Comprehensive Analysis of Research-Infused Literature

The provided content outlines the assessment criteria for a university assignment. The criteria cover five areas: Research-informed Literature, Knowledge and Understanding of Subject, Analysis, Practical Application and Deployment, and Skills for Professional Practice. Each area has a range of possible levels of achievement from 0-100%. The self-evaluation form allows students to assess their own work based on these criteria.

UNDERGRADUATE
ASSIGNMENT
SPECIFICATION
Programme: BABS Module Level (3,4,5 or
6):
6
Module: Entrepreneurship Module code:
Contribution to Overall
Module Assessment (%): 100% Assignment No(s): Assignment 1: Individual
Report (50%)
Assignment 2: Individual
Case Study Analysis (50%)
Assignment Title(s):
Lecturer: Internal Verifier:
Hand Out Date: Submission deadline:
Feedback deadline:
1
Referencing: In the main body of your submission you must give credit to authors on whose research your
work is based. Append to your submission a reference list that indicates the books, articles, etc.
that you have read or quoted in order to complete this assignment (e.g. for books: surname of
author and initials, year of publication, title of book, edition, publisher: place of publication).
Disclosure: Please include the following statement on the title page of the submitted assignment, followed
by your name:
I declare that this assignment is all my own work and that I have acknowledged all materials
used from the published or unpublished works of other people. All references have been duly
cited.
Turnitin: All assignments must be submitted to Turnitin unless otherwise instructed by the Lecturer.
Note: the Turnitin version is the primary submission and acts as a receipt for the student. Late
submission of the electronic version of the assignment will result in a late penalty mark. Penalties for
late submission: Up to one week late, maximum mark of 50%. Over one week late, Refer.
YES X
NO
1

Learning Outcomes tested
(from module syllabus)
Assessment Criteria To achieve each outcome a
student must demonstrate the ability to:
1. Analyse how successful entrepreneurs and investors
create, find, and differentiate profitable and
durable opportunities; in particular, how they tell
these opportunities apart from just “other good
ideas”
2. Evaluate and determine how successful
entrepreneurs and investors create and build value
for themselves and others.
3. Identify and determine the necessary financial and
non-financial resources available for new ventures;
the criteria used to screen and evaluate proposals,
their attractiveness and risk, and know how to
obtain start-up and early growth capital
4. Determine the critical tasks to be accomplished, the
hurdles to be overcome during start-up and early
growth, and what has to happen to ensure success
5. Apply the opportunity screening criteria to actual
start-up ideas, and subsequently develop a business
plan suitable for presentation to investors and
industry participants, whilst developing and
analysing integrated financial projections for start-
up ventures.
 Students will be able to analyse how entrepreneurs
evaluate an idea, capitalise on it and create
opportunities for themselves.
 Entrepreneurs face risks .Students will have to
evaluate the strategies that need to be undertaken
by entrepreneurs to overcome the risks and
become successful so that they can create and
build value for themselves and investors.
2

TASK DESCRIPTION – ASSIGNMENT 1: INDIVIDUAL REPORT (50%)
BACKGROUND / INTRODUCTION
‘Should you decide to approach venture capitalists, and by some miracle should they agree to back you,
then I urge you to seek the finest legal advice that your money can buy for the ensuing negotiations. Just
one sentence, even a phrase, within the initial contract can make all the difference in the world to the
outcome a few years down the road.’ Felix Dennis (2007), ‘How to get rich – The distilled wisdom of one of
Britain’s wealthiest self made entrepreneurs’, Ebury Press, page 83.
TASKS
 Critically examine and discuss the above statement in relation to the use of venture capitalists as a
source of business finance in the start up phase of a new entrepreneurial venture. Use a specific
start up venture of your choice as a vehicle for the critical examination and discussion. Agree your
idea with your Lecturer at least 4 weeks before Assignment submission.
Your answer should focus on following areas;
 Critically discuss the need for venture and working capital for start up enterprises.
 Consider the different forms of business finance available to the start up entrepreneur.
 Critically evaluate and discuss the advantages and disadvantages of using venture capitalist
organisations as a source of funds.
 Critically examine the salient issues of entering into negotiations with venture capitalists.
 Critically examine and discuss the specific statement given in the question.
 Use a start up idea of your choice as a vehicle for discussion.
LENGTH REQUIRED
2500words +/-10%, any deviation from this will be penalised.
Please ensure that your report has
 A table of contents
 A list of figures and/ or list of tables where appropriate
 Introduction
 Literature Review- and Critical Analysis
 Conclusions and Recommendations
 References / Presentation
 Bibliography
 Appendices if appropriate
3

