58234 – Subject Title Pathway to SuccessSubject Code BUS101AAssessment

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Title to Code BUS101AAssessment Title ReportGraduate Capabilities2. Innovative Problem Solving3. Technology and Information Literacy7. Independent Self-ManagementLearning Outcome/s b) Identify areas for personal improvement in and career skill areasc) Locate appropriate online resources to support and further academic and career developmente) Express ideas in both written and oral forms to communicate effectivelyAssessment type (group or individual) IndividualWeighting % 30%Word count 750 words (roughly 3-4 paragraphs)+/-10% for word countDue day Week 8Submission type Turnitin ?Format/layout of :ICMS Cover PageTable of ContentsExecutive SummaryFindings• Identification of an area for improvement• Academic Support SolutionsIdentified Conclusion?????References ?Assessment instructions Think about an area of study or academic skill that scares or intimidates you. One that you feel you are not good at, struggle with or believe there is room for improvement.This assessment is a short report that gives you an opportunity to write about an area of academic life that you struggle with or identify as an area for improvement. Provide evidence and show reasoning for the chosen area.The assessment requires you to identify the resources available at the International College of Sydney (ICMS) that you can use to improve your skills in this academic area.The resources could be a range of written or resources that are available at ICMS. List those resources and briefly outline how you will access them and use them to overcome this challenge.The report should include a table of contents, executive summary and the body of the report is referred to as “findings”. Complete the report with a conclusion. The word count does not include the table of contents, the executive summary or references.Readings for the assessmentThis resource can be found online through any browserList or links to relevant readings:International College of Management Sydney (ICMS), Learning and English Assistancehttps://www.icms.edu.au/future-students/student-services/learningand-english-assistanceICMS LibraryGrading Criteria / Rubric The marking rubric for this assessment is shown below.Assessment 2 Report– Marking RubricCriteria HD (85-100) D (75-84) CR(65-74) PASS(50-64) FAIL (0-49)Criteria 1(Weighting 20%)Identification of key learning challenges Clearly identifies the learning challenges in a practical, solution-focused context Some linkage established between thelearning process andacademic support services and resources available in a way that reflects a desire to resolve challenges Minor if any linkage established between the learning process and academic support services and resources available in a way that reflects a desire to resolve challenges The academic challenge is not well articulated, nor are the available resources that can aid in its resolution clearly identified. Statements are mostly generic Fails to provide a link between the academic challenges and the available resources to overcome them. Content is very generic in nature and lacks the specificity required to demonstrate an understanding of the learning challenge aheadCriteria 2(Weighting 20%) Solutions to academic challenges are articulated in a practical context Support solutions are introduced and wellarticulated, citing how the support is to be accessed and utilised Academic support options are cited, but do not consistently link to the career choice entries providing for some lack of clarity in the journal Limited reference is made to the academic support options. When made, the reference is generic Only marginally cites solutions to challenges. Solutions are generic and not in the context of the issues raised Propose solutions are incoherent with regard totheir applicability to the learners academic challengesCriteria 3(Weighting 20%)Interpretation of academic learning challenges from a skills development point of view Clearly shows reflection and thoughtful interpretation of own challenges Some reflection is evident in most parts of the report Little thought is evident in the report with limited application to one’s own learning challenges Very limited thought is evident from the reportand little reference is made to the challenges and the support resources A very generic piece of work that fails to address the fundamental academic challenges or the resources available to resolve themCriteria 4?(Weighting 20%)Use of logical sequencing within the body of the written work Summarises key points well with a simple to follow report that is sequentially sensible and aligns to the challenge presented by the learner Some key points are identified and are sequences in a logical manner, but there is a lack of detail with regard to the academic support resources The solutions lack the depth of thought about the options of accessing academic support There is a lack of clarity in the report with respect to the written content. The report does not reflect the practicalities of accessing support resources Does not show evidence of thoughtful writing. Disparate, generic statements are made that are hard to reconcile with the challenge and the available support resourcesCriteria 5(Weighting 20%) Language, format and correctness ofspelling and grammar Few, if any errors of punctuation, spelling and formatSome typical errors are evident, but overall the writing is correct Several spelling, grammatical and punctuation errors exist in the writing which lacks consistently correct formatting Many spelling, grammatical and punctuation errors exist in the writing. Incorrect formatting and inconsistent treatment of word usage Very high levels of spelling, grammatical and punctuation errors exist in the writing. Very low level of professional styling in presenting the work and significant inconsistency in the use of words

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