Development & Diversity

COM567 Development & Diversity
Assessment 2
ASSESSMENT 2: DIVERSITY ESSAY (2500 words)
1.0 Assessment Description

Students are required to research and prepare a 2500-word essay identifying how the diversity-related
issues outlined below have influenced and affected (positively and/or negatively) their:
(i) overall development (approximately 750 words);
(ii) their present functioning (approximately 750 words).
Further, students are required to:
(i) specify which diversity-issues need to be further examined/explored (for example, within their
personal therapeutic work), and what benefits might be derived from addressing issues in terms of
their development and functioning (approximately 500 words)
(ii) to consider how current diversity-related issues might affect (positively and/or negatively) their
cultural awareness and multicultural competence in the therapeutic setting (approximately 500
words).
Students are expected to demonstrate professional and personal insight in relation to their
consideration of these issues.
Diversity-related issues (four [4] of the following six) to be addressed in relation to development and
functioning include:
1. religious/spiritual tradition/heritage
2. social class
3. ethnicity/cultural background
4. gender
5. sexual orientation
6. disability and/or illness
Students should employ section headings to organise their essay.
The essay should be written in the first and/or third person as appropriate.

 

1.1 Assessment Criteria

 

Articulates a clear theoretical and conceptual integration of contemporary developmental, and
society and culture literature, contextualised to their own developmental narrative.
Reflects on the interface between four (4) of the following six issues: religious/spiritual; social class;
ethnicity/cultural background; gender; sexual orientation; and disability/illness aspects of their
history and individual development and current functioning.
Demonstrates insight into the potential benefits derived from addressing diversity-related issues in
terms of their development and functioning.
Demonstrates insight into how their experiences regarding diversity-related issues affect cultural
awareness and multicultural competency in the therapeutic setting.
An academic essay which:
(i) includes all relevant sections of an essay;
(ii) complies with the Counselling Course Information Booklet relevant to the preparation and
presentation of an essay (provided in ExO);
(iii) is compliant with the
Beginner’s guide to the APA 7th ed. referencing style manual (provided in ExO),
including full in-text citation and inclusion of a reference list;
(iv) uses ideas and argument effectively, demonstrating critical reading and critical thought (i.e.
arguments are well developed and presented), and evidencing comprehension and synthesis of
ideas;
(v) evidences appropriate use and inclusion of relevant literature (a minimum of 12 seminal works
and/or contemporary peer-reviewed articles, chapters from academic works, books, etc.) showing
breadth and depth of research; and
(vi) abides by the word limit policy (no more than 10% over or under the word allowance).

COM567 Development & Diversity
Assessment 2

1.2 Rubric

Student Name: Student Number:
Assessment Task: Diversity Essay
NB: A student may fail an assessment if they fail to meet a passing standard with respect to any one, or a combination, of the standards below.

Overall Quality of
Assessment
Fail
(< 50%)
A failing grade is given to
assessments which manifestly
do not reach accepted tertiary
standards
in terms of content,
organisation, conventions, or
presentation (as outlined
below).
Pass
(51-64%)
A passing grade is given to
assessments which
generally
reach accepted tertiary
standards
in terms of content,
organisation, conventions, or
presentation.
Credit
(65-74%)
A credit grade is given to
assessments which
reach, and
sometimes exceed, accepted
tertiary standards
in terms of
content, organisation,
conventions, or presentation.
Distinction
(75-84%)
A distinction grade is given to
assessments which
reach, and
often exceed, accepted tertiary
standards
in terms of content,
organisation, conventions, or
presentation.
High Distinction
(85%>)
A high distinction grade is given
to assessments which
almost
always exceed accepted
tertiary standards
in terms of
content, organisation,
conventions, or presentation.
Overall Grade

NB: Students should be aware that a raw mark attained for a piece of assessment may not be the same as the final mark and corresponding grade awarded by Excelsia College Moderation
Committee.

Assessment Criteria FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION
Overall Content – 70% Demonstrates little or no ability
to understand the topic content
or to use it in developing a
response.
Demonstrates an understanding
of the topic content in
developing a response.
Demonstrates a clear and sound
understanding of the topic
content in developing a
response
Demonstrates a clear and
critical understanding of the
topic content in developing a
response.
Demonstrates a coherent,
insightful and critical
understanding of the topic
content in developing a
response
Articulates a clear
theoretical and conceptual
integration of
contemporary
developmental, and
society and culture
literature, contextualised
to their own
developmental narrative.
Poor/unclear articulation of
theoretical and conceptual
integration of contemporary
developmental, and society and
cultural, literature. Poor
contextualisation to an
individual’s developmental
narrative.
Articulates a clear theoretical
and conceptual integration of
contemporary developmental,
and society and culture
literature, contextualised to
their own developmental
narrative.
A coherent theoretical and
conceptual integration of
contemporary developmental,
and society and cultural,
literature, well contextualised to
an individual’s developmental
narrative.
A very coherent articulation of
theoretical and conceptual
integration of contemporary
developmental, and society and
cultural, literature, very well
contextualised to an individual’s
developmental narrative.
An exceptional articulation of
theoretical and conceptual
integration of contemporary
developmental, and society and
cultural, literature, exceptionally
well contextualised to an
individual’s developmental
narrative.
20%
Reflects on the interface
between four of the
significant social (class);
ethnic/cultural;
religious/spiritual; gender;
sexual orientation; and
disability/ illness aspects
of their history and
individual development
and current functioning.
An unfocussed, incoherent
reflection which does not
demonstrate understanding of
the interface between four of
social (class); ethnic/cultural;
religious/spiritual; gender;
sexual orientation; and
disability/illness aspects of the
student’s history and the
individual development and
current functioning
Reflects on the interface
between four of social (class);
ethnic/cultural;
religious/spiritual; gender;
sexual orientation; and
disability/illness aspects of their
history and individual
development and current
functioning.
A coherent and insightful
reflection of the interface
between four of social (class);
ethnic/cultural;
religious/spiritual; gender;
sexual orientation; and
disability/illness aspects of their
history and individual
development and current
functioning.
A very coherent and insightful
reflection of the interface
between four of social (class);
ethnic/cultural;
religious/spiritual; gender;
sexual orientation; and
disability/illness aspects of their
history and individual
development and current
functioning.
An exceptionally coherent and
insightful reflection of the
interface between four of social
(class); ethnic/cultural;
religious/spiritual; gender;
sexual orientation; and
disability/illness aspects of their
history and individual
development and current
functioning.
20%