FORMATTING AND LAYOUT
Please note the following when completing your written assignment:
1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Length: 2500 words
4. Formatting: Typed on A4 paper in Times New Roman or Arial font 12 with at least 2.5 centimetre space at
each edge, double spaced and pages numbered.
5. Document format: Report
6. Ensure a clear title, course, and name or ID number is on a cover sheet and a bibliography using Harvard
referencing throughout is also provided.
7. Research: Research should use reliable and relevant sources of information e.g. academic books and journals
that have been peer reviewed. The research should be extensive.
The use of a range of information sources is expected – academic books, peer reviewed journal articles,
professional articles, press releases and newspaper articles, reliable statistics, company annual reports and other
company information. All references should be in the Harvard style.
4

MARKING CRITERIA AND STUDENT FEEDBACK – ASSIGNMENT 1
INDIVIDUAL REPORT (50%)
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The
marks available for each criterion are shown. Lecturers use a similar format to comment on the achievement of the task(s),
including those areas in which you have performed well and areas that would benefit from development/improvement.
Common Assessment Criteria Applied
Marks
available
Marks
Awarde
d
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.
Inserting your references (quality texts and published articles) into the appropriate
places in the text. Listing these at the end of the report (Harvard Method)
15
2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.
Demonstrating insights into selected academic concepts and models.
The relevance of these in the context of the set questions.
15
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence
Developing the potential value of the concepts/models.
Establishing a conceptual base to be applied in the next section of the report.
30
4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve
problems.
Applying the concepts/ models in order to provide valuable and meaningful solutions and
make recommendations to your chosen organisation.
30
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation. 10
Written in report style. Appropriate use relevant methodologies and high level of
professionalism showcased throughout the coursework. Work should be coherent and well-
structured in presentation and organisation.
TOTAL 100
Assignment Mark (Assessment marks are subject to ratification at the
Exam Board. These comments and marks are to give feedback on module work
and are for guidance only until they are confirmed. )
Late Submission Penalties (tick if
appropriate)
%
5

TASK DESCRIPTION – ASSIGNMENT 2: Individual Case Study analysis (50%)
BACKGROUND / INTRODUCTION
Read the case study given below and attempt the tasks that follow:
Case Study -How we started a multi-million pound company with nothing but a fax machine
From re-mortgaging their houses to pitching on Dragons' Den, here's how Oly and Toby Richmond turned
a love of cars into a national servicing enterprise...
Describe your start-up barrier:
The biggest challenge we faced early on was taking our business nationwide. Despite having started with
just a fax machine in a spare bedroom, we now needed funding, and to contact garages all over the UK and
convince them to join our network.
It wasn’t hard to get the garages on board once they were in arm’s reach, but we invested a lot of time and
money into a small team of people who we had recruit the garages, speak to the mechanics, get to know
them and undertake a comprehensive review of all of their financial data and insurances. This team is still
going strong today as we are on a constant recruitment drive.
The second challenge for us was ensuring that all of our garages complied with our standards, quality
assurances and company values so that our vision for the business would come true.
Unlike every dealership out there, we are not a franchise and do not own our garages. We hire the cream
of the crop when it comes to government-approved garages and skilled mechanics; this means keeping
checks and balances on them is essential.
The last challenge we were faced with was getting our pricing to align with what we wanted the business
to be. They say when you buy cheap, you buy twice, but not with us. We wanted to make a premium
product affordable, and we are still sticking to that promise today.
What were the practical steps you took to expand your business beyond the spare room?
We have always had entrepreneurial spirit and have trialled and tested other businesses which have and
haven’t succeeded – but this business was something we were so passionate about, we were determined
to make it our best and our only.
We started with nothing but a fax machine in a spare bedroom and a love of cars. Nonetheless we were
fuelled by a vision of transforming the automotive industry to make owning and caring for a car affordable
and less of a hassle.
We realised that we needed investment if we wanted this idea to turn into a business that could reach all
corners of the UK and change the way British motorists have their cars serviced. So we both re-mortgaged
our houses. As we both have partners and children at home, this was a massive decision to make. It gave
us £60,000 to play with, which gave us a foot up – but it was far from enough to take us national.
6

