MIS500 Foundations of Information Systems

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Subject Code and Title MIS500 Foundations of Information Systems
Assessment Reflective Report
Individual/Group Individual
Length 1500 words (+/- 10%
Learning Outcomes The Subject Learning Outcomes demonstrated by successful
completion of the task below include:
d) Effectively communicate and demonstrate understanding of
the importance of ethical and professional standards in own
career and professional future.
Submission By 11:59 PM AEST Friday of Module 6.1 (Week 11)
Intensive class: by 11:59 PM AEST Friday of Module 6 (Week 6)
Weighting 35%
Total Marks 35 marks

Task Summary:

This assessment task requires you to reflect on your experiences in MIS500 this trimester by following a four-step process to gain insights into the work you have done and how it relates to your own career and life more broadly. In doing so, you will need to produce a weekly journal to record your learning and then as the trimester comes to a close reflect on these experiences and submit a final reflection of 1500 words (+/- 10%) that will include the weekly journal as an appendices.


This is an individual assignment that tracks your growth as a student of Information Systems over the trimester. It is scaffolded around your weekly learning activities. Completing the activities and seeking input from your peers and the learning facilitator is essential for you to achieve a positive result in this subject. Before you start this assessment, be sure that you have completed the learning activities in all of the modules. This reflective report gives you the opportunity to communicate your understanding of how information systems relate to your career and future.

Task Instructions:

  1. During Module 1 – 5, you were ask to produce a weekly journal to record your learnings each week. Based on these weekly journals, please write a 1500 word reflective report about your experience.
  2. You are required to follow the four steps of Kolb’s learning cycle when writing the reflective report.

You will keep a learning journal throughout the trimester. Each week as you complete the learning activities you record your experience in spreadsheet or word document.

A suggested format for the learning journal is as follows:

Date Learning Activity Impact (what it means to Evidence (attach record of activity).
you) This might be a set of slides, word
document or pictures of work you
have completed in class

For each day in your learning journey, write the date and then the learning activity you engaged in. Detail what impact the learning had on you and then include any evidence you might like to keep for use later on. This journal should be appended to this assessment when you submit it.

(source: Kolb DA 1984, Experiential Learning experience as a source of learning and development, Prentice Hall, New Jersey.)

Step 1

Concrete experience – Keep a learning journal

The first step is to keep a learning journal for the trimester (Modules 1.1 through to 5.2 as described above. You should have already completed this step by now.

Step 2

Reflective observation – Summarise what happened

You should now be able to comment on your experiences this trimester. This exercise is not a list of what you have done but rather an observation of what you have learned – were there any themes that arose from your journal? The point of a learning journal is to start a discussion on what the key concepts and skills you have learned and acquired during the course of this subject. This is because we often don’t stop to think and reflect on what we have learned

Step 3

Abstract conceptualization – Analyse what this means

The next step is to analyse what you have found. Reflective practice is a process of thinking about new experiences with a view of learning. It is a form of personal response to new experiences, situations, events or information. What new knowledge have you gained in response to this exercise? And what does this information mean? You are expected to reflect at a deep level here. This means that it is not just about explaining what you have done in this subject rather it requires you to think about your personal beliefs, your background and the way you perceive the world around you. Did you learn anything in this subject that challenged you or change the way you thought about information systems or business?

Step 4

MIS500_Assessment 3_Brief_Module 6.1 Page 3 of 7

Active experimentation – New action

The final step is to discuss what you plan to do with this new knowledge. These new insights may lead to a change of thinking or behaviour. In what ways? Set yourself some specific goals for your future studies or career.

  1. You are required to write this assessment in a report format using the following headings:
  2. Introduction
  3. Reflective Observation
  4. Abstract conceptualization
  5. Active experimentation
  6. Conclusion
  7. Appendix of learning journal (with evidence)

Please note that simply describing what you have done each week will not be sufficient to pass this assessment. You are expected to go ‘deeper’ and analyse what this subject meant to you and your future.


Formal citation of sources is not required. However, specific reference to your own experiences must be made. It is essential that you use appropriate APA style for citing and referencing research if you do make reference other work. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing

Please refer to the marking rubric to ensure you address all the assessment criteria.

Submission Instructions:

Please submit ONE MSWord document (.doc or .docx) via the Assessment 3 section found in the main navigation menu of the subject’s Blackboard site. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.

Academic Integrity Declaration:

I declare that except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms

I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly.

