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ASSESSMENT 3 BRIEF
Subject Code and Title
LSD403 Life Stages and Development
Assessment
Assessment 3: Reflective Essay
Individual/Group
Individual
Length
1500 words +/- 10%
Learning Outcomes
The Subject Learning Outcomes demonstrated by successful completion of the task below include:
SLO c ), SLO d)
Submission
Due by 11:55pm AEST Sunday end of Module 11 (Week 11)
Weighting
35%
Total Marks
100 marks
Task Summary
To consolidate your knowledge of the impact of childhood experience and to evaluate the impact of lifelong experience on personality and human development, you are required to reflect on your own childhood experience.
You will be required to identify and reflect upon two (2) of your own developmental milestones (one from childhood and one from adulthood), and provide a critical reflection that describes your experiences, then write about them in light of developmental theories studied.
Please see the Task Instructions for more details.
Context
This assessment will facilitate your application of lifespan theories to the practical situations you may encounter in your role as a counsellor. It will assist you in developing the capacity to be self-reflexive around your childhood experiences and to appreciate your own lifespan development.
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Task Instructions
For this assessment, you are required to write a reflective essay about the way your own childhood experiences have affected your personal development.
1. First, you must identify and describe two (1) significant personal developmental milestones. One from your early childhood and another from adulthood.
2. Next, consider an important event from your adult life for which you have an adequate explicit memory: finding and holding a long-term job, having children, raising children through a key developmental period (such as adolescence), developing a committed relationship, embracing a mid-life change, coming out as a sexual minority, and so forth. Equally, overcoming some trauma or adversity (including significant loss) with the outcome of greater self- empowerment would be relevant.
3. Then, using evidence, critically analyse how the milestones you experienced in your early years affected your development in later stages of life, with relation to the event you considered in step 2. Each milestone is to be analysed with reference to bio‐psycho-social, political and cultural influences, how they impacted your life-course and how you have learnt from them. This should include the decisions faced, changes that occurred, chances you did or did not have and choices you made. Please make reference of the developmental theories discussed during the subject as part of your reflection.
Developmental Milestone Considerations
Here are a few comments relating to what counts as a milestone. Most approaches to the study of human development identify major periods. This course has been partially divided along such lines. Periods themselves are not milestones, but the successful conclusion and transition from one period to the next might count as a milestone. Within each of the developmental periods, there will be a host of varying tasks, many of which will have been discussed in class or readings.
For example, in infancy the commencement of an initial attachment in the first two years of life is a developmental milestone. So also is the development of language in early childhood or even learning to walk for that matter. A first romantic relationship, in adolescence or adulthood would be another example of a milestone. The loss of a close loved one might also be a consideration.
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Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing
Submission Instructions
The assessment must be submitted electronically in Microsoft Word format through the LMS portal. Other formats may not be readable by markers. Submit the case study via the Assessment link in the main navigation menu in LSD403: Life Stages and Development. The Lecturer will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Due by 11:55pm AEST Sunday end of Module 11 (Week 11).
Academic Integrity
The work you submit for this assessment task must be your own and align with the Torrens University Australia Academic Integrity Policy and Procedure. Before submission, please make sure you have read and are aware of this policy, viewable online at http://www.torrens.edu.au/policies- and-forms.
Also, please keep a copy of all submitted material and their drafts.