Everything was looking positive, so we decided to pitch our company on BBC 2’s Dragons’ Den. We
received three offers of £100,000 investment from Peter Jones, Deborah Meaden and James Caan, which
was amazing.
However, what we really needed was people with experience and a track record in the automotive
industry: finding the right investor, not just investment, is crucial for every entrepreneur.
Initially we accepted the offer made by Deborah Meaden, but we were soon approached by a private
investor with a perfect industry background who offered us £200,000 investment for less equity. While the
Dragons gave us an amazing opportunity for which we will always be grateful, it was a simple decision to
make.
What was the outcome?
Working with our partners, we have grown from strength to strength. We have moved to bigger premises,
employed more than 100 new members of staff and have since been operating at 100% growth each year
for the last three years. We have also quoted more than £425m worth of work to customers since 2009.
What three key questions should other companies ask themselves while planning growth strategies?
1. How much equity am I willing to give away in exchange for investment?
2. What is your goal for the next five years? Is it to go regional, national, digital? Find a goal and stick to it.
3. Is this venture worth re-mortgaging your house for – especially when you have children?
What one piece of advice should entrepreneurs with ambitious plans take on board?
Not every risk pays off, so while following your heart, make sure you do the maths too. Think about
everything logically as an outsider looking in, as opposed to from the perspective of the passionate person
behind the idea.
Is there anything you would do differently?
When we were rapidly growing in the beginning, we made the decision to hire managers for key
departments to ensure everything was standardised and running smoothly.
But when you have invested time, money and essentially your life into a business it is hard to dissolve
some of those powers and responsibilities to somebody else. Perhaps we should have made this decision
quicker.
Extracted from Startups at http://startups.co.uk/how-started-multi-million-company-with-fax-machine/
Written by Julia Watts, 10/07/2017
7

TASKS
 Critically evaluate the idea and the strategies adopted by Oly and Toby. (approx 700 words)
 Analyse the opportunities that Oly and Toby capitalised on. (approx 500 words)
 Comment on the risks that the business is exposed to. (approx 600 words)
 Evaluate the evidence that suggests, overall, that the business will last or whether it will ‘fizzle
out’. (approx 700 words)
 Give reasons for your responses.
LENGTH REQUIRED
2500 words +/- 10%, any deviation from this will be penalised.
FORMATTING AND LAYOUT
Please note the following when completing your written assignment:
1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Length: 2500 words
4. Formatting: Typed on A4 paper in Times New Roman or Arial font 12 with at least 2.5 centimetre space at
each edge, double spaced and pages numbered.
5. Document format: Report
6. Ensure a clear title, course, and name or ID number is on a cover sheet and a bibliography using Harvard
referencing throughout is also provided.
7. Research: Research should use reliable and relevant sources of information e.g. academic books and journals
that have been peer reviewed. The research should be extensive.
The use of a range of information sources is expected – academic books, peer reviewed journal articles,
professional articles, press releases and newspaper articles, reliable statistics, company annual reports and other
company information. All references should be in the Harvard style.
8

