ACAD.Assessment 1 (All parts)_2023_S3_V2
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University of Technology Sydney *
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SATC001
Subject
English
Date
Apr 3, 2024
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docx
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13
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BABC011, CCOF001, DADC001, IITC001, SATC001
Semester
3
Assessment Item Name
Reflection, SMART goals, & Application to academic social and professional contexts Weighting
25% Due Date
Week 3
Assessment item description
A description of the assessment item is as follows:
In Assessment 1, you will -
reflect on a previous
English
language learning experience
in an educational, academic context,
focussing on
one language skill (writing, speaking, reading, listening) and an issue.
You may also consider the skill's associated subskills or aspects such as vocabulary, pronunciation, grammar, essay structure, etc.
Do not
talk about confidence, time-management, motivation, etc. Only talk about language. -
explore ONE language skill and subskill that you want to improve in order to succeed at UTS College (this should relate to the issue which you explored in the reflection)
-
apply the language skill to an academic, a social and a work context. Look for a job advertisement which directly relates to your Diploma programme and which requires your chosen language skill and subskill
-
write a reference list -
use the template below
-
answer the questions in this template to identify, evaluate, and reflect on your chosen skill and subskill (
unanswered questions might not pass this assessment)
-
follow the activities in the Needs Analysis Module
to help you complete this template
Subject learning outcomes (SLOs) & Language learning outcomes (LLOs)
On successful completion of this assessment item, you should achieve the following outcomes:
SLO 3: 1.
earnestly (i) examine your own communication and study skills in academic, social and professional contexts and (ii) systematically apply academic conventions to maintain academic integrity
Assessment item brief
For this assessment item you are required to produce the following: ASSESSMENT ITEM BRIEF
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The Assessment 1B
has three (3) sections: Section 1; Section 2; Section 3; and Section 4.
Section 1:
Reflection
Optional:
Before writing or orally presenting your reflection, you can make notes by answering
questions about the English language learning experience in an educational, academic context in point form (these are not graded). Mandatory
:
-
After making notes, write (or orally present) a formal 400-word reflection on a previous English language learning experience in an educational, academic context, focussing on a particular language skill (reading, listening, speaking, writing) and an issue. You may also consider the skill's associated subskills or aspects such as vocabulary, pronunciation, grammar, essay structure, etc.
Do not
talk about confidence, time-management, motivation, etc. Only talk about language.
To help you with this section, review Reflections
in the Needs Analysis
Module
pre-tutorial task.
Section 2:
SMART goals
Answer questions relating to the language skill and subskill (aspect) which you want to improve. You must answer all questions
(review Setting Goals
, in the Needs Analysis Module
pre-tutorial task).
Section 3:
Application of SMART goal to an academic, social and professional context (Work Integrated Learning)
Apply the SMART goal to an academic context by focusing on an upcoming assessment.
Apply the SMART goal to a social context. Argue that the chosen language skill will help in this situation.
Apply the SMART goal to a work context. Find a job advertisement that explicitly relates to
the programme which you are enrolled in at UTS College (science, design, architecture, communication, engineering, IT, business) on a website. Argue that the advertisement is related to your programme and that your chosen language skill is essential for this position. You must answer all parts.
Section 4:
References
Provide a full
reference list, following APA 7
th
edition style. You must include the website of the job application.
You can choose to do the assessment in one of two (2) ways:
Option A
Option B
Fill in the template as is.
Do not change or remove any of the writing except to replace information in the square brackets […] and the titles of the figures.
Remove the square brackets and dots […]
Replace the figures with your own.
Provide your own titles for the figures
Create a video (maximum 6 minutes) with PowerPoint slides to answer each section of the template.
For section 1: put each question on a separate PowerPoint slide and answer each question orally with images (when needed).
For section 2: orally describe the role and explain how your chosen language skill will help with this role. Include the image of the advertisement on a PowerPoint
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Some sentence beginnings for the SMART goals, and some formatting for the images have been provided. Use
them.
Submit the completed template.
slide.
