Personal Learning: Your Strengths and Weaknesses Assessment

Assessment Criteria 

In order to successfully complete this assignment, you must pass all assessment criteria attached.

You are required to produce a written piece of work and an academic poster where you have considered academic study techniques.

• Maximum word count: 3000 words

• Minimum word count: 2500 words

Task 1 – Personal Learning: Your Strengths and Weaknesses

Using the template provided, complete a SWOT analysis of your personal learning. List all factors (for example: organisational skills, time-management, self-confidence, motivation, knowledge of preferred learning style, academic study skills, and learning environment) that impact your personal learning, and categorise these as a strength, weakness, threat, or opportunity.

Evaluate two personal learning strengths and two personal learning weaknesses. Include why they are strengths and weaknesses, and how far they affect your personal learning.

Outline one strategy for improving personal learning, explaining how it will positively impact your learning and could become a strength for future study.

Guidance: Approximately 450 words
Assessment Criteria: AC1.1

Task 2 – Planning and Organising Your Study

Discuss three factors (for example: family/childcare commitments, lifestyle, access to IT and learning resources, support mechanisms, work commitments, and personal barriers) that affect the planning and organisation of your study in relation to your personal circumstances.

Using a study planner, develop a personal time management schedule of at least seven days, detailing your key priorities/responsibilities and study time available/tasks to complete.

Review your personal time management schedule. Reflect and evaluate how effective your planning was, identifying two strengths and two weaknesses in your planning. Provide examples for each and explain why they are strengths or weaknesses.

Guidance: Approximately 450 words
Assessment Criteria: AC2.1, AC2.2, AC2.3

Task 3 – Assessing Secondary Sources of Information

Use the grid provided and the following three secondary sources:

1. Newspaper Article: How a solo retreat helped relight my creative fire | The Guardian

2. Online Blog: Are We Headed Toward a Psychological Catastrophe? | Psychology Today

3. Article: Moving for our mental health | BPS

Assess the three secondary sources for the following five factors:

• Reliability

• Authenticity

• Currency

• Credibility

• Accuracy and Audience/Purpose

Ensure detailed justifications are provided for each assessment.

Guidance: Approximately 500 words
Assessment Criteria: AC3.1

Task 4 – Reading Strategies

Using the following text:
The beautiful mess effect | BPS

Apply three reading strategies:

1. Skimming – Gain an overview of what the author is saying and summarise the main ideas.

2. Scanning – Respond to the question: What is the author’s viewpoint on higher STEM bursaries?

3. SQ3R – Identify the key ideas and themes from the text.

Evaluate the strengths and weaknesses of each reading strategy (skimming, scanning, SQ3R) you used. Include explanations and examples in your response.

Guidance: Approximately 450 words
Assessment Criteria: AC4.1

Task 5 – Note-Taking Methods

Use the three secondary sources listed below:

1. Newspaper Article: How a solo retreat helped relight my creative fire | The Guardian

2. Online Blog: Are We Headed Toward a Psychological Catastrophe? | Psychology Today

3. Article: Moving for our mental health | BPS

Question: What are the key themes and ideas in each secondary source?

Produce and submit three sets of notes using the following note-taking methods:

• Linear notes

• Nuclear notes

• Cornell notes

Evaluate the strengths and weaknesses of each note-taking method used. Provide explanations and examples in your response.

Guidance: Approximately 450 words
Assessment Criteria: AC5.1, AC5.2

Task 6 – Planning (Linked to Task 7)

Following the guidance below, use two different planning techniques (choose from mind map, bullet points/list, writing frame, or sticky notes) to produce two plans.

Submit evidence of both plans and then review them, identifying the advantages and disadvantages of using each technique.

Learning Outcomes Linked: LO6, LO7, and LO8

Brief Summary of Assessment Requirements

This assessment focuses on developing academic study techniques, reflective learning, and personal study planning skills. It requires students to produce a written report (2500–3000 words) and an academic poster, addressing six distinct but interlinked tasks.

Key Assessment Tasks:

1. Personal Learning: Strengths and Weaknesses (AC1.1)

   • Conduct a personal SWOT analysis using the provided template.

   • Evaluate two strengths and two weaknesses in learning.

   • Suggest one improvement strategy to enhance future learning.

2. Planning and Organising Study (AC2.1, AC2.2, AC2.3)

   • Discuss three personal factors influencing study planning.

