ACAD.Assessment 1 (All parts)_2024_S1_V8-1 (1)
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School
University of Technology Sydney *
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Course
32208
Subject
English
Date
Apr 3, 2024
Type
docx
Pages
11
Uploaded by GeneralFlowerRat40
BABC011, CCOF001, DADC001, IITC001, SATC001
Semester
1
Assessment Item Name
Reflection, SMART goals, & Application to academic 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 related to this skill.
-
set a SMART goal about 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 and a work context. -
write a reference list 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
The Assessment 1
has four (4) sections: Section 1; Section 2; Section 3; and Section 4.
Section 1:
Reflection
Optional: ●
You can make notes for your reflection by answering
questions about the English language learning experience in an educational,
academic context in point form (these are not graded) Mandatory:
●
Write (or orally present) a formal 400-word reflection on a previous English language learning experience in an educational, academic context that had a significant impact on you. Focus on a particular language skill (reading, listening, speaking, writing) and an issue related to this skill. You may also consider the skill's associated subskills or aspects such as vocabulary, pronunciation, grammar, essay structure, et cetera). ●
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 SMART Goals
, in the Needs Analysis Module
pre-tutorial task).
Section 3:
Application of SMART goal to an academic and a professional context (Work Integrated Learning)
●
Apply the SMART goal to an academic context by focussing on an upcoming assessment.
●
Apply the SMART goal to a work context. Find a job advertisement that directly 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 reference list with the website of the job application.
There are two options to complete this assessment
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.
Create a video (maximum 6 minutes) with PowerPoint slides to answer each section of the template.
●
For Section 1: put the headings on separate PowerPoint slide with some bullet
●
Remove the square brackets and dots […]
●
Replace the figures with your own.
●
Provide your own titles for the figures
●
Some sentence beginnings for the SMART goals, and some formatting for the images have been provided. Use them.
●
Submit the completed template.
points and relate your reflection.
●
For Section 2: put each question on a separate PowerPoint slide and answer each question orally. ●
For Section 3: put each question on a separate PowerPoint slide and answer each question orally. Include the image of the advertisement on a PowerPoint slide. ●
For section 4: include the reference of the website on a separate slide. ●
Submit the video.
Section 1: GC001: 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 related to the skill. You may also consider the skill's associated subskills or aspects such as vocabulary, pronunciation, grammar, essay structure, etc.
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?
Me, Friends, Other Schools and Teachers.
What happened?
Participated in an English Competition at school, Organised by the Head English Teacher. I and two friends were invited to compete against other schools in the area.
Where did it happen?
At School in the Hall, FHS ( Fairfield High School).
When did it happen?
Grade 9 of high school (2022 COVID-19 times).
What is the issue/problem you are going to reflect on?
Me and my friends entered the competition thinking we were the “Stuff”. However, we failed to comprehend and understand the questions in the competition mainly the writing questions.
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Thoughts and feelings
Why did you do it that way?
We thought we could do well because the head teacher invited us, The overconfidence caused us to panic when we couldn't answer a question.
What were you thinking?
As mentioned before, we thought that we were “Hot Stuff” Once we realised that we couldn't keep up with the rest of the school we started to think we were fish out of water.
How did you feel (emotions).
Embarrassed as we came dead last in the competition.
Confused as we thought we would do well before entering the competition. What was good and not so good about the experience?
The experience forced us to learn how to read and comprehend short answer questions, which was “good” However it was not “good” for our self-esteem and confidence.
Analysis
Why did things go well or didn't?
Things didn’t go well because this was during COVID (Online classes) So we struggled to keep up with the curriculum.
What were your assumptions about the situation?
I assumed the competition would be easy at the time.
How might they have informed your thinking?
It was due to those assumptions that the situation went the way it did.
Conclusion
What else could you have done or done differently?
Not much besides self-study What other knowledge might be needed?
Can you identify any factors that impede your learning?
COVID/Online Learning.
What can be concluded from this experience?
Future Action plan
What are you going to do in this type of situation next time?