For section 3: include your complete reference list on your final PowerPoint slide.
Section 1: Reflection Write a 400-word reflection on a previous English language learning experience in an educational, academic
context, focussing on one (1) particular language skill and an issue. You may also consider the skill's associated subskills or aspects such as vocabulary, pronunciation, grammar, essay structure, etc.
Do not
talk about confidence, time-management, motivation, etc. Only talk about language.
You must identify an issue that you can explore. Follow the stages of the reflection genre that you learnt in the Needs Analysis Module (pre-tutorial).
Brief description
Thoughts and feelings
Analysis
Conclusion
Action plan Attend to the questions related to each stage. Use the language that you learnt in the Needs Analysis Module (
post-tutorial). Optional
: First, answer the questions in point form, and then use your notes to write your reflection. The notes in each section should be included in one paragraph. Brief description of the situation
Who or what was involved?
It was me and I was doing my Physics introduction assessment task 4 that was a practical task and needed me to present an original experiment in a recorded video form.
What happened?
I was recording a video that explained my experiment and its results using a screen recorder and camera. I filmed a 7-minute video which went into the details on the goal of the experiment and what I found.
Where did it happen?
At my house, in my room that is in Penrith, NSW
When did it happen?
The final weeks of the last semester 1 in August 2023
What is the issue/problem you are going to reflect on?
I am reflecting on the vocabulary I used while writing my assessment and how I struggled to find words to properly explain and discuss my findings In the experiment which hindered the ability to present in the video.
Thoughts and feelings
Why did you do it that way?
I did it that way because I didn’t know how to explain my ideas to another person effectively and when it is a video, its different in person because they can ask you questions and it feels very different
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What were you thinking?
I was thinking that another person might not understand this but in my head if I explain
it more they will understand better, but the more I explained the less I felt like I was making sense and in turn led to stumbling on my words and not finding the right ones which led to more anxiety.
How did you feel (emotions).
I felt worried, stressed, uncertain, not confident and not smart. I also felt stupid and not
confident I would do good which didn’t help the anxiety while filming the video which in
turn affected my words.
What was good and not so good about the experience?
It was good to know that I need to try and be more open about how I can explain things and I need to prepare better for a speech or recording something so I know what words to use and so I can reread and make changes while recording making me less anxious and more confident in my vocab.
Analysis
Why did things go well or didn't?
It didn’t go well because as I was watching myself and I couldn’t understand it myself and I needed to change it didn’t know how to which made it got worse and it overall didn’t go as expected or planned which affected the whole video and what I was acting
and saying.
What were your assumptions about the situation?
I assumed it would be easy, but it turned out to be harder than I thought. I assumed that it was a learning experience, and I can take that experience and be more prepared during a similar task or assessment and will be able to improve on what vocabulary lacked which will make the video better as a whole.
How might they have informed your thinking?
It informed me that the way I think probably not everyone can understand and the way
I present my ideas will need to change according to the audience and I will need to find a good way to make my information more digestible than just daying my ideas without thought. What theories, research or other situations can you draw on to help you better understand the situation?
I theorize that since it was my first time doing something like that it affected what I was
producing and can only get better from here. But since it was worth a lot of my final mark it stressed me out a little and affected my performance. I will also need to work on a presence on video because I felt like I looked a little robotic.
Conclusion
What else could you have done or done differently?
I could have written out script which would helped out on what I was saying, and it would point out to what parts need changing and improving the overall quality of the production. It also would help me if I made the slides tailored more to a speaking presentation which would help the understanding of the audience.
What other knowledge might be needed?
The video was going to be a lot longer if I had not condensed the information and would be a lot to process if I had to go in specifics and not just summarized the whole thing. I need to find a way to make a presentation that works while explaining it and not just make it a slide show.
Can you identify any factors that impede your learning?
Procrastination is a big hindrance to my ability to learn and complete things on task and if I leave it to late my whole vocabulary is not as good because I don’t get enough time to think about what I say and will affect the task. Me not knowing how to perform a video style task which is new to me, affected how I was planning and recorded everything.
