ACCO.Assessment 1C_V2 Semester 2 2023-1

docx

School

University of Technology Sydney *

*We aren’t endorsed by this school

Course

SATC001

Subject

Communications

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by SargentKnowledgeSeaUrchin41

© UTS College ACCO001 ACADEMIC COMMUNICATION Semester 2 Assessment Item Name SMART goals and Learning Cycle 3 Weighting 12% Due Date Week 10 Assessment item description A description of the assessment item is as follows: Purpose : to Analyse and evaluate your own language learning; to become an independent learner. Process : Identify the language and study skills that you want to improve in order to succeed at UTS College and in the workplace. Subject learning outcomes (SLOs) & Language learning outcomes (LLOs) On successful completion of this assessment item, students should achieve the following outcomes: SLO 3i: LLO earnestly examine your own communication and study skills in academic and social contexts 1. Reflect on, evaluate and manage learning to enable life-long independent language learning 2. Reflect on weekly experiences, including participation in social and academic contexts Assessment item brief For this assessment item you are required to produce the following: Task: This Assessment Task has two (2) parts: Part A and Part B Part A: SMART goals  Answer questions relating to the language and study skills you wanted to improve. Assessment Task 1C SMART goals and Learning Cycle 3 Part A: answer questions relating to the language and study skills you want to improve. Which area of language and which specific skill did you choose to improve? Group conversations ASSESSMENT ITEM BRIEF

© UTS College Which area of study skills did you choose to improve? Time management Why did you want to improve these language and study skills? How did you know you needed to improve them? I wanted to improve these skills because I do not feel like I am good at them. I knew I needed to improve them because I am not good at them. What were your specific SMART goals – for your language and your study skills? Did they change throughout the semester? Why? Why not? My goals were to speak in groups and to stick to a study schedule and manage my time better. My speaking one did change, and it is to talk more about my ideas, and my studying one is the same and wants to revise more of my goal has increased. It is because I feel like I still struggle with my goals and want to further increase my abilities. How did you measure your improvement? What is the evidence of improving? [Provide a brief description of the evidence and provide two (2) images as visual documentation] I checked at what times I started work and aimed to start at 10 am and starting my work I improved my language goal by being in a group more. How were both your SMART goals relevant to your studies? My smart goals are relevant because engineering is a field where you can work on things collaboratively and need group input and ideas to further achieve a collective goal and being able to explain instructions and ideas is crucial. What are your SMART goals for next semester? My goals are going to be the same and I will focus on these main goals and when I feel like I have achieved them to a better extent I will go for another weak point or goal I want. Part B:

© UTS College Reflection Write a reflection on your language learning processes for the entire semester; consider how you are going to continue your SMART goals in your future Diploma subjects (minimum 250 words). Follow the structure that you learnt in Week 1: Description, Feelings, Evaluation, Analysis, Conclusions and Action Plan. Write a small paragraph under each heading. A paragraph is a number of sentences that relate to one main idea. Do not just write one sentence. The headings are in bold and in the center of the page, but you should start your paragraph aligned to the left and indented, and do not use bold. Double space your work. Figure 1 Gibbs Model for Reflective Writing Description This semester I have been focusing on language techniques and how to use them in an academic and social setting applying these skills to my advantage and provide insight and input in conversation. Academic language is used to improve the way you communicate with others and to help them better understand your points and correctly understand them. Feelings I feel like this semester was a good introduction to how to act and use academic literacy and was useful for the foreseeable future. The class activities were sometimes entertaining and were a good way to gauge the skills and how to apply the skills to real conversations which in turn you can practice those skills and improve on them. Evaluation Overall, the activities were engaging and allowed students to learn and improve on involving them in conversations, allowing them to practice and improve on what they learnt. The class is not able to perform to its fullest potential without multiple people and with only one person participating it is difficult, but my class had enough people, and the groups have everyone participating, which is helpful. Analysis Being interactive with the activities is the best way to apply academic literature and if you feel like you are lacking in something your able to learn from it and improve on it for next time which is helpful and allows students to build upon what they are lacking. Without constant repetition you are not able to use the newly acquired skill and utilize it to the fullest potential. Conclusions The constant conversations and ability to work on goals is the best part and is crucial to building up your skills. This class is a great introduction to academic literature and is useful to those lacking in that area and are not able to properly use crucial skills needed in the workplace or in academic conversations. Action Plan The next time I would do the same because it covers most of the skills and what you need for the future and is a good introduction to how and why it is important within your field. It takes advantage of having a class and involves a group which is the most crucial part of this class and allows the students to work on their goals.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

© UTS College Assessment item submission requirements For this assessment item you are required to submit the following: 1. Completed table (including documented evidence of having improved) 2. One overall reflection

© UTS College Assessment item grading criteria For this assessment item you will be graded according to the following criteria: CRITERIA HD D C P F F0 This criterion is linked to a Learning Outcome SMART goal and learning cycle Can reflect on, evaluate and manage learning to enable life- long independent language learning The task demonstrates more than adequately the ability to reflect on and evaluate a previous learning experience and to manage learning in a way that enables life-long independent language learning. This means that almost all the answers are developed and demonstrate insight. At least TWO but not all aspects of HD are met; all are above P At least TWO aspects are above P (but not necessari ly HD standard) The task demonstrates only adequately the ability to reflect on and evaluate a previous learning experience and to manage learning in a way that enables life-long independent language learning. This means that almost all the answers have been answered but with little development and insight. Not all aspects of P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met Did not submit This criterion is linked to a Learning Outcome Reflective writing Reflect on weekly experiences, including participation in academic and social contexts The task demonstrates a more than adequate understanding of the genre of reflective writing. The content demonstrates deep and insightful reflection into the weekly experiences and has more than adequately explored academic and social contexts. At least TWO but not all aspects of HD are met; all are above P At least TWO aspects are above P (but not necessari ly HD standard) The task demonstrates only an adequate understanding of the genre of reflective writing. This means that, while the writing is about reflecting, the stages of the genre are not clearly discernible. The content demonstrates only a shallow and superficial reflection into the weekly experiences and has only tentatively explored academic and social contexts. Not all aspects of P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met Did not submit

ACCO.Assessment 1C_V2 Semester 2 2023-1

Related Documents