   • Create a 7-day study planner showcasing study priorities.

   • Evaluate planning effectiveness, identifying two strengths and two weaknesses.

3. Assessing Secondary Sources of Information (AC3.1)

   • Critically assess three provided sources using five factors:
     Reliability, Authenticity, Currency, Credibility, and Accuracy/Audience.

   • Provide evidence-based justification for each criterion.

4. Reading Strategies (AC4.1)

   • Apply three reading strategies Skimming, Scanning, and SQ3R, to a given article.

   • Summarise findings, author’s viewpoint, and main themes.

   • Evaluate each strategy’s strengths and weaknesses with examples.

5. Note-Taking Methods (AC5.1, AC5.2)

   • Use three note-taking techniques (Linear, Nuclear, Cornell) on provided texts.

   • Identify key themes in each source and evaluate each method’s effectiveness.

6. Planning Techniques (Linked to Task 7 – LO6, LO7, LO8)

   • Create two different plans using different planning techniques (e.g., mind map, bullet points).

   • Compare both methods by identifying advantages and disadvantages.

Mentor-Guided Step-by-Step Approach

The Academic Mentor adopted a structured, student-focused approach to guide the learner through each section, ensuring clarity, reflection, and academic rigor.

Step 1: Understanding the Requirements

The mentor began by helping the student interpret each task description and map them to the assessment criteria (ACs). Together, they reviewed the marking rubric to understand what evidence was expected for a pass or higher-level outcome.
Outcome: The student gained a clear overview of the six interconnected tasks and their objectives.

Step 2: Developing the Personal Learning SWOT (Task 1)

The mentor guided the student in identifying internal and external factors influencing learning—such as motivation, time management, and study environment.
After completing the SWOT, the mentor encouraged the student to select two strengths and two weaknesses for deeper evaluation, linking them to real academic experiences.
Outcome: The student produced a reflective SWOT analysis and developed a realistic improvement strategy.

Step 3: Structuring Study Planning and Time Management (Task 2)

The mentor assisted in listing all personal commitments (family, work, study) before creating a 7-day planner.
Next, the student learned how to evaluate their time allocation by reflecting on completed versus planned tasks.
Outcome: The student demonstrated practical time-management awareness and critical reflection on planning effectiveness.

Step 4: Evaluating Secondary Sources (Task 3)

The mentor introduced critical thinking frameworks for source evaluation, explaining each criterion (reliability, currency, etc.) using examples from the given articles.
They worked through each source collaboratively, comparing academic and non-academic credibility indicators.
Outcome: The student produced a comparative evaluation grid with justified ratings for each factor.

Step 5: Applying Reading Strategies (Task 4)

The mentor demonstrated skimming and scanning techniques through guided reading exercises, followed by a step-by-step application of SQ3R (Survey, Question, Read, Recite, Review).
The student then compared these techniques based on comprehension depth and efficiency.
Outcome: The student developed an understanding of active reading and the strengths of strategy-based learning.

Step 6: Exploring Note-Taking Techniques (Task 5)

The mentor showcased examples of linear, nuclear, and Cornell notes, explaining when each method works best.
The student practiced each style using the provided sources and then evaluated which method enhanced comprehension and recall.
Outcome: The student demonstrated versatile note-taking skills and critical evaluation of learning tools.

Step 7: Planning Techniques and Comparative Review (Task 6)

The mentor introduced mind mapping and bullet point listing as planning methods.
After creating both, the student reflected on each method’s usability, visual clarity, and adaptability.
Outcome: The student produced two detailed plans and a reflective comparison demonstrating analytical thinking.

Final Outcome and Learning Objectives Achieved

By following the mentor-guided process, the student successfully:

• Completed a comprehensive portfolio integrating reflection, evaluation, and planning.

• Demonstrated the ability to critically assess learning methods and adapt strategies for personal growth.

• Met all assessment criteria (AC1.1 – AC5.2) and learning outcomes (LO6 – LO8).

• Improved self-awareness, time management, and academic literacy.

Overall Learning Objectives Achieved:

• Self-assessment and reflection on learning approaches.

• Effective time management and study planning.

• Critical evaluation of academic and non-academic sources.

• Practical application of reading and note-taking strategies.

• Enhanced ability to plan and organise study tasks efficiently.

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