What can be concluded from this experience?
I need to work on my performing skills such as vocab and public speaking which will
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benefit me in the future and other tasks that may be similar to this one and I need to plan better accordingly to the task.
Future Action plan
What are you going to do in this type of situation next time? Be very explicit.
Im going to write a script and tailor the presentation to the script so it flows better and when I record, I won't be looking for words to say and stumbling while explaining something. Im also going to record a couple of times and change what I feel like doesn’t fit and fix it to what I think would be better. Reading the script to someone in person or ask them to give feedback on the video will help a lot.
What skills do you need to develop to
handle a situation like this and other situations better?
Presentation skills so I can have less stage anxiety making me a better performer and making it make sense in what im saying in an entertaining way. Improving my speaking skills will help me to improve on how I explain what I'm presenting and saying which will help the audience engage better and absorb the information.
How will you develop the skills you need? Be very explicit.
I am going to practice a speech I created and say it to someone in person and will ask for feedback and what I need to add or improve which will help them understand and engage better with what I’m saying to them. It will also help my stuttering when im thinkiing of words and help my improvisation skills grow.
How will you achieve your new learning goals? Be explicit. Provide 3 steps.
1.
I will write a script specific to some topic which has detail and information on
a specific topic and make a presentation which fits the topic and tailor it to enhance the script.
2.
Read it to some or perform it Infront of someone and get their feedback and take notes on what I need to improve and which parts I need to fix
3.
Rewrite the script and change the presentation in the parts needed to make it understandable and increase the understanding with the audience
How can you transfer what you have learnt to a different situation, such as a social
and the work
environment? Be explicit.
I can use all the skills learned in this into presenting some plans to an audience in person and will help me become more confident in what I am saying and will help me understand what works and what will make it harder to understand
Mandatory: 400-word reflection
Collate your notes and write your reflection below.
Use the headings provided (centred/
bold – APA 7th edition style).
Write your body paragraphs left aligned
with the first line indented
. Double
space. Do not use bold. Each section should be one
paragraph which shows development
and insight,
and focus on the language issue.
Description
It was me and I was doing my Physics introduction assessment task 4 that was a practical task and needed me to present an original experiment in a recorded video form. I was recording a video that explained my experiment and its results using a screen recorder and camera. I filmed a 7-minute video which went into the details on the goal of the experiment and what I found at my house, in my room that is in Penrith, NSW in the final weeks of the last semester 1 in August 2023. I am reflecting on the vocabulary I used while writing my assessment and how I struggled to find words to properly explain and discuss my findings in the experiment which hindered the ability to
© UTS College
present in the video and will affect on how the audience will struggle understanding me.
Thoughts and Feelings
I was struggling with the vocabulary because I didn’t know how to explain my ideas to another person effectively and when it is a video, its different in person because they can ask you questions, and it feels very different compared to a video recording. I was thinking that another person might not understand this but, in my head, if I explain it more they will understand better, but the more I explained the less I
felt like I was making sense and in turn led to stumbling on my words and not finding the right ones which led to more anxiety and no confidence in what I was saying. I felt worried, stressed, uncertain, not confident and not smart. I also felt stupid and not confident I would do good which didn’t help the anxiety while filming the video which in turn affected my words. It was good to know that I need to try and be more open about how I can explain things and I need to prepare better for a speech or recording something so I know what words to use and so I can reread and make changes while recording making me less anxious and more confident in my vocabulary. Analysis
It didn’t go well because as I was watching myself and I couldn’t understand it myself and I needed to change it didn’t know how to which made it got worse and it overall didn’t go as expected or planned which affected the whole video and what I was acting and saying which made me feel not good about the recording. I assumed it would be easy, but it turned out to be harder than I thought. I assumed that it was
a learning experience, and I can take that experience and be more prepared during a similar task or assessment and will be able to improve on how my vocabulary lacked which will make future videos better as a whole. It informed me that the way I think probably not everyone can understand and the way I present my ideas will need to change according to the audience and I will need to find a good way to make my information more digestible than just daying my ideas without thought. I theorize that since it was my first time doing something
like that it affected what I was producing and can only get better from here. But since it was worth a lot of my final mark it stressed me out a little and affected my performance. I will also need to work on my presence in videos because I felt like I looked a little robotic. Conclusion
In conclusion I could have written a script which would have helped out with what I was saying, and it would point out what parts need changing and improving the overall quality of the production. It also would help me if I made the slides tailored more to a speaking presentation which would help the understanding of the audience. Also, the video was going to be a lot longer if I had not condensed the information and would be a lot to process if I had to go in specifics and not just summarize the whole thing. I need to find a way to make a presentation that works while explaining it and not just make it a slide show. Procrastination was a big hindrance to my ability to learn and complete things on tasks and if I leave it too late my whole vocabulary is not as good because I don’t get enough time to think about what I say and will affect the task. Me not knowing how to perform a video style task which is new to me, affected how I was planning and recorded everything. In the end I need to work on my performing skills such as vocab and public speaking which will benefit me in the future and other tasks that may be like this one and I need to plan better accordingly to the task.