MARKING CRITERIA AND STUDENT FEEDBACK – ASSIGNMENT 2:
Individual Case Study analysis (50%)
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The
marks available for each criterion are shown. Lecturers use a similar format to comment on the achievement of the task(s),
including those areas in which you have performed well and areas that would benefit from development/improvement.
Common Assessment Criteria Applied
Marks
available
Marks
Awarde
d
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.
Use of relevant and credible sources of evidence and literature. 20
2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.
Ability to demonstrate the knowledge and understanding of concepts and underlying
principles associated with the subject area.
20
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence
Breadth and depth of critical analysis of the scenario, issues and impacts. 30
4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve
problems.
Ability to apply relevant theories, models and concepts to the scenario under discussion. 20
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation. 10
Appropriate use relevant methodologies and high level of professionalism showcased
throughout the coursework. Work should be coherent and well-structured in presentation and
organisation.
TOTAL 100
Assignment Mark (Assessment marks are subject to ratification at the
Exam Board. These comments and marks are to give feedback on module work
and are for guidance only until they are confirmed. )
Late Submission Penalties (tick if
appropriate)
%
9

GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS
NOTE: The guidance offered below is linked to the five common assessment criteria above.
1. Research-informed Literature
Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set.
You should provide evidence that you have accessed a wide range of sources, which may be academic,
governmental and industrial; these sources may include academic journal articles, textbooks, current news articles,
organisational documents, and websites. You should consider the credibility of your sources; academic journals are
normally highly credible sources while websites require careful consideration/selection and should be used
sparingly. Any sources you use should be current and up-to-date, mostly published within the last five years or so,
though seminal/important works in the field may be older. You must provide evidence of your research/own reading
throughout your work, using in-text citations in the main body of your work and a reference list that is alphabetical
at the end of your work. Please use the Harvard referencing system.
2. Knowledge and Understanding of Subject
Your work must demonstrate the growing extent of your knowledge and understanding of concepts and underlying
principles associated with the subject area. Knowledge relates to the facts, information and skills you have acquired
through your learning. You demonstrate your understanding by interpreting the meaning of the facts and
information (knowledge). This means that you need to select and include in your work the concepts, techniques,
models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc.
meaningfully to show your understanding. Your mark/grade will also depend upon the extent to which you
demonstrate your knowledge and understanding; ideally each should be complete and detailed, with comprehensive
coverage.
3. Analysis
Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to examine
and break information down into parts, make inferences, compile, compare and contrast information. This means
not just describing What! but also justifying: Why? How? When? Who? Where? At all times, you must provide
justification for your arguments and judgements. Evidence that you have reflected upon the ideas of others within
the subject area is crucial to you providing a reasoned and informed debate within your work. Furthermore, you
should provide evidence that you are able to make sound judgements and convincing arguments using data and
concepts. Sound, valid conclusions are necessary and must be derived from the content of your work. There should
be no new information presented within your conclusion. Where relevant, alternative solutions and
recommendations may be proposed.
4. Practical Application and Deployment
You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations or a
particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in
that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, some of which
may be innovative and creative. This is likely to involve, for instance, the use of real world examples and cases, the
application of a model within an organisation and/or benchmarking one organisation against others based on stated
criteria. You should show awareness of the limitations of concepts and theories when applied in particular contexts.
5. Skills for Professional Practice
Your work must provide evidence of the attributes expected in professional practice. This includes demonstrating
your individual initiative and/or collaborative working. You must communicate effectively in a suitable format, which
may be written and/or oral, for example, essay, management report, presentation. Work should be coherent and
well-structured in presentation and organisation.
10