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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%
Critical analysis of personal experiences associated with childhood
Percentage for this criterion = 35%
Does not clearly identify two milestones associated with childhood experience
Insufficient detail or explanation provided of milestone events, their outcomes or the context surrounding them
Fails to consider bio‐ psycho-social, political and cultural influences on developmental milestones
No relationship made between childhood milestones and theories of development
Introduces two milestones, though with little clarity or detailed explanation
Some context provided for each milestone, without clarity on the affect it produced
Rudimentary discussion made about bio‐psycho-social, political and cultural influences on developmental milestones, with little example or justification
Loosely links childhood milestones to theories of development, with multiple errors or without credible evidence
Identifies two milestones and briefly explains each
The context surrounding each milestone is discussed, and related to an impact or outcome
Bio‐psycho-social, political and cultural influences are considered and related to each milestone, with examples provided
Childhood milestones discussed in relation to theories of development, with some errors or inaccuracies
Outlines two milestones and clearly explains each in detail
The context surrounding each milestone is well- defined, with significant components considered in relation to the impact they had at the time
An intelligent correlation is made between each milestone and the bio‐ psycho-social, political and cultural factors that may have influenced it, with credible supporting evidence
Childhood milestones accurately linked to appropriate theories of development, with few errors
Two milestones distinctly and succinctly detailed
The context surrounding each milestone is critically- analysed, with an intelligent reflective examination provided on the impacts significant components had, using sound, logical examples
The bio‐psycho-social, political and cultural factors influencing each milestone are clearly specified and clinically scrutinized with the support of calm rationale and current, reliable evidence
Analysis seamlessly integrates childhood milestones with appropriate theories of development, and includes expert justification, supporting evidence and a
high degree of accuracy
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Self-reflexive understanding of impact personal experiences have on lifelong development
Percentage for this criterion = 35%
Reflection and analysis of childhood and adult experiences insufficient or absent
Significant event associated with adulthood insufficiently examined
Limited relationship established between childhood experience and impact on situations associated with development
Insufficient mention of personal development occurring related to reflection or life experiences
Some reflection of childhood and adult experiences evident, with minimal detail
Brief mention of notable event from adulthood, with some justification of its significance to lifelong development
Some connection made between impact childhood experience has on situations associated with development in adulthood, with multiple errors or inaccuracies or insufficient supporting evidence
Some evidence provided of decisions, learning or transformations occurring as a result of reflection or life experiences, with limited justification or discussion of outcomes
Moderately developed critical reflection and analysis of childhood and adult experiences
Important event from adulthood identified with its significance to lifelong development made clear
Emotional responses experienced during the specified adulthood event linked to specific childhood milestones, with their impact on personal development, supported by appropriate evidence with some errors
Student clarifies the decisions, learning or transformations that took place as a result of life experiences, using reasonable justification and supporting evidence
Substantially developed critical reflection and analysis provided of childhood and adult experiences
Important event from adulthood discussed, with its significance to lifelong development compared to other situations experienced in adulthood
Psychological, biological and/or physical responses experienced during the specified adulthood event detailed and examined, and related to childhood milestones, with their impact on personal development described and supported by credible evidence from multiple sources with few errors
Student reflects on and examines the decisions, learning or transformations that took place as a result of life experiences using rational, professional justification and appropriate evidence
Exceptionally developed critical reflection and analysis of childhood and adult experiences
Important event from adulthood identified and distinctly explained, with its significance to lifelong development examined in relation to other events of importance from adulthood
Psychological, biological and/or physical responses experienced during and after the specified adulthood event analysed, and directly correlated to childhood milestones using clinical justification, with their impact on personal development described and supported by current, reliable evidence from multiple sources with few errors
Student critically reflects on and scrutinises the decisions, learning or transformations that took place as a result of life
experiences, succinctly
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clarifying their understanding of self now as a result, supported by rational, clinical justification and evidence from expert sources
Communication, readability and structure of the assessment.
Percentage for this criterion = 15%
Assignment more than 20% over or under limit
Presents information
Specialised language and terminology are rarely used 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
Assignment length 10-20% over or under limit
Communicates in a readable manner that largely adheres to the given format
Generally employs specialised language and 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.
Assignment length within limit
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
Assignment length within limit
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
Assignment length within limit. 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
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Correct citation of key resources and evidence
Percentage for this criterion = 15%
Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas
Referencing is omitted or does not resemble APA
Demonstrates use of at least 10 credible and relevant resources to support and develop ideas, but these are not always explicit or well developed
Referencing resembles APA, with frequent or repeated errors
Demonstrates use of 15 or more credible resources to support and develop ideas
Referencing resembles APA, with occasional errors
Demonstrates use of at least 20 good quality, credible and relevant resources to support and develop arguments and statements.
Show evidence of wide scope within the organisation for sourcing evidence
APA referencing is free from errors
Demonstrates use of more than 20 high-quality, credible and relevant resources to support and develop arguments and position statements.
Show evidence of wide scope within and without the organisation for sourcing evidence
APA referencing is free from errors
The following Subject Learning Outcomes are addressed in this assessment
SLO c)
Demonstrate a self-reflexive understanding of childhood experience
SLO d)
Critically analyse and evaluate the impact of lifelong experience on personality and human development