Action Plan
I'm going to write a script and tailor the presentation to the script, so it flows better and when I record, I won't be looking for words to say and stumble while explaining something. Im also going to record a couple of times and change what I feel like doesn’t fit and fix it to what I think would be better. Reading the script to someone in person or asking them to give feedback on the video will help a lot. Presentation skills are needed so I can have less stage anxiety, making me a better performer and making it make sense in what im saying in an entertaining way. Improving my speaking skills will help me to improve on how I explain what I'm presenting and saying which will help the audience engage better and absorb the information. I am going to practice a speech I created and say it to someone in person and will ask
for feedback and what I need to add or improve which will help them understand and engage better with what I’m saying to them. It will also help my stuttering when I'm thinking of words and help my improvisation skills grow. Steps to improving this are writing a script specific to some topic which has detail and information on a specific topic and making a presentation which fits the topic and tailor it to enhance the script. I will read it to some or perform it Infront of someone and get their feedback and take notes on what I need to improve
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and which parts I need to fix after that I will rewrite the script and change the presentation in the parts needed to make it understandable and increase the understanding with the audience. I can use all the skills learned in this into presenting some plans to an audience in person and will help me become more confident in what I am saying and will help me understand what works and what will make it harder for misunderstandings and allow what im saying easily digestible.
Section 2: SMART goals: Answer questions relating to the language skill you want to improve (it should relate
to the reflection) NOTE: All questions/parts must
be attempted to be considered adequate. Read the questions carefully and address the question. 1.
Which area of language + specific skill have you chosen to improve?
[for example, reading: inferring meaning from context; speaking: hesitations due to unknown vocabulary]. You must focus on a language skill (do not
write about time-management, motivation, confidence, etc.).
I have chosen to focus on my writing skills in particular my vocabulary skills 2.
Why do you want to improve this skill? [personal, academic, work, teacher feedback?]
The reason why I want to improve my vocabulary skills is because it will help both
my writing and speaking skills which in turn help in communicating with others and helping others understand the information, I'm telling them or writing to them.
3.
Describe your SMART goal by providing
a description for each of the initials in the acronym SMART. First, review how to write a SMART goal (Needs Analysis Module (
between tutorials). 1.
specific
(state explicitly what you want to achieve by a specified time) 2.
measurable
(what are you measuring and how can you measure your improvement? Saying you will get feedback is too vague. Be explicit and convincing in your answer. Talk about number of errors decreasing, longer and more complex sentences used in your writing, timing for reading, more succinct notes, less reliant on subtitles, etc.).
3.
attainable
(saying you want to write perfectly is not an attainable goal; it's not plausible)
4.
relevant
(the goal must meet your language needs)
5.
time
-
bound
(you need to focus on what
can be achieved each week)
Make sure the goal is something you can complete by the time you say. It is not acceptable to say, “I want to learn as much as I can at UTS College” because you’d need more than one semester to accomplish this goal)
1.
