Module code:

LDD7006M

Level of Study:

7

Module Leader(s):

Dr. Mingxue Wei

Credits:

20

Assessment format:

Reflective portfolio evidencing personal skills development; MS Word format.

Method of submission:

Turnitin within Moodle – insert link

Deadline or Assessment Period:

22 May 2025

12:00 Noon

Feedback date and place:

Three working weeks;

Written feedback on Turnitin/Moodle

Assessment limits: length, load, word count, etc.

Portfolio using MS Word evidencing personal skills development (2,500 words total)

Component number:

1 of 2

Is this exempt from anonymous marking under the policy?

No

Component weighting:

50%

This assessment involves creating a portfolio consisting of twelve reflective logs focused on developing digital and data skills, supported by academic theory and industry insights, to enhance employability.

Your portfolio will help you plan your personal skills development and record the activities you are planning and engaging in during this time. It is important that the content is underpinned by relevant academic theories, concepts, and models where appropriate, as well as contemporary industrial insights. This portfolio gives you the opportunity to reflect. Learning to reflect is an important skill, as it will enable you to make the most of your experience and help develop your self-awareness. Give serious thought to the activities you have identified and planned. This will allow you to consider which aspects of your professional development interest you, what motivates you, and where your strengths and weaknesses lie.

Completing Reflective Logs

• You should identify 12 different areas for development.
• The areas should focus on the development of your digital and data skills. These development activities should address gaps in your digital and data skills that would increase your employability. They could include the knowledge, skills, and behaviours that are essential for organizations wanting to capitalize on the contemporary digital market.
• Each of the 12 reflective logs should have an average word count of 200 words, totalling approximately 2,500 words.
• Images can also be used—ensure these are royalty-free by using a website such as Pixabay.
• References must be included.

Structure of Report:

• Introduction
• Reflective Logs
  Reflective Log 1 (mention identified area of development) – 200 words
  Reflective Log 2 (mention identified area of development) – 200 words
  Reflective Log 3 (mention identified area of development) – 200 words
  Reflective Log 4 (mention identified area of development) – 200 words
  Reflective Log 5 (mention identified area of development) – 200 words
  Reflective Log 6 (mention identified area of development) – 200 words
  Reflective Log 7 (mention identified area of development) – 200 words
  Reflective Log 8 (mention identified area of development) – 200 words
  Reflective Log 9 (mention identified area of development) – 200 words
  Reflective Log 10 (mention identified area of development) – 200 words
  Reflective Log 11 (mention identified area of development) – 200 words
  Reflective Log 12 (mention identified area of development) – 200 words
• Conclusion
• References

Note: Identified areas of development should be related to digital marketing and data skills that can help improve your employability.

Your work needs to:

• Provide practical examples to demonstrate awareness and the application of theory to practice, specific to your development.
• Be underpinned by a range of contemporary academic and industrial research.
• Critically appraise the literature and theories relating to the issue under review, demonstrating awareness and the application of theory to practice.

7.1. Demonstrate in-depth, specialist knowledge and mastery of techniques relevant to the study of opportunities and challenges of digital marketing.

7.3. Formulate a critical awareness of current issues in digital marketing and data analytics informed by knowledge at the forefront of the study, contemporary research, and ethical practice.

7.4. Demonstrate a deep knowledge and critical understanding of organisations, context, and response to changes in the global business environment.

7.7. Develop a critical understanding of the issues relating to digital marketing, enhancing their skills to develop sustainable and ethical, individual, and organisational potential.

Please refer to the York St John University Code of Practice for Assessment and Academic Related Matters 2024-25 (Policy Link).

Please pay particular attention to the Academic Misconduct Policy. Penalties will be applied where a student is found guilty of academic and/or ethical misconduct, including termination of the programme (Policy Link).

You are required to adhere to the word limit set for an assessment and note that you may be subject to a penalty if you exceed that limit. You are required to provide an accurate word count on the cover sheet for each piece of work you submit (Policy Link).

For late or non-submission of work by the published deadline or an approved extended deadline, a mark of 0NS will be recorded. Where a re-assessment opportunity exists, a student will normally be permitted only one attempt to be re-assessed for a capped mark (Policy Link).