Be very explicit.
Prepare and Practice questions like short answers
What skills do you need to develop to handle a situation like this and other situations better?
How will you develop the skills you need? Be very explicit.
practise
How will you achieve your new learning goals? Be explicit. Provide 3 steps.
1.
…Practise
2.
…Using a smart goal
3.
…Asking for feedback
How can you transfer what you have learnt to a different situation, such as a social
and work
environment? Be explicit.
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. For each stage of your reflection, write one
paragraph which shows development
and insight,
and focusses on the language skill and issue.
Description
During an English competition organized by our Head English Teacher at FHS (Fairfield High School) during the 9th grade, fueled
by overconfidence my friends and I entered a competition with high expectations as we were invited by the Headteacher himself. The competition took place during the COVID “era” (Online classes etc), due to overconfidence and thinking were the “stuff” we faced significant challenges - failure to comprehend questions requiring written responses, causing us to place last, marking the
beginning of my humbling experience. Despite the disappointment, the experience sparked determination and growth. Reflecting
on this it is easy to recognise the need for humility and preparation.
Thoughts and Feelings
Entering the competition with overconfidence and the mindset that we were the “hot stuff” just to be confronted with reality left us like fish out of water. The realisation that we were struggling to keep up with other students/participants caused a mixture of both embarrassment and confusion. As the initial disappointment turned to dismay, it led to a feeling of inadequacy this in turn left us disappointed and defeated Analysis
Reflecting on the situation, it became clear that a combination of factors caused our struggle. Shifting to online learning due to the pandemic disrupted my academics, making it challenging to keep up with the syllabus. Our assumptions about the difficulty of the competition blinded us to the situation and preparation needed for the event. Blinded by overconfidence we couldn’t see the reality of our capabilities. Moving forward, I can recognise the necessity to address factors to improve my performance to handle situations better.
Conclusion
Looking back, the limited options available caused this experience to serve as a “wake-up” call. It highlighted the importance of preparedness and humility, this made it evident that underestimating tasks only leads to failure. To move forward I must commit to approaching situations with humility, preparation and assessment of the situation.
Action Plan
To move forward, I need to recognise the need for preparation/practice in areas where I struggle. Similar situations will be handled better future, by committing dedicated time to practise and prepare for comprehension and writing exercises regularly. Setting SMART goals, allows me to focus on specific goals like the completion of a certain number of practice questions weekly helping me track and maintain progress. By seeking feedback from both peers and teachers alike I can gain insight for improvement. The lessons from this experience can be used in various environments, academic or social to cultivate resilience.
Section 2: SMART goals: Answer questions relating to the language skill you want to improve (it should relate to the reflection) 1
Identifying a skill and subskill
●
Which area of language skill [speaking, reading, listening, writing] and specific subskill [pronunciation, scanning, note-
taking, sentence structure] have you chosen to improve?
You must focus on a language skill and its subskill (do not
write about time-management, motivation, confidence, etc.).
●
Why do you want to improve this skill? [personal, academic, work, teacher feedback?]
I have chosen to focus on my Reading
skill, in particular, Comprehension
The reason why I want to improve this skill is because of past experiences such as the one mentioned in my reflection. This has been a skill that I have consistently wanted
to improve on. To me this is both a personal and academic goal.
2
SMART goals
Complete 1-6
1.
Write you SMART GOAL.
2.
Specific: Explain how your SMART goal is
specific. Give 2 reasons.
3.
Measurable:
State which aspect of your skill you are measuring and how you are going to 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.).
4.
Attainable
:
Demonstrate that your SMART goal is attainable – refer to your ability to attain the goal.
Saying you want to write perfectly is not an attainable goal; it's not plausible as everyone makes mistakes.
5.
Relevant: Demonstrate that the SMART goal is relevant to your academic needs.
6.
time
-
bound: Demonstrate that your SMART goal is time-bound by stating 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 understand and comprehend short-form questions, this is my goal as it has been a problem I have noticed over the years.