UNDERGRADUATE - COMMON ASSESSMENT AND MARKING CRITERIA
OUTRIGHT FAIL UNSATISFACTORY SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
Assessment Criteria 0-29% 30-39%* 40-49% 50-59% 60-69% 70-79% 80-100%
1. Research-informed
Literature
Extent of research
and/or own reading,
selection of credible
sources, application of
appropriate referencing
conventions
Little or no evidence
of reading.
Views and findings
unsupported and
non-authoritative.
Referencing
conventions largely
ignored.
Poor evidence of
reading and/or of
reliance on
inappropriate
sources, and/or
indiscriminate use
of sources.
Referencing
conventions used
inconsistently.
References to a
limited range of
mostly relevant
sources. Some
omissions and
minor errors.
Referencing
conventions evident
though not always
applied consistently.
Inclusion of a range
of research-
informed literature,
including sources
retrieved
independently.
Referencing
conventions mostly
consistently applied.
Inclusion of a wide
range of research-
informed literature,
including sources
retrieved
independently.
Selection of relevant
and credible
sources. Very good
use of referencing
conventions,
consistently applied.
A comprehensive
range of research
informed literature
embedded in the
work. Excellent
selection of relevant
and credible
sources. High-level
referencing skills,
consistently applied.
Outstanding
knowledge of
research-
informed
literature
embedded in
the work.
Outstanding
selection of
relevant and
credible
sources. High-
level referencing
skills
consistently and
professionally
applied.
2. Knowledge and
Understanding of
Subject
Extent of knowledge and
understanding of
concepts and underlying
principles associated
with the discipline.
Major gaps in
knowledge and
understanding of
material at this
level. Substantial
inaccuracies.
Gaps in knowledge,
with only superficial
understanding.
Some significant
inaccuracies.
Evidence of basic
knowledge and
understanding of
the relevant
concepts and
underlying
principles.
Knowledge is
accurate with a
good understanding
of the field of study.
Knowledge is
extensive. Exhibits
understanding of
the breadth and
depth of established
views.
Excellent knowledge
and understanding
of the main
concepts and key
theories. Clear
awareness of
challenges to
established views
and the limitations
of the knowledge
base.
Highly detailed
knowledge and
understanding
of the main
theories/concep
ts, and a critical
awareness of
the ambiguities
and limitations
of knowledge.
3. Analysis
Analysis, evaluation and
synthesis; logic,
argument and
judgement; analytical
reflection; organisation
of ideas and evidence
Unsubstantiated
generalisations,
made without use
of any credible
evidence. Lack of
logic, leading to
unsupportable/
missing conclusions.
Lack of any attempt
to analyse,
synthesise or
evaluate.
Some evidence of
analytical
intellectual skills,
but for the most
part descriptive.
Ideas/findings
sometimes illogical
and contradictory.
Generalised
statements made
with scant evidence.
Conclusions lack
relevance.
Evidence of some
logical, analytical
thinking and some
attempts to
synthesise, albeit
with some
weaknesses.
Some evidence to
support findings/
views, but evidence
not consistently
interpreted.
Some relevant
conclusions and
recommendations,
where relevant
Evidence of some
logical, analytical
thinking and
synthesis. Can
analyse new and/or
abstract data and
situations without
guidance.
An emerging
awareness of
different stances
and ability to use
evidence to support
the argument.
Valid conclusions
and
recommendations,
where relevant
Sound, logical,
analytical thinking;
synthesis and
evaluation. Ability
to devise and
sustain persuasive
arguments, and to
review the
reliability, validity &
significance of
evidence. Ability to
communicate ideas
and evidence
accurately and
convincingly.
Sound, convincing
conclusions /
recommendations.
Thoroughly logical
work, supported by
evaluated evidence.
High quality
analysis, developed
independently or
through effective
collaboration.
Ability to investigate
contradictory
information and
identify reasons for
contradictions.
Strong, persuasive,
conclusions,
justifiable
recommendations.
Exceptional
work; judiciously
selected and
evaluated
evidence. Very
high quality
analysis,
developed
independently
or through
effective
collaboration.
Ability to
investigate
contradictory
information and
identify reasons
for
contradictions.
Highly
persuasive
conclusions
4. Practical Application
and Deployment
Effective deployment of
appropriate methods,
materials, tools and
techniques; extent of
skill demonstrated in the