Assessment Rubric:

Fail Pass Credit Distinction High Distinction
Assessment (Yet to achieve
(Functional) (Proficient) (Advanced) (Exceptional)
Attributes minimum standard)
50-64% 65-74% 75-84% 85-100%
Demonstrated No clear understanding of Has not clearly demonstrated Demonstrated Demonstrated Demonstrated
understanding of the Kolb’s learning cycle. an understanding of Kolb’s understanding of Kolb’s understanding of Kolb’s understanding of Kolb’s
learning learning cycle. The four learning cycle. The four learning cycle. The four learning cycle. The four
stages are not articulated and stages are clearly stages are clearly stages are clearly
appropriate to the discussion. articulated and somewhat articulated and appropriate articulated to a high level
add to the discussion. to the discussion. and appropriate to the
Percentage for this discussion.
criterion = 10%
Reflection and The learning journey The learning journey has a The learning journey The learning journey has The learning journey is
analysis of own has been cursorily put passable level of detail; shows an average level a good level of depth and chronicled to an
experiences together and needs more work is needed to of depth; there may not the student has shown a appropriate depth and
demonstrating significant work in demonstrate how the be any vulnerability or hint of vulnerability as the student has shown
independent thinking demonstrating how the subject has changed the detail in how they have well as good detail in vulnerability as well as
and expressing subject has developed student as a result of changed as a result of how they have grown as significant detail in
meaningful insights. the student. undergoing it. undergoing the subject a person and as a growing as a person as a
professional. professional.
Percentage for this An inadequate, unclear,
criterion = 25% unfocussed or overview Reflection and analysis of
which does not include own experiences is Reflection and analysis of
analysis or personalization or personalized, and to a own experiences is
express meaningful insights certain extent consistently personalized,
demonstrates independent demonstrates independent
thinking and expresses thinking and expresses
insights meaningful insights
Evidence of changed The learning journey The scope of the report The scope of the learning The learning journey has The learning journey
thinking and/or goal has been cursorily put needs significant journey may need to be a scope that is good and narrative has been
MIS500_Assessment 3_Brief_Module 6.1 Page 5 of 7



Fail Pass Credit Distinction High Distinction
Assessment (Yet to achieve
(Functional) (Proficient) (Advanced) (Exceptional)
Attributes minimum standard)
50-64% 65-74% 75-84% 85-100%
setting due to new together and needs adjustment and the adjusted or the account includes a very good scoped well and includes
understanding of significant work in student needs further provided may need more account of how the a complete account of
behaviour scoping and recounting work in demonstrating imagination as to how student changed as a how the student
how the student has how they have changed as the subject developed person and as a changed, both as a
Percentage for this developed. a result of undergoing the the student. professional. person and a
criterion = 20% subject. professional.
Goal setting was not Goals were set for the Based on this reflection
attempted. Little attempt was made to future measureable goals were Based on this reflection
set goals based on the set for the future. measureable goals were
knowledge attained from set for the future.
Journal appendix It may be obvious that The student can be seen to The assessment includes The assessment includes The assessment includes
the student has not have made an attempt to a good number of a very good number and numerous references to
Percentage for this completed self-directed refer to work they have references to previous frequency of references the learning journal and
criterion = 30% study or completed the done in their study of the work completed in the to previously completed learning activities
learning activities. subject to illustrate their subject to illustrate their work, to illustrate their throughout.
Significant more work is journey journey. journey.
needed to demonstrate
the work the student Module 1.1 – 5.2 present
did in the subject. Module 1.1 – 5.2 Module 1.1 – 5.2 present Module 1.1 – 5.2 present and well documented.
documented with some (although some may be and well documented. Evidence is robust and
missing. Evidence is not missing) and well Evidence is robust and well presented.
Little or no evidence is well presented. documented. Evidence is well presented.
presented. robust and well
presented with some


Fail Pass Credit Distinction High Distinction
Assessment (Yet to achieve
(Functional) (Proficient) (Advanced) (Exceptional)
Attributes minimum standard)
50-64% 65-74% 75-84% 85-100%
Effective Presents information. Communicates in a Communicates in a Communicates Communicates
Communication readable manner that coherent and readable coherently and concisely eloquently. Expresses
(Written) Specialised language largely adheres to the manner that adheres to in a manner that adheres meaning coherently,
and terminology is given format. the given format. to the given format. concisely and creatively
rarely or inaccurately within the given format.
employed. Generally employs Accurately employs Accurately employs a
specialised language & specialised language and wide range of specialised Discerningly selects and
Meaning is repeatedly terminology with accuracy. terminology. language and precisely employs a wide
obscured by errors in terminology. range of specialised
Percentage for this the communication of Meaning is sometimes Meaning is easy to language and
criterion = 15% ideas, including errors difficult to follow. follow. Engages audience terminology.
in structure, sequence, Information, arguments Information, arguments interest.
spelling, grammar, and evidence are and evidence are Information, arguments Engages and sustains
punctuation and/or the structured and sequenced structured and and evidence are audience’s interest.
acknowledgment of in a way that is not always sequenced in a way that structured and Information, arguments
sources. clear and logical. is clear and logical. sequenced in a way that and evidence are
is, clear and persuasive. insightful, persuasive and
Some errors are evident in Occasional minor errors expertly presented.
spelling, grammar and/or present in spelling, Spelling, grammar and
punctuation. grammar and/or punctuation are free Spelling, grammar and
punctuation. from errors. punctuation are free
from errors.



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