2.
My SMART goal is specific for two reasons: (i)
It relates to the course (ITC) and is related to English
.
(ii) the goal focuses on a specific subcategory of reading (Comprehension)
3.
The aspect of my skill that I am measuring is Comprehension
I can measure my improvement by seeking feedback from peers and teachers and attempting to practise short-form questions online.
4.
This goal is attainable because I wish t
o improve my comprehension skills not read perfectly, but through rigorous practice, this goal is obtainable
5.
The chosen skill is relevant to my studies because improvement in this skill will lead to success in my studies
and help with assessment 2 6.
I can achieve this goal by the end of the semester because every week I will assign myself 30 minutes to use online practice questions daily and seek feedback from peers and teachers.
3
Ways to improve
To help me succeed in reaching my goal, I will look at the following
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Answer both parts.
Skim the Subject Outline and the Modules on Canvas a.
Which Module and which activities in the Module (
in this subject
) will help you achieve your SMART goal?
b.
Provide two specific, detailed reasons how
these activities will help you achieve your SMART goal. Be explicit and detailed. module:
Module 4: Reading: Representational meanings
Within this module, I will look at the following concepts and/or activities:
1.
….Overview
2.
…. Activity 1: peer teaching
These concepts/activities will help me achieve my goals because …
1.
…. They will help me better understand and comprehend text and will help me identify the following
●
Participants
●
Processes
●
Circumstances
●
Definition
●
Vocabulary
●
Grammar
2.
….Talking to my peers will allow me to both feedback and
learn from others in my class.
4
Potential problems
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 time management, as I have a lot of hours at work and family responsibilities I can see this leading to a lack of commitment
The solution to the first problem is to assign a set time for only practise and to commit to this time without fai
l.
The second potential problem I foresee is seeking feedback from peers. It may be hard to ask for help throughout the semesters as peers may have their responsibilities.
The solution to the second problem is to Seek feedback through other means e.g. online, friends and family.
Section 3: Application of SMART goal to an academic and professional context (Work Integrated Learning). Answer questions relating to the how your SMART goal can be applied to different contexts.
Academic Context
Application of SMART goal to an academic context Choose an upcoming assessment. In which ways might your SMART goal and your chosen concepts and activities (Question 3) 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.
An upcoming assessment is [
Assessment 2: Reading, Listening and Research
]
for [
ITC
]
. In this assessment, we have to “
evaluate meaning-
making in the discipline-specific reading”
My SMART goal is related to this assessment because
It will help with the
above-mentioned evaluation of ”meaning-making
” in reading as my goal is to improve my understanding and comprehension.
The concepts and activities in the modules outlined in Question 3 are going to help with this assessment because they both relate to the understanding and comprehension of text by allowing me to identify the above-mentioned points (Question 3) the concepts in these modules will strengthen my foundation.
Professional context
Application of SMART goal to a professional context (WIL)
Find
a job advertisement (one that directly 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/74644798?ref=search-
standalone&type=promoted#sol=878ecc17739168740e350159c5aae23b975c9cc5
Name of employer
ASF Audits Name of position IT Support Officer
Role description (summarise or paraphrase the description; do not simply copy the advertisement – 25 words)
ASF Audits seeks an IT Support Officer for both 1st and 2nd-level IT support, maintenance and onboarding. They seek the strong Microsoft skills needed.
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 1
Figure of job advertisement Remove the figure provided. Provide a figure (screenshot) 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)”.
Figure 2
Relation to language skill
Argue that this job is related to your discipline – to the Diploma programme you are enrolled in at UTS College. Make sure you state what your programme is. Refer explicitly to words/phrases in the
advertisement. (30 words).
My programme is a Diploma of IT
The job advertisement relates to my programme because as highlighted in the above figure
my course is a requirement mentioned in the advertisement ( “Proven experience in IT support or a related role.” )
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 word/phrases in the advertisement. (50 words).