An extension to the published deadline may be granted to an individual student if they meet the eligibility criteria (Policy Link).

Please see the assessment criteria below.

Your work will be marked according to the assessment instructions provided within this document and the selected Learning Outcomes’ (LOs) (see above).

Furthermore, this assessment is marked using the assessment marking criteria or a similar rubric that aligns with the University’s Generic Assessment Descriptors (see below).^[1] This is to ensure all assessment decisions are comparable regardless of the discipline or mode of assessment.

Please note that you must meet the required baseline standards (50 – 59%) which will include the LOs and minimum expectations of the assessment. Further still, you must ensure you meet the requirements of each grade boundary to progress to the next, i.e., you should demonstrate your learning through the standards of the Pass, Merit and Distinction to reach a Distinction (70 – 84%). These standards are designed to scaffold and build your learning to achieve your fullest potential in each criterion being assessed.

Pass Grade Bands (100 – 50) (Learning Outcomes must be met)

Fail Grade Bands (49 – 0) (Learning Outcomes are not met)

Assessors, please insert your own assessment marking criteria relevant this module which provides further detail and disciplinary specificity, etc. For more information on how to use the GAD to guide your assessment marking criteria visit Marking Criteria.

Adjectives

Satisfactory

Good

Excellent

Exemplary

Not Successful

Unsuccessful

Fail

Thinking skills 

The work has attempted to apply advanced thinking skills methodically to material from the taught content (core and additional) and to present an evidence-led understanding of the topic.

The work has systematically applied advanced critical thinking skills to the (taught and independently researched) material. It has identified problems with, or asked questions about, the source material and proposed appropriate approaches to resolve these.

The work has successfully offered and evidenced new insights into problems or areas of development which are central to research in this discipline.

The work has created new insights or proposed new hypotheses (where appropriate) in response to problems or areas of development which are at the forefront of research in this discipline. It shows a professional awareness and application of the thinking skills used to process this knowledge.

The work may have applied some thinking skills to part of the existing knowledge from the taught content but not enough of these are advanced thinking skills. More of the core content needs to be addressed or applied in this work.

The work has applied a few thinking skills to the materials from the core content but none of these are advanced thinking skills. Most of the core content has not been addressed or applied. The work is limited by some misunderstandings, misapplications, or gaps in key areas of knowledge from the taught content.

The work has not applied the required thinking skills to the course content. Little or no core content has been addressed or applied. The work is limited by significant misunderstandings, misapplications, or gaps in key areas of knowledge from the taught content.

Research skills 

The work has attempted to apply appropriate research methods from the taught content correctly. It has attempted to solve problems and answer research questions which have been encountered in directed and independent studies.

The work has successfully utilised research methods from the taught content and independent studies. It has carefully selected and applied these research methods to generate data and / or insights to solve complex problems or answer bespoke research questions.

The work is supported by an appropriate / systematic / thoughtful methodological approach and design. The work demonstrates a strong competency and in–depth understanding of the purpose and function of its research methods.

The work has successfully developed new knowledge by using research tools, research design and methodology effectively. It clearly articulates the researcher’s position. The design and rigour of the planning and implementation of the research adheres to the professional standards of the field / discipline / industry.

The work may have partially applied some of the research methods from the taught content to existing knowledge. It does not yet use these skills and methods to solve problems and / or answer research questions. The work needs to include a more coherent account of how these skills and methods are relevant or applicable to the research topic.

The work does not apply the required research methods to existing knowledge. These skills and methods are not used to solve problems and / or answer research questions. The work does not articulate how these skills and methods are relevant or applicable to the research topic. There may be some misunderstandings and misapplications.

The work does not address the required research methods nor apply them to existing knowledge. The work does not attempt to solve problems and / or answer research questions. There is misunderstanding and misapplication of these skills and methods to the taught content and to the research topic.

Practical skills 

The work has attempted to apply the taught techniques in a way which adheres to relevant professional, ethical and / or legal frameworks (including health and safety). It has explained, critiqued and / or adapted established disciplinary practices and / or practical skills where this is relevant. It has demonstrated proactivity in tackling and / or solving problems, planning, and implementing tasks at a professional (or equivalent) level.