By the end of this semester
, I should be better able to write bigger and
better words that are not common words which are specific and use them in my writing. 2.
I can measure my improvement by Learning a new word everyday which and trying to use that word in a sentence and try to use it in a conversation explaining what the word means.
3.
This goal is attainable because I can constantly see what words I have learnt and constantly use these words in anything I want, and I can tell if these words are effective by using them in different events.
4.
The chosen skill is relevant to my studies because you need to be able to use a variety of words to explain ideas and present plans and provide
information specific to the task and multiple words will help others understand it better and efficiently.
5.
I can achieve this goal by the end of semester because I can track how many words I learnt and how many I have used and I am able to practice using them whenever and wherever I want having no limitations. 4.
What activities have you been doing to improve your skill? Be explicit. Provide website names, book names, video names, etc.). How have they helped? Provide real examples and photographic evidence. For example, a photograph of you doing
the activities, photographs of your annotated notes, word lists which you To improve my skill, I have been using different words in a sentence and explain what it means if they don’t understand. I was explaining what lexicon means and taught him a new word.
Figure 1
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created, etc.
Do not simply provide a photograph of your TV screen, an image of video, an image of a book cover, Stock images from the Internet.
These activities have helped in the following ways:
1.
It helps my communication skills as a whole and I can also use any other words I have learnt and helps me understand how to use the word
better.
2.
It helps with my pronunciation of words to and can help me explore new
ways to use words and to better use them to help others understand new and different things.
Don’t forget to put any resources in the References
5.
Which Unit, which Module(s) in the Unit and which activities in the Module (in this subject) will help you achieve this goal? Skim the Modules on Canvas and the Subject Outline. To help me succeed in reaching my goal, I will look at the reading and listening Unit. In particular the representational Module. Within this module, I will look at the following activities:
1.
Repetition of the words
2.
Defining the words
These will help me achieve my goals because by repeating the words I can get comfortable using them and understanding when to use them better and defining the words will make me internalize what they mean and truly understand what they are used for and what context is necessary to exercise them
6.
What problems can you foresee in achieving your goal and how can you overcome them? You need two problems which relate explicitly to language issues and two solutions (
do not
write about time-
management, motivation, confidence, etc.).
The first potential problem I foresee is that I might not be able to use the words in a sentence because it might be a bit too specific to a topic and wont come up or no one will understand what it means. The solution to the first problem is to explain or use a different word like a synonym to that word which makes more sense to others and if I explain it they will learn a new word and I get to practice using it.
The second potential problem I foresee is that the word does make sense the way
I use it in a sentence or conversation and not only will it ruin the flow of it and disrupt the sentence or conversation
The solution to the second problem is to try and use the word again and try to make the sentence flow better by using different language and find the right timing
by writing different sentences or in conversation when practicing Section 3: Application of SMART goal to academic, social and professional contexts (Work Integrated Learning) Academic Context
Application of SMART goal to an academic context Choose an upcoming assessment. In which ways An upcoming assessment is a presentation task for foundation maths. In this assessment, we have to present and explain how to solve a problem and go through the steps used to complete the problem infront of the entire class.
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might your SMART goal and your chosen activities (Question 5) help you do that assessment task? Write a small paragraph (100 words). Refer to the name of the subject, the assessment and something in the assessment to justify your choice of language skill.
My SMART goal is related to this assessment because I can learn words to use when explaining what steps I took to solve this and find the best way to teach others and when I use these words it will help them understand me and what I'm teaching The activities outlined above are going to help with this assessment because I
can use and practice the words beforehand and change which doesn’t make sense ultimately leading to a better understanding for boths parties. Social Context
Application of SMART goal to a social context Describe a social situation in which you will use the
language skill which you focused on for your SMART goal.
Argue for the importance of this language skill to the situation.