The language skill I focused on is understanding/comprehension Improving this skill is necessary for this job because (
Relation to language skills) it states that “Excellent communication and interpersonal skills” are needed for the job, My goal is to improve my comprehension directly links to this point.
Section 4: Reference list (note, all assessments must have a reference list. However, you have not learnt how to write references using APA 7
th
edition style, so this is practice only. You will get feedback for Assessment 2. ●
Write a reference list. ●
Include the website on which you read the job advertisement. ●
Use APA 7
th
edition style. ●
Align the reference to the left. ●
Double space. ●
Use a hanging indent. ●
Follow the example below. Example of a website:
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
Write your references list below under “References”. ASF Audits. (2024, March 22). IT Support Officer. SEEK.com. Seek (2024, March). Help desk and IT support - ICT
https://www.seek.com.au/job/74644798?ref=search-standalone&type=promoted#sol=878ecc17739168740e350159c5aae23b975c9cc5
References
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Assessment item grading criteria
For this assessment item you will be graded according to the following criteria:
CRITERIA
HD
D
C
P
F
F0
GC001| Reflection
Reflect on and evaluate a previous language learning experience
ONE aspect/featu
re of D is exceeded; the other is of D standard.
ALL aspects/features must be met. The task demonstrates more than adequately the ability to reflect on and evaluate a previous English language learning experience. This means: (1) The reflection is honest throughout. (2) All stages are (i) mostly developed, (ii) mostly insightful, and (iii) clearly focussed on the language issue.
ONE aspect/featu
re of D is observed; all
others are above P standard.
ALL aspects/features 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 (1) The reflection is generally honest. (2) All stages have been attempted and at least three stages show (i) some development, (ii) some insight and (iii) 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
GC002| Manage Learning
Evaluate and manage learning to enable life-
long independent language learning (SMART goals)
Some aspects of D are exceeded; all
others are of
D standard.
ALL aspects/features must be met. (1) Clearly identifies an area of language and a clearly associated specific skill and provides a mostly convincing reason. (2) Sets
clear, relevant SMART goals – (four parts are convincing). (3) Identifies units/modules/activities that are relevant to achieving the goals and explains in a detailed manner. (4) Poses two problems that clearly relate to the skill, and provides reasonably plausible, doable solutions.
More than one but not all aspects of D are observed; all
others are above P.
ALL aspects/features must be met. (1) Identifies an area of language and a tenuously associated specific skill and provides a somewhat convincing reason. (2) Sets basic or generic SMART goals (at least three parts are somewhat convincing). (3) Identifies units/modules and or activities that are mostly relevant to
achieving the goals and explains in a somewhat detailed manner. (4) Considers one 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
Section 3
GC003| Work
Integrated Learning
Transfer language learning strategies to an academic and a professional context (WIL)
Some aspects of D are exceeded; all
others are of
D standard.
ALL aspects/features must be met. (1) Applies SMART goals to an academic context mostly convincingly. (2) The role description of the job has been paraphrased/summarised well and it matches the screen shot of the advertisement. (3) Some relevant information in the job application has been highlighted, although it may be generic. (4) The argument that the job is related to the Diploma programme is
mostly convincing. (5) The argument for the connection between the job and the SMART goal is mostly convincing.
More than two but not all aspects of D are observed; all
others are above P.
ALL aspects/features must be met. (1) Applies SMART goals to an academic context somewhat convincingly. (2) A role description of the job has been given and it matches the screen shot of the advertisement. (3) Something in the job application refers to communication/language, but it may
not be highlighted. (4) The argument
that the job is related to the Diploma programme is somewhat convincing. (5) 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
GC004| Academic Integrity
Apply APA 7th edition style referencing conventions
Some aspects of D
are exceeded; all others are of D standard.
ALL aspects/features must be met. (1) Includes
the website source. (2) Rigorously follows the APA 7th edition style model provided.
More than one but not all aspects of D are observed; all others are above P.
ALL aspects/features must be met. (1) Includes the website source. (2)
Demonstrates a very serious attempt at following the APA 7th edition style model provided.
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 no reference list