The work has successfully applied a range of taught and self-taught techniques in a way which adheres to relevant professional, ethical and / or legal frameworks (including health and safety). These have been integrated to form a system of professional practice.

The work has effectively selected and synergised a range of appropriate skills into a system of practice in a way which adheres to disciplinary / professional / industry / commercial standards. It has applied these techniques in a way which adheres to relevant professional, ethical and / or legal frameworks (including health and safety).

The work has systematically, consistently and / or creatively applied professional / disciplinary skills, in a way which adheres to relevant professional, ethical and / or legal frameworks (including health and safety). It applies these skills as part of a system of practice which would be considered exemplary by disciplinary / professional / industry / commercial colleagues.

The work may have applied some of the core taught techniques but does not fully explain, critique and / or adapt established disciplinary practices / practical skills in a way which adheres to relevant frameworks / guidelines. There is some evidence of proactivity in problem-solving and / or planning and implementing tasks at a professional or equivalent level but more is needed.

The work applies few of the core taught techniques. It does not clearly explain, critique and /or adapt established disciplinary practices / practical skills in a way which adheres to relevant frameworks / guidelines. There is no clear evidence of proactivity in problem-solving and / or planning and implementing tasks at a professional or equivalent level.

The work does not reference or apply any taught techniques. It does not explain, critique, or adapt established disciplinary practices / practical skills. There is little or no evidence of proactivity in problem-solving and / or planning and implementing tasks at a professional or equivalent level. There is little or no evidence of practising in a way which adheres to relevant frameworks / guidelines.

Professional Learning skills 

The work has attempted to reflect on experiences and / or feedback to evaluate the effectiveness of the learning processes / goal setting. It identifies actions to generate identifiable future improvements. The work attempts to engage with further resources / opportunities for support and growth in response to new challenges, and / or for decision-making in complex and unpredictable situations.

The work critically reflects on the learning processes and applies actions which can produce identifiable future improvements. The work recognises gaps and limitations or opportunity to develop. It shows sustained engagement with further resources / opportunities for support and growth in response to new challenges.

The work shows a systematic, critically reflective approach to developing learning processes / goal setting. It evidences the proactive ownership and management of learning and shows an enterprising / aspirational approach, producing significant developments. The work shows critical engagement with further resources / opportunities for support and growth. Decision-making is confident in complex and unpredictable situations.

The work has used critical self-awareness to develop learning without supervision. Its application of reflective practice has resulted in enhanced learning processes and outputs. It identifies aspirational future goals, opportunities, and actions. It shows sustained critical engagement with further resources / opportunities for support and growth in response to new challenges. The work uses considerate and ethical decision making.

The work may show some awareness of personal responsibility for development / reflection on individual learning / disciplinary practice. It needs to use more / other sources of feedback / guidance to achieve satisfactory improvements to work and / or practice.

The work shows limited awareness of personal responsibility for development / reflection on individual learning / disciplinary practice. It does not apply sufficient feedback or guidance to improve work / practice.

The work has not engaged with personal reflections or feedback / guidance, resulting in little or no clear improvement in work or practice.

Communication 

The work is largely clear, coherent and communicates appropriately to an audience. It is aware of relevant technologies and uses an appropriate writing or presentation style

The work communicates using technically proficient language appropriate to the medium and its intended audience. It shows an appreciation of relevant technologies.

The work communicates persuasively. It engages with relevant technologies and communicates complex ideas in ways that are accessible to specialist and non-specialist audiences.

The work communicates with a structure which flows logically. It successfully communicates complex ideas in ways that would be understandable to a range of specialist and non-specialist audiences. The work engages ethically with relevant technologies and uses them in a socially responsible way.

The mode of communication in this work is comprehensible to some extent and there may be some areas of focus (topic / conclusions / intended audience). The work’s language may show some technical proficiency and partially apply an appropriate writing or presentation style but there are gaps, mistakes, or inconsistencies.

The work’s clarity and focus are limited. The language used is not consistent in its coherence or technical proficiency and the works applies few of the features of an appropriate writing or presentation style.

The work has little or no clarity or focus and does not attempt to communicate to an audience. The language used is not clear or technically proficient. Little or no attempt has been made to apply an appropriate writing or presentation style.