In which ways might your SMART goal and your chosen activities (Question 5) help you in this social situation? Write a small paragraph (100 words). The social situation in which I will need better vocabulary is in an academic conversation or report and I will need to pull out specific words and will help if I understod the words being said and am able to use them myself without stuttering and incorrectly using them. My language skill is important to this situation because it will help both me and the other people understand each other and learn more with efficiency trading information without wasting time to exlplain what something means and being embarrassed. Misunderstandings of words will affect work flow and create problems down the future.
Professional context
Application of SMART goal to a professional context (WIL)
Find
a job advertisement (one that explicitly
relates to your Diploma
programme
– science, design, architecture, communication, engineering, IT, business) on a website and reflect on how your chosen language skill relates to that job. For example, try https://www.seek.com.au
URL of job advertisement https://www.seek.com.au/job/71076073?type=promoted#sol=6b416e3cf3932ce9d7cc8c9f546e7128d8fd940a
Name of employer
All roads
Name of position Role description (summarise or paraphrase the description; do not simply copy the advertisement – 25 words)
It is managing a site in Brisbane overseeing the operations and being involved into making everything run properly and smoothly with all travel expenses paid and weekends off.
Image of advertisement and APA 7
th
edition captioning. Remove the figure provided and supply your own. Provide a title of the figure, using italics. Reference the screenshot in the references list.
Figure 2
All roads advertisement for project engineer.
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Remove the figure provided. Provide a figure (screen shot) of part of the advertisement which states that you need your chosen language skill; provide a title, using italics.
Highlight something in the advertisement that links to your language skill (see the example: “
strong communication skills (verbal)”.
Reference the screenshot in the references list. Figure 3
All roads requirements for position
Argue that this job is related to your discipline – to the Diploma programme you are enrolled in at UTS College (30 words). Make sure you state what your programme is. Refer explicitly to something in the advertisement. This job is related to my programme, which is engineering, because it is a civil engfineering is sector of engineer and is important to the construction of necessary roads and highways, it also includes all the other types of infrastructure.
Argue that improving your chosen language skill will help you in this
career; that is, what is it about the position/role that needs
your chosen language
skill. Refer explicitly to something in the advertisement. (50 words).
By improving my vocabulary, I can learn specific civil engineering terms and also other words which will help communicate to the other workers and employees of the company being able to explain the operations and plans to new employees. Vocabulary is important to help go into deeper detail on what the civil engineer wants, and no misunderstandings or miscommunication will occur if you understand and explain in an easy way. Section 4: References: Write a full
reference list, APA 7
th
edition style, including all sources that you referenced in this assessment. It must be in alphabetical order. Example of a website:
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Organisation. (Year, Month Day). Title of webpage
. Title of Website. URL
Seek. (2020, April 25). Data entry – sample reception. https://www.seek.com.au/job/56729230?
type=promoted#sol=93180d6b0fd1c62e042f3ebfbb5fd1388733e214
Example of an image
Author, A. (Year). Title [Media Type]. Source. URL
Seek. (2020). Advertisement [Screenshot]. https://www.seek.com.au/job/56729230?
type=promoted#sol=93180d6b0fd1c62e042f3ebfbb5fd1388733e214
Example of a references list References
Halliday, M., & Matthiessen, C. (2004). An introduction to functional grammar. Routledge.
Seek. (2020). Advertisement [Screenshot]. https://www.seek.com.au/job/56729230?
type=promoted#sol=93180d6b0fd1c62e042f3ebfbb5fd1388733e214
Seek. (2020, April 25). Data entry – sample reception. https://www.seek.com.au/job/56729230?
type=promoted#sol=93180d6b0fd1c62e042f3ebfbb5fd1388733e214
NOTE:
look at the model references above. The list is left aligned; it is hanging; it is double spaced; it does not have any images in it. It does not have extra spaces between each entry. The URLs are live (links). It is in alphabetical order. Be very careful with punctuation and spacing. Write your references list below under “References” References
Maulana, L. (2023). Conversation
. Maulana. https://drive.google.com/file/d/1U62K68FhMl7FMeihsR8i_r9ARUOul1B9/view?usp=sharing
Seek. (2023). Advertisement [Screenshot]. https://www.seek.com.au/job/71076073?
type=promoted#sol=6b416e3cf3932ce9d7cc8c9f546e7128d8fd940a
Seek. (2023). Site/project engineer – civil – dido from brisbane. https://www.seek.com.au/job/71076073?
type=promoted#sol=6b416e3cf3932ce9d7cc8c9f546e7128d8fd940a
© 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
Some features of D
are exceeded; all
others are of D standard.