application of concepts
to a variety of processes
and/or contexts;
formulation of innovative
and creative solutions to
solve problems.
Limited or no use of
methods, materials,
tools and/or
techniques.
Little or no
appreciation of the
context of the
application.
Rudimentary
application of
methods, materials,
tools and/or
techniques but
without
consideration and
competence.
Flawed appreciation
of the context of the
application.
An adequate
awareness and
mostly appropriate
application of well
established
methods, materials,
tools and/or
techniques.
Basic appreciation
of the context of the
application.
A good and
appropriate
application of
standard methods,
materials, tools
and/or techniques.
Good appreciation
of the context of the
application, with
some use of
examples, where
relevant.
A very good
application of a
range of methods,
materials, tools
and/or techniques.
Very good
consideration of the
context of the
application, with
perceptive use of
examples, where
relevant.
Evidence of some
innovation and
creativity.
An advanced
application of a
range of methods,
materials, tools
and/or techniques.
The context of the
application is well
considered, with
extensive use of
relevant examples.
Application and
deployment extend
beyond established
conventions.
Innovation and
creativity evident
throughout.
Outstanding
levels of
application and
deployment
skills.
Assimilation and
development of
cutting edge
processes and
techniques.
5. Skills for Professional
Practice
Demonstrates attributes
expected in professional
practice including:
individual initiative and
collaborative working;
deployment of
appropriate media to
communicate (including
written and oral); clarity
and effectiveness in
presentation and
organisation.
Communication
media is
inappropriate or
misapplied.
Little or no evidence
of autonomy in the
completion of tasks.
Work is poorly
structured and/or
largely incoherent.
Media is poorly
designed and/or not
suitable for the
audience.
Poor independent
or collaborative
initiative.
Work lacks
structure,
organisation, and/or
coherence
Can communicate in
a suitable format
but with some room
for improvement.
Can work as part of
a team, but with
limited involvement
in group activities.
Work lacks
coherence in places
and could be better
structured.
Can communicate
effectively in a
suitable format, but
may have minor
errors.
Can work effectively
as part of a team,
with clear
contribution to
group activities.
Mostly coherent
work and is in a
suitable structure.
Can communicate
well, confidently
and consistently in a
suitable format.
Can work very well
as part of a team,
with very good
contribution to
group activities.
Work is coherent
and fluent and is
well structured and
organised.
Can communicate
professionally and,
confidently in a
suitable format.
Can work
professionally
within a team,
showing leadership
skills as appropriate,
managing conflict
and meeting
obligations.
Work is coherent,
very fluent and is
presented
professionally.
Can
communicate
with an
exceptionally
high level of
professionalism.
Can work
exceptionally
well and
professionally
within a team,
showing
advanced
leadership skills.
Work is
exceptionally
coherent, very
fluent and is
presented
professionally.
11

Student Self Evaluation Form
Student name: Student number:
Programme: Year of
programme
Assignment Title:
This section repeats in brief the common assessment criteria detailed on previous pages. The extent to which these
are demonstrated by you determines your mark. Using these criteria, tick the box that best indicates the level of
achievement you feel you have achieved with regard to each of them. Please note that this self-assessment is used
as a developmental tool only and has no impact on the way in which your work will be marked.
Common Assessment
Criteria Applied
Level of Achievement
REFER 3rd 2:2 2:1 1st 1st
OUTRIGHT FAIL UNSATISFACTORY SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
1. Research-informed
Literature
0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
      
2. Knowledge and
Understanding of
Subject
0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
      
3. Analysis 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
      
4. Practical
Application and
Deployment
0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
      
5. Skills for
Professional Practice
0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
      
PLEASE COMMENT ON AREAS IN WHICH YOU FEEL
THAT YOU HAVE PERFORMED WELL
PLEASE COMMENT ON AREAS YOU FEEL THAT YOU
NEED TO DEVELOP
Student’s Name Date
Student’s Signature
12