Collaboration 

The work attempts to demonstrate an ability to cooperate / negotiate and contribute effectively with others on collaborative tasks to achieve productive outcomes as a team. It shows an appreciation of the differences that result from working with different team members.

The work demonstrates effective cooperation / constructive negotiation with others. It recognises, evaluates, and adapts the individual’s role within the team to best achieve the shared goals and future outcomes set / agreed. The work evidences an engagement with the differences that result from working with diverse team members and an openness to change.

The work recognises and evaluates the strengths and abilities of the team, as well as the opportunities and challenges of the collaborative work. The work identifies and deploys additional resources (professional / specialist). The work embraces the differences that result from working with diverse team members.

The work recognises, critically evaluates, and develops the individual’s role and practices, and supports / leads similar developments amongst the team. The work uses teamwork in its approach to building community and actively embraces the differences that result from working with diverse team members and other perspectives.

The work may show some evidence of engagement but takes a mostly passive approach to working with others. The benefits of working as a team as not fully articulated.

The work records few examples of engagement, which may indicate a difficulty when collaborating with others. These characteristics have limited the outputs or possibility of effective collaboration.

The work evidences little or no engagement with others. This indicates a disengagement from (or rejection of) collaboration.

Creativity 

The work attempts to adapt / combine / transform existing knowledge /concepts to a sufficient extent that it is distinct from these inspirations.

The work is new and valuable by being functional, thought-provoking, and /or informative to an intended audience.

The work and its creative idea / approach is new, surprising, and valuable to a clearly identified audience. It operates at a level of creativity comparable to industry / professional expectations.

The creative idea and style inform (and are integrated consistently into) the work. It is new, valuable, and surprising to an identifiable and well-defined audience and it exceeds this audience’s expectations. It operates as a leading example in the field / discipline / industry.

The work may demonstrate some originality (being new, valuable, or surprising) by adapting / combining / transforming some existing knowledge/ concepts. It partially explains its value or engages an audience, but it needs to distinguish itself from existing knowledge / concepts more clearly.

The work has evidences limited originality (newness, value, surprisingness). It shows few adaptations / combinations / transformations of existing knowledge / concepts to explain its purpose or function or to engage an identified audience. It has mostly replicated existing knowledge / concepts.

This work evidences little or no originality (newness, value, surprisingness). It relies too greatly on replicating a very narrow range of existing knowledge / specific concepts. It does not explain its value nor identify an audience.

Professional Skills (PSRB standards)

Percentage marks are awarded based on the percentage of competency tasks completed in accordance with relevant PSRB requirements,

Pass marks remain at 50%. Critical incidences can result in an automatic failure (49-0%).

Professional Competencies (PSRB standards)

The work demonstrates the achievement of professional competencies when assessed against the requirements of the PSRB.

The work has not demonstrated achievement of professional competencies when assessed against the requirements of a professional statutory or regulatory body (PSRB)

Professional Conventions (PSRB Standards)

The work adheres to the appropriate rules and/or conventions set by regulators or the industry

The work has not succeeded in adhering to the appropriate rules and / or conventions set by regulators or the industry.

Student Name

(unless anonymised)  

Student Number

(as shown on student ID card): 

Word Count / Pages / Duration / Other Limits: 

Attempt Number: 

Date of Submission: 

I have read and understood the Academic Misconduct statement.

Tick to confirm

I have read and understood the Generative Artificial Intelligence use statement.

Tick to confirm

I am satisfied that I have met the Learning Outcomes of this assignment

(please check the Assignment Brief if you are unsure)

​​​ Met

Self-Assessment – If there are particular aspects of your assignment on which you would like feedback, please indicate below.

Optional for students

Suggested prompt questions-

How have you developed or progressed your learning in this work?

What do you feel is the strongest part of this submission?

What feedback would you give yourself?

What part(s) of this assignment are you still unsure about?

Were the learning outcomes met?

Yes If not, what was not met:

Assessor’s response to the student’s submission, request for feedback and / or self-assessment (feedback):

What specific actions should the student undertake to progress their learning? (feedforward):

Please take this and other feedback to your next academic tutorial to plan your future work.