Marking Criteria and Feedback: Developing Collaborative Practice
LEARNING OUTCOME
/ Less than 40 / 40 -49 / 50 - 59 / 60 - 69 / 70 - 79 / 80+score (LO1)
/ 0-9 / 10-11 / 12-13 / 14-15 / 16-18 / 19-221 Evaluatethe principles of service user and carer involvement in the context of interprofessional working. / Service user involvement is poorly defined;No attempt is made to show a relationship between service user involvement and interprofessional working. The specified word limits are exceeded by more than 10%.. / Issues around the relationship between service user and carer involvement and interprofessional working are identified and explored. The specified word limit is not exceeded by more than 10%. / Discussion of the relationship between service user and carer involvement is well structured and logical. The concepts of interprofessional working and collaborative practice are defined and clearly supported by reference to sources and are generally adhered to. The specified word limit is not exceeded by more than 10%. / Discussion of the relationship between service user and carer involvement is well structured with some reference to both positive aspects and challenges. The definitions of concepts of interprofessional working and collaborative practice are clearly supported by reference to appropriate sources. The specified word limit is not exceeded by more than 10%. / Positive and challenging aspects of service user involvement are clearly argued,The concepts of interprofessional working and collaborative practice are clearly defined and differentiated. Arguments are supported by appropriate and relevant sources.The specified word limit is not exceeded by more than 10%. / An excellent , well structured discussion that displays a high level of critical awareness through clear identification of the strengths and weaknesses of the principles of service user/carer involvement. The concepts of interprofessional working and collaborative practice are clearly defined and differentiated. Arguments are supported by appropriate and relevant. The specified word limit is not exceeded by more than 10%.
score (LO2) / 0-9 / 10-11 / 12-13 / 14-15 / 16-18 / 19-22
2. Demonstrate your understanding of key components of contemporary policy drivers for collaborative working and integrated services / Weak selection of relevant national directive/guideline to discuss with no or very limited understanding of its aims and principles. / Policy regarding collaborative working and integration of services are identified and key issues explored / Relevant national directive/guideline is selected with an understanding of how the policy informs or relates to collaborative working and/or the integration of services. Relevant sources are referred to. / National directive/guideline r is selected for its relevance. A good understanding is demonstrated of key components of policy drivers for collaborative working and integrated services. Work is supported by reference to relevant sources / National directive/guideline is carefully selected for its relevance. A critical approach through identifying strengths and weaknesses is demonstrated to show developed understanding of key components of policy drivers for collaborative working and integrated services. Work is supported by reference to relevant sources / Excellent work that uses judicious selection of national directive/guideline. A critical approach is used that demonstrates clear understanding of key components of policy drivers for collaborative working and integrated services. There is demonstration of critical appraisal of sources used.
score (LO3) / 0-9 / 10-11 / 12-13 / 14-15 / 16-18 / 19-22
3. Evaluate collaborative working through engaging with practice based situations / Poor recognition of collaboration in practice with no or inappropriate examples cited. / Judgements are made concerning collaboration in practice and are supported by reference to examples / An application of selected national directive/guideline is made to a practice based scenario with some discussion of examples of opportunities for collaboration featured in the practice based situation. / Selected national directive/guideline is relevant and clearly applied to a practice based situation. Examples of where opportunities for collaboration arise in the situation are identified and discussed in the context of the national directive/guideline
. / A good illustration of how national directive/guideline might inform or impact on collaborative practice using a clear analysis of a practice based situation to show where opportunities for collaboration arise. / An excellent evaluation of how national directive/guideline might inform and impact on collaborative aspects of practice elaborated through the critical use of examples, from a practice based situation, of where opportunities for collaboration arise.
score (LO4) / 0-12 / 13-16 / 17-20 / 21-24 / 25 / 26-34
4. Reflect on your development needs and apply strategies to enable you to become a capable interprofessional worker / Self assessment is weak not using the provided criteria and planning for future development is incoherent / Self assessment is undertaken against recognised criteria and self direction in planning future development of interprofessional capability is demonstrated / Self assessment is undertaken using recognised criteria. Areas for development are identified in terms of interprofessional capability using examples from personal learning. Plans are relevant to identified areas for development / Self assessment is competently undertaken using recognised criteria. Areas for development in terms of interprofessional capability are identified using examples from personal learning. Plans are clearly aligned to identified areas for development / A good understanding of personal strengths and weaknesses in terms of interprofessional capability. Relevant examples from personal learning are used. Strategies for future development are achievable, congruent with the self assessment and are applied to recognised criteria. / An excellent and insightful understanding of personal strengths and weaknesses in terms of interprofessional capability. This is illustrated by reference to clearly relevant examples from personal learning. Strategies for future development are achievable, relevant and congruent with the self assessment.
As a result of discussions within the IPE working group, a scoring system has been applied to this marking grid. This is to assist reliability of marking across the subject groups. The scoring system allows markers a judgement of which band the work falls in against each learning outcome, and to award a score within that band. A calculation can then be made, by adding the scores to result in the work's overall banding. Learning outcome 4 has been weighted to accrue approximately 30% of the total marks.