 

Demonstrates insight into
the potential benefits
derived from addressing
diversity-related issues in
terms of their
development and
functioning.
Demonstrates little or no insight
about the potential benefits
derived from addressing
diversity-related issues in terms
of their development and
functioning.
Demonstrates insight into the
potential benefits derived from
addressing diversity-related
issues in terms of their
development and functioning.
Demonstrates clear and
coherent insight about the
potential benefits derived from
addressing diversity-related
issues in terms of their
development and functioning
Demonstrates very clear and
coherent insight about the
potential benefits derived from
addressing diversity-related
issues in terms of their
development and functioning
Demonstrates exceptional
insight about the potential
benefits derived from
addressing diversity-related
issues in terms of their
development and functioning
15%
A clear and coherent
insight about how the
student’s experiences
regarding diversity-related
issues affect cultural
awareness and
multicultural competency
in the therapeutic setting.
Demonstrates little or no insight
about how the student’s
experiences regarding diversity
related issues affect cultural
awareness and multicultural
competency in the therapeutic
setting.
A clear and coherent insight
about how the student’s
experiences regarding diversity
related issues affect cultural
awareness and multicultural
competency in the therapeutic
setting.
Demonstrates very clear and
coherent insight about how the
student’s experiences regarding
diversity-related issues affect
cultural awareness and
multicultural competency in the
therapeutic setting.
Demonstrates very clear,
coherent and specific insight
about how the student’s
experiences regarding diversity
related issues affect cultural
awareness and multicultural
competency in the therapeutic
setting.
Demonstrates exceptionally
coherent and significant insight
about how the student’s
experiences regarding diversity
related issues affect cultural
awareness and multicultural
competency in the therapeutic
setting.
15%
Overall Presentation – 30%
Demonstrates appropriate
use and inclusion of
relevant literature showing
breadth and depth of
research and critical
thought.
Fewer than twelve (12) out-of
date or recent but non
relevant/partially relevant
references, including few
articles from refereed journals
or other recognised and
accepted academic sources.
References have been
underutilised in text, with claims
lacking adequate or clear
citations.
Plagiarism is evident with
sections unacknowledged or
copied from websites.
At least twelve (12) recent and
relevant references, including
articles from refereed journals
or other recognised and
accepted academic sources.
References have been
appropriately utilised in text,
with claims supported by
adequate citations.
At least twelve (12) recent,
relevant references, including
articles from only refereed
journals or other recognised and
accepted academic sources.
References have been well
utilised in text, with claims
supported by multiple recent
citations.
At least twelve (12) recent, very
relevant, synthesised
references, including articles
from only refereed journals or
other recognised and accepted
academic sources.
References have been
extensively utilised in text, with
claims supported by multiple
recent citations.
At least twelve (12) recent,
relevant and skilfully
synthesised references,
including articles from only
refereed journals or other
recognised and accepted
academic sources.
References have been skilfully
synthesised in text, with claims
supported by multiple recent,
citations.

 

10%
Is compliant with academic
conventions for (i) writing
as specified in the Course
information booklet, and
(ii) referencing including
correct use of APA 7
th ed.
Academic conventions are
followed inconsistently or
rarely, with many notable errors
present.
The essay is poorly presented,
demonstrating little care in
preparation and compilation, as
per Course information booklet
and APA 7th ed.
Academic conventions are
adhered to throughout the
essay, with some errors present.
The essay is acceptably
presented, demonstrating care
in preparation and compilation,
as per Course information
booklet and APA 7th ed.
Academic conventions are
adhered to throughout the
essay, with limited and/or minor
errors present.
The essay is well presented,
demonstrating care in
preparation and compilation as
per Course information booklet
and APA 7th ed.
Academic conventions are
rigorously adhered to
throughout the essay, with very
few errors present.
The essay is very well
presented, demonstrating much
care in preparation and
compilation as per Course
information booklet and APA
7th ed.
Academic conventions are
rigorously adhered to
throughout the essay, with no
errors present.
The essay is exceptionally
presented, demonstrating
particularly rigorous care in
preparation and compilation as
per Course information booklet
and APA 7th ed.
10%
Clear, coherent,
grammatically sound and
well-written essay which
includes all relevant
sections as specified in the
assessment description.
A poorly focused, and/or
generally incoherent essay,
characterised by compromised
grammar and/or disorganisation
and/or missing required
sections.
Clear, coherent, grammatically
sound and well-written essay
which includes all relevant
sections as specified in the
assessment description.
A very clear, coherent,
grammatically sound and well
written essay which includes all
relevant sections as specified in
the assessment description.
A very clear, coherent,
grammatically sound and very
well-written essay which
includes all relevant sections as
specified in the assessment
description.
An exceptionally clear,
coherent, grammatically sound
and exceptionally well-written
essay which includes all
relevant sections as specified in
the assessment description.
10%