COU104A – AB3, RJ Page 1
Assessment Brief
Program Bachelor of Applied Social Science
Subject Applied Counselling 1
Subjectcode COU104A
Name of assessment
Assessment 3: Reflective Journal
Length 2500 Words
Learningoutcomesaddressed
by this assessment: B, C, D, E
Submission Date: End of week 11, Sunday 11.55 pm
Assessmentbriefsummary:
Students are required to maintain a reflective journal from week two to
week eleven. The journal needs to highlight the interaction with the
module materials and highlight the progress made through the module.
The journal also needs to cover concerns raised and how students
have responded to them.
Totalmarks 40
Weighting 40%
Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total
mark e.g. a task marked out of 40 will incur a 4 mark penalty per day.
Please note: you must attempt all tasks in a subject to be eligible to pass the subject.
More information, please refer to the Academic Progression Policy on http://www.think.edu.au/about‐think/think‐
quality/our‐policies.
COU104A – AB3, RJ Page 2
Assessment Description:
Reflective Journal: Write and maintain a reflective journal from week two to week eleven.
The journal needs to highlight your interaction with the module materials and highlight the
progress made through the module. The journal also needs to cover concerns raised and
how you have responded to them, using examples where possible.
You are encouraged to summarize and condense each weekly entry down to 200 words
for submission.
In your journal please reflect on the learning outcomes below:
Demonstration of assertive communication skills in the counsellingcontext
Ability to apply the value of listening in the counselling context
Developing ideas on a counselling model of student’s choice
Ability to critically reflect on and evaluate own use of the core counselling skills and
ability to identify strategies for improvements.
In each entry you need to address the following:
Description – What happened?
Analysis – Why did it happen? What were you feeling? What theories might
help explain what happened? Are there other perspectives that
challenge your views?
Outcomes or Actions – What did you learn? What would you do differently next time?
When reflecting on your learning (such as an educational theory you have learned about within
a unit) you might address the following questions:
Description – What is the concept, idea or theory you are reflecting on?
Analysis – Are there aspects you found particularly interesting or challenging?
Does it tie in with anything you have learned in the past? Has it
changed the way you think, or affirmed something you already
knew?
Outcomes or Action – What else might you need to find out? Do you have any questions?
How might you incorporate or apply these ideas in the future,
perhaps in your professional life?
Whether reflecting on an experience, on your own learning, or both, you will need to make sure
you include description, analysis and outcomes or action.
Your final version of journal should include:
an introductory section (approximately 250 words) setting the context for your journal
and what you hope to achieve
an entry for each week from week 2 to week 11 (app. 200 words each)
a summary section (approximately 250 words) outlining what you have learned from
your journal and how you will apply that knowledge
COU104A – AB3, RJ Page 3
This journal is assessing for your capacity to reflect on, and integrate, the theory into your
counselling practice. It is written in the first person and the literature can be used to support
commentary.
Assessment Marking Matrix:
Max. in
category
Your
points
Ability to analyse and reflect on the application of counselling
skills 10
Documentation of counselling skillsdevelopment andprogress
over theterm
10
Areasforfurtherimprovementidentified and strategiesfor
development proposed 10
Regularity and consistency ofweekly journal entries 5
Word count,readability, and structure 5
Total: 40
Comments:
What we want tosee:
Researching: You can search for peer-reviewed journal articles, which you can find in the
online journal databases and which can be accessed from the library homepage. Reputable
news sites such as The Conversation (https://theconversation.com/au/health), online
dictionaries and online encyclopedias are acceptable as a starting point to gain knowledge
about a topic. Government departments, research institutes such as the National Health and
Medical Research Council (NHMRC), international organisations such as the World Health
Organisation (WHO) and local not for profit organisations such as the Cancer Council are
also good resources.
Formatting: The assessment MUST be submitted electronically in Microsoft Word format.
Other formats may not be readable by markers. Please be aware that any assessments
submitted in other formats will be considered LATE and will lose marks until it is presented in
Word.
COU104A – AB3, RJ Page 4
What we don’t want to see:
Plagiarism: All sources of information need to properly be acknowledged. Please refer to
the plagiarism website on blackboardi
. By clicking the ‘Upload this file’ button you
acknowledge that you have read, understood and can confirm that the work you are about to
submit complies with the Flexible and Online plagiarism policy as shown in the JNI Student
Handbook. Like other forms of cheating plagiarism is treated seriously. Plagiarising students
will be referred to the Program Manager.
Word Count: Marks will be deducted for failure to adhere to the word count – as a general
rule you may go over or under by 10% than the stated length.
Late Submissions: Students are advised that any submissions past the due date incur a
10% penalty per day, calculated from the total mark e.g. a task marked out of 30 will incur
3 marks penalty per day.
No submission: Students must attempt all tasks to be eligible to pass the unit.
Resources Available toYOU:
1. Academic writing guide link
https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&c
ontent_id=_2498847_1&mode=reset
2. Writing & referencing: The link to the Learning and Academic Skills Unit (LASU)
is on the left pulldown menu on the blackboard home page:
https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&c
ontent_id=_2498847_1&mode=reset
LASU also provides a series of academic skills tutorials. Please contact Caroline
Spaans (cspaans@laureate.net.au, 02 949 23214).
3. Researching: A guide to researching is available on the library page
http://library.think.edu.au/research_skills/.
Please contact the online and Pyrmont librarian for Health, DawnVaux
(dvaux@laureate.net.au) if you would like further help or a tutorial on how to do research
this way.
More information can be found in Think Education Assessment Policy document on the
Think Education website.
i
https://laureate‐
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content_id=_2498858_1&mode=reset
________________
I see that you have provided an assessment brief for Assessment 3: Reflective Journal for the subject COU104A (Applied Counselling 1). In this assessment, students are required to maintain a reflective journal from week two to week eleven, highlighting their interaction with the module materials, progress made, concerns raised, and how they responded to them. The journal should address specific learning outcomes related to assertive communication skills, listening in the counselling context, developing ideas on a counselling model, and critically reflecting on and evaluating the use of core counselling skills. The final journal should include an introductory section, weekly entries, and a summary section. The assessment is worth 40% of the total marks, and there are specific criteria for marking, including the ability to analyze and reflect on counselling skills, document skills development, identify areas for improvement, and demonstrate regularity and consistency in journal entries. The word count, readability, and structure of the journal will also be evaluated.
The assessment brief provides guidelines on what to include in each journal entry, such as descriptions of what happened, analysis of why it happened and the feelings involved, and outcomes or actions taken. Additionally, students are encouraged to reflect on educational theories, concepts, or ideas they have learned, address their interests or challenges, and consider how they can apply these ideas in the future.
The marking matrix outlines the maximum points available for each category, including the ability to analyze and reflect on counselling skills, document skills development and progress, identify areas for improvement, and maintain regular and consistent journal entries.
The brief also includes information about formatting requirements, the importance of avoiding plagiarism, adhering to the word count, and submitting the assessment on time. It provides resources available to students, such as an academic writing guide, writing and referencing support from the Learning and Academic Skills Unit (LASU), and research guidance from the library.
The assessment aims to assess students’ ability to reflect on and integrate counselling theory into their practice.