ALL aspects must be met. //The task demonstrates more than adequately the ability to reflect on
and evaluate a previous English language learning experience. This means: // Nearly all the suggested questions in the have been addressed mostly appropriately. // The reflection is honest throughout. // All the stages are mostly developed, mostly insightful, and clearly focussed on the language issue.
More than one but not all features of D are observed; all
others are above P standard.
ALL aspects must be met.
//The task demonstrates more than just adequately the ability to reflect on and evaluate a previous English language learning experience. This means //
Most of the suggested questions in the table have been addressed generally appropriately. //
The reflection is generally
honest. // At least three stages show some development, some insight and mostly focus on the language issue.
Not all aspects of
P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met No submission, or there is so little text that it
can be considered a non-
submission
Section 2
This criterion is linked to a Learning Outcome
Reflection
Manage learning to enable life-
long independent language learning
Some features of D
are exceeded; all
others are of D standard.
ALL aspects must be met. // Clearly identifies an area of language and a clearly associated specific skill, and provides a convincing reason. // Sets clear, relevant SMART goals (4 parts are convincing). // Describes activities that are relevant to achieving the goals in a
very detailed manner, providing convincing evidence. // Poses two problems that clearly relate to the skill, and provides convincing, doable solutions.
More than one but not all features of D are observed; all
others are above P standard.
ALL aspects must be met. // Identifies an area of language and a tenuously associated specific skill, and provides a somewhat convincing reason. // Sets basic or generic SMART goals (at least 3 parts are somewhat convincing) // Describes activities that are mostly relevant to achieving the
goals in a somewhat detailed manner, providing somewhat convincing evidence. // Considers 1 relevant problem that relates to the skill, and provides a somewhat plausible solution.
Not all aspects of
P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met No submission, or there is so little text that it
can be considered a non-
submission
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© UTS College
Section 3
This criterion is linked to a Learning Outcome
Reflection
Work Integrated Learning
Transfer language learning strategies to a
professional context (WIL)
Some features of D
are exceeded; all
others are of D standard.
ALL aspects must be met. // Applies SMART goals to an academic context convincingly. //
Applies SMART goals to
a social context convincingly. // The role description of the job has been paraphrased/summaris
ed well and it matches the screen shot of the advertisement. // Some
relevant information in the job application has been highlighted successfully. // The argument that the job is related to the Diploma programme is convincing. // The argument for the connection between the job and the SMART goal is convincing.
More than two but not all features of D are observed; all
others are above P standard.
ALL aspects must be met.// Applies SMART goals to an academic context somewhat convincingly. // Applies SMART goals to a social context somewhat convincingly. // A role
description of the job has been given and it matches the screen
shot of the advertisement. // Something in the job application
refers to communication/language. // The
argument that the job is related to the Diploma programme is somewhat convincing. // The argument for the connection between the job and the SMART
goal is somewhat convincing.
Not all aspects of
P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met
No submission, or there is so little text that it
can be considered a non-
submission
Section 4
Academic Integrity
Apply APA 7th edition style referencing conventions
Some features of D
are exceeded; all
others are of D standard.
ALL features must be met. //The reference list follows APA 7th edition with unsystematic minor errors. // The reference list is complete and in alphabetical order.
More than one but not all features of D are observed; all
others are above P standard.
ALL aspects must be met. //The reference list demonstrates a very serious attempt at following APA 7th edition but there are systematic errors. // This means that there is evidence that the APA referencing guide has mostly likely been referred to and that phrases from other referencing styles (if any) are scarce. // The reference list includes the website but might be missing other entries.
Not all aspects of
P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met No submission, or there is so little text that it
can be considered a non-
submission