100AEE ASSIGNMENT –

PERSONAL DEVELOPMENT PORTFOLIO (PDP)

DEADLINE :
CW1 : 25 May 2018
CW2 : 15 July 2018
Purpose A PDP is intended to be a developing document which evolves over time as
you develop personally, professionally and academically. It is based on a
process of reflective practice and action planning in which you set yourself
targets and evaluate your performance against those targets. Although
your PDP will contain some historical evidence of previous experiences it is
not a curriculum vitae (CV) or resume.

This assignment is designed to initiate your PDP. For many students, this
will be the first attempt at producing this type of document and this is
reflected within the assignment marking scheme. It is expected that many
students will choose to continue to use their PDP to plan and review their
achievements as they progress through their degree courses and beyond.

It will be divided into two submissions, one in week 7 and another later
week 14.

Working with a PDP should have a number of key benefits:

 it helps you to be focussed and thus maximise what you achieve

 it helps you relate your learning to a wider context
 it helps you articulate your personal goals and evaluate your progress
towards their achievement
 it builds a portfolio of evidence which can help you in securing
employment
 it enables the user to be a reflective professional

First submission assessed the following outcome:

1
Task Develop a personal development portfolio (drafted or final) and presented
overview it and must include;

 a personal biography or introduction

 a reflection and evaluation of what you have achieved so far this
academic year including a small range of your work from this year’s
studies (minimum three items)
 a reflection on your future plans and targets

As a PDP is essentially a personal, private document, the assessment will

not be about judging the validity or correctness of your comments but
rather the thought and rigour which has gone into your evaluation and
analysis.

Students should be mindful of the professional development requirements

of their relevant accrediting body e.g. IEEE, BOE (for Malaysian), IEM (for
Malaysian Engineering society), RAeS, IET, IMechE (Mechanical
Engieering)

Portfolio must be created and submitted using the submission link in

Blackboard. This will be available from the week before the deadline.
Through the development process, students may have created their PDPs
in various formats (ePortfolio, Blog, simple word document) so each
individual will need to follow the relevant instructions for their format.

Task Your Drafted PDP or full PDP must include a number of elements either
Details presented or in the written format.

In CW1, it will be graded based on your presentation and the content of

your slide as stated in the rubric. You can refer to the detail of grading
rubric in CW1 on page 5. You had to submit the drafted copy of PDP and
also the group presentation slide before the due date in the blackboard of
INTI College. No limit to the slide but advised to be less than 10 slides.

In CW2, it will be graded based on your written reflection report and it is

required checked for plagiarism and comply with Coventry referencing
method. You need to submit it in blackboard for Safe Assign checking
submit the hard copy printed to the lecturer before the due date. No word
limit but advised to be less than 1500 words. Detail in page 6

Generally, personal development cover three specific area as :

2
1 Write or present a brief summary of yourself, your educational background
and summarise any previous employment, to set the context for your
development at Coventry University. The main purpose here is to evaluate
how previous experience; knowledge and interests have resulted in you
being here, on your individual courses. A full CV is not required.

2 Write or present reflective evaluation and analysis of what you have

achieved

Within this you should cover the following areas:

 Brief description of the learning events that have had the largest impact
on development so far, (positive or negative).
 Critical evaluation of current attributes and capabilities and how these
have developed since you have started your course
 Recognition of any shortfalls in current capabilities that need
addressing, (SWOT) analysis.
 Supporting evidence; refer to and include examples of 3 (to max 5)
items of work which support your evaluation.

3 Reflectively describe your aspirations for your future and how you plan to
use your study to achieve them.

You should start thinking about what you plan to do post graduation. At
this point in time, you may have very little idea about future
careers so a general direction is fine.

You should consider your academic, personal, and professional

development so far and how you plan to achieve the skills and attributes
are required to move from now into the future, (SWOT analysis, SMART
targets and Problem Based learning such solving the problem and working
in the team during the class exercise).

3
Marking The marking of PDP is in the rubric in the following page and is based on
rubric three main categories that is biographical introduction, reflection and
evaluation of skills developed and goal and aspiration and how those
acquired skill can help in future. The marking criteria is in the scale of 0
(No listed) -10 (Excellent) for each category and weightage explained.

Marking 1 Biographical introduction means description of strengths and

Criteria weaknesses of oneself on why he wants to become Electronic and
Electrical Engineer, and opportunity and threat he may encountered
and skills/qualities he possessed. The Scale of marking is 0 to 10
(i) Professional Code of ethics
(ii) Engineering requirement qualities/skills
(iii) Safety, Health and Environmental understanding
(iv) Resume

2 Goals and Aspirations means whether the goal set follows SMART
criteria and coherent with skills required and exhibit an understanding
of the requirements of the identified career area. SMART goal setting
and reflections on team and problem solving, technical report writing
skill learnt and evaluations of professional engineers’ criteria versus
his possession critically in detail. The scale of marking is from 0 to 10.

(i) Understanding of oneself through career

(ii) Examining of oneself through SWOT
(iii) SMART goal setting
(iv) Technical report writing
(v) Communication skill
(vi) Interpersonal skill

3 Reflection and Evaluation show depth and a sense of understanding

of the aims of their particular degree course supported by work
evidence, this include skill and experience picked up during the
course and application of it, the mock interview and CV submission in
the formative as well as study plan in this course, how detail the
preparation will be assessed on the scale of 0 to 10 as shown in Mark
sheet.

