to
the learning experience.

Mark: 20
Reflection on AI tool
usage and learning
impact
Fails to reflect on AI tool usage or
its impact on learning. Lacks
understanding of AI’s role and
offers no insight into its future
implications.
Mark: 0
Mentions AI tool usage but
provides limited reflection or
examples. Shows minimal
understanding of its impact on
learning and provides only a brief,
generic opinion on future
implications.

Mark: 7
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Reflects on the use or avoidance
of AI tools with an understanding
of its impact on learning. Future
implications are mentioned but
may lack depth.
Mark: 14
Reflects thoughtfully on AI tool
usage, clear awareness of how it
influenced learning. Provides a
well-reasoned opinion on AI’s role
in education and its future use.

Mark: 16
Provides a nuanced reflection on
the impact of using or avoiding AI
tools, demonstrating a critical
understanding of AI’s role in
education and offering thoughtful
insights into its future implications
for learning.

Mark: 20
Application of
knowledge and
skills in career
Fails to demonstrate any
consideration of applying course
knowledge in a career context.
Shows no awareness of
sustainability or ethics in
professional life.

Mark: 0
Mentions potential actions for
applying course knowledge but
lacks depth or specificity. Shows
limited understanding of
sustainability and ethics in a
professional context.
Mark: 7
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Identifies specific actions to apply
course knowledge in career,
showing a basic understanding of
integrating sustainability and
ethics. Actions are relevant but
may lack depth in impact and/or
personalisation.

Mark: 14
Demonstrates thoughtful
integration of course knowledge
into career goals, identifying
relevant, personalised actions to
incorporate sustainability and
ethics. Shows insight into how
these actions will shape future
professional practices.

Mark: 16
Offers a deep, well-rounded
integration of course knowledge
into career aspirations, detailing
specific, personal, impactful
actions for embedding
sustainability and ethics into
professional life. Reflection
provides clear insight into how
these actions will contribute to
long-term professional growth
and responsible practices.

Mark: 20
Synthesis of personal
reflection and course
learning to develop
insights for lifelong
learning
Purely personal or anecdotal, or
merely descriptive of course
content, with no synthesis or
insights on lifelong learning.
Mark: 0
Includes both personal reflection
and course content but lacks
integration. Synthesis feels
generic and/or superficial, with
little reflection or lifelong learning
insights.
Mark: 3
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Makes meaningful connections
between personal experiences
and course content, showing
some synthesis and initial insights
for lifelong learning. Analysis may
lack depth or miss opportunities
to fully explore implications for
future growth.

Mark: 7

Skillfully synthesises personal
experiences and course content,
offering insights into self, others,
and lifelong learning.

Mark: 8
Demonstrates a nuanced and
comprehensive synthesis of
personal growth and course
learning, with profound insights
into lifelong learning and a clear
vision for future development.
Analysis is deep and fully explores
implications for ongoing personal
and professional growth.

Mark: 10

2
Presentation
structure
Poorly structured and
disorganised presentation.
Presentation may be missing an
introduction or conclusion. No
sense of clear and logical flow and
linkages between ideas. Content
is below or is over the required
time.
Mark: 0
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Generally presents main
argument and ideas logically, but
there is scope for better
coherence and/or flow. May be
missing an introduction or
conclusion.

Mark: 5
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Presentation includes an
introduction, body, and conclusion.
Content organised logically. Links
made to move the viewer from
point to point. Clear line of cohesion
running through the presentation.

Mark: 8
Exceptionally well-structured
presentation with a unique
approach to the structure that is
cohesive and contributes to an
impactful, unforgettable
presentation.
Mark: 10
Presentation skills Unprofessional presentation.
Video may have been edited or is
far outside of the allocated time.
Voice has been AI generated or
altered.
Mark: 0
Reads from a script and uses five
or less of the presentation
factors.
Mark: 5
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Uses 6-8 of the presentation
factors.
Mark: 10
Uses 8-10 of the presentation
factors
Mark: 12
Uses all of the following
presentation factors:
- Clear voice
- Spontaneous style
- Variation of tone
- Natural body position
- Variation in facial expression
- No reading of notes
- Eye contact
- Professional English
- Appropriate dress
- Not edited
- Adheres to time
requirements.

Mark: 15
Failed to upload on
time or transcript is
inaccurate to
presentation.
Failed to upload on time or
transcript is inaccurate to
presentation.
Mark: 0
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Transcript uploaded on time and
is accurate.