(i) Problem solving skill

(ii) Team building skill
(iii) Time Management skill
(iv) Interviewing skill
(v) CV writing skill
(vi) Study Plan and any other skills that had been discussed during the
class

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100AEE – CW 1 Draft PDP Mark Rubric
(Group Presentation after Problem Based Learning)

Four criteria being assessed:

(1) Introduction of self and team professionally
(2) Skills in solving problems and working in team
(3) Presentation and Communication
(4) Lessons /knowledge learnt

Problem Based Learning - CW1 (Drafted PDP) for week 1 to week 7

Results-based Performance Objectives for Personal Development Portfolio drafted after team/problem learning session

:1 Assessment Criteria for PBL Team Oral Presentation Actual

Success Criteria Weight
Objective Name Objective Description Team
Category Comments on Achievements
Below (< 4) Target (4-7) Stretch (8-10) Results
Introduction Team work / Self Evaluation 1 Proper introduction of No introduction Acceptable Interesting 10% Proper introduction for 10
(Self and team) team members Introduction introduction each member/ Self
evaluation
2 Identification of No stated Acceptable Well defined 10% Clear role and 10
team/self role and responsibilty
responsibility
SWOT, Skill in identify, implement, verify 1 Proper introduction of No prototype and Prototype with Prototype with 8 to 10% To present the actual 10
Performance, and modify the solution and problem and solution < 4 marks 4 to 7 marks 10 mark result in a good manner
Time reflecting the weakness implemented and its and photo of their
Management effectiveness prototyep and explain
the working part
2 Identification of less than 3 Have at least 3 Have at least 3 10% All team shall note down 10
weaknesses in team weakness weaknesses weaknesses the plan solution that did
members or identified/OFI identified with identified with not work and stated why
opportunity for or without OFI excellent OFI and how to make it work
improvement
3 Identification of less than 3 at least 3 Have at least 3 10% Reflect your team 10
strength in the team strengths with strength with or strength with clear strength with full reasons
and how it is being it is reason why make without reasons reasons for and explanation why it
being used in your your team for your team success works
team achievement success success
Presentation Speak with power and alignemnt 1 Proper wear and Some members All members All members wear 10% Wear properly and with 10
with non verbal posture did not wear or wear properly properly with proper arrangemetn of
improper posture and some have excellent posture posture and presentation
good posture
2 Oral Presentation, below expectation meet Above expectation 10% Check the fluency during 10
tone, address & expectation oral presentation, eye
engagement contact, gesture and
tone etc.
3 Power point Mistakes in the Good slides Excellet slids and 10% Check gramma mistake, 10
presentation slides and use V/Aid V/Aids use of visual aids, color
or any others
Participation & Reflection on PBL 1 Experience in the No stated of Stated learning Excellet learning Summarize the learning 10
Learning learning learning or or experience experience experiences in the PBL
expereince gained gained explicitly 10% and how the team had
taken to show it can help
them in future
2 Conclusion and No conclusion or Conclusion on Excellent Q&A & Based on concluding 10
answering the question answering of the PBL and Conclusion slide and answering of
questions from handle the 10% questions from the
the audience questions from audience.
the audience
Total Weights 100% 100

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100AEE - CW 2 Final PDP Mark Rubric
Student:
Criteria 1:
Biographical
introduction
(Especially on what is
EE, and how to be
professional and why he
want to be)
9 and
above Professional quality
8
Exceeds the criteria below
Highly analytical evaluation of
7 are clearly described which span
skills and attributes attained
prior to entering HE. Excellent
appraisal of how these have
influenced previous choices.
6 are coherently described which
Good level of evaluation of
previous activities and good
analysis of how these have
influenced choices.
Descriptive narrative of past
5 descriptive rather than analytical.
experiences and some
evaluation of skills obtained.
Some attempt to engage with
4 the assessment is
demonstrated although
narrative is descriptive and
minimal meaningful work has
been achieved.
Superficial attempt at this
3 Little evidence of meaningful
aspect of the assessment.
Chronological listing only.
2 and No meaningful attempt at this
below aspect of the assessment
Mark (Grade x 2)/20
/20
Tutor’s Comments:
Signature:
Moderator’s Comments:
Signature:
TUTORS ARE REMINDED THAT WE ARE CONSIDERING THE ENGAGEMENT WITH THE
PROCESS OF CREATING A PDP RATHER THAN FOCUSING ON THE SPECIFIC CONTENT
OF THE PDP.
Criteria 2:
Reflection and Evaluation
with work evidence
(For skills learnt during the
class)
Professional quality
Exceeds the criteria below
Highly reflective and indicative of
strong engagement with the course of
studies. Items of work provide clear
supporting evidence
Reflection is analytical and indicates
a good level of engagement with the
course. Items of work provided link
to evaluation and provide some
support to the evaluation
Reflection that tends to the
Work evidence provided and may be
referred to as support
Some attempt at reflection but tends
to indicate a lack of engagement in
the course of studies. Work evidence
may be provided but not used for
support.
reflection. Work evidence missing
No meaningful attempt at this aspect
of the assessment
(Grade x 4)/40
/40
Personal Tutor:
Criteria 3:
Goals and Aspirations are
coherent / career
understanding
(On Long term and short
term SMART goal as well as
CDB and PDP)
Professional quality
Exceeds the criteria below
A range of goals and aspirations
the range of academic, personal
and career-based. Core skills and
attributes are identified and
appropriately described
A number of goals and aspirations
span the range of academic,
personal and career-based. The
main relevant skills and attributes
are identified and described
coherently
A number of goals and aspirations
are described. The most obvious
related skills and attributes
identified, at least to some degree.
Some aims, goals or aspirations
are described. Some sense of
relevant necessary attributes
Goals may be very vaguely
described. There is very little
sense of the personal qualities
needed to achieve the goals
No meaningful attempt at this
aspect of the assessment
(Grade x 4)/40
/40
Tutor Mark:
/100
Agreed Mark:
/100