ACAD.Assessment 1B_V4-1

docx

School

University of Technology Sydney *

*We aren’t endorsed by this school

Course

001

Subject

English

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by BrigadierExplorationSnake99

© UTS College BABC011, CCOF001, DADC001, IITC001, SATC001 Semester 1 Assessment Item Name Reflection, SMART goals, & Work Integrated Learning (WIL) Weighting 25% Due Date Saturday, Week 3 Assessment item description A description of the assessment item is as follows: In this assessment, you will reflect on a previous language learning experience in an educational, academic context , choose ONE language skill that you want to improve in order to succeed at UTS College and in the workplace.  Use the template below.  Answer the questions in this template to identify, evaluate, and reflect on your chosen skill.  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

© UTS College The Assessment 1 template (below) has four (4) sections: Section 1; Section 2; Section 3; and Section 4 Section 1: Reflection  Make notes about the learning experience by answering questions in point form [not graded] and then write a formal 400-word reflection on a previous language learning experience in an educational, academic context (review Reflections, Needs Analysis pre-tutorial task). Section 2: SMART goals in an academic context  Answer questions relating to the language skill you want to improve. You must attempt all parts (review Setting Goals, Needs Analysis pre-tutorial task). Section 3: Application of SMART goal to a professional context (Work Integrated Learning)  Find a job advertisement that explicitly relates to the programme you are enrolled in at UTS College (science, design, architecture, communication, engineering, IT, business) on a website. Argue that improving your chosen language skill will help you be the successful applicant. You must attempt all parts. Section 4: References  Include in-text citations and sources; provide a full reference list, following APA 7 th edition style. For formatting in-text citations and references in APA 7 th edition: https://www.lib.uts.edu.au/sites/default/files/2022-01/APAGuide_2021v1.3.pdf 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 […] the titles of the figures.  Replace the figures with your own.  Some headings for the reflection, some Create a video (maximum 6 minutes) with PowerPoint slides to answer each section of the template.  For section 1: orally present your reflection.  For section 2: put each question on a separate PowerPoint slide and answer each question orally with images (when needed).

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 sentence beginnings for the SMART goals, and some formatting for the images have been provided. Use them.  Submit the completed template.  For section 3: 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 slide.  For section 4: include your complete reference list on your final PowerPoint slide. Assessment 1 - Sections Section 1: Reflection: Write a 400-word reflection on a previous language learning experience in an educational, academic context. Follow the stages of the reflection genre that you learnt in the Needs Analysis Module (pre-tutorial). Attend to the questions related to each stage. Use the language that you learnt in the Needs Analysis Module ( post-tutorial).  Brief description  Thoughts and feelings  Analysis  Conclusion  Action plan First, answer the questions in point form first and then use notes to write a reflection. Each section is one paragraph. Note: your notes are not graded. They are provided to help you develop and organise your reflection. Underdeveloped, scant and vague reflections will not pass. Brief description of the situation Who or what was involved?  Myself  The subject of English literature.

© UTS College What happened?  As I began my journey in English literature during my Ordinary Level examination, my unfamiliarity and lack of exposure to this area as well as the workload I was given proved as a major obstacle. Where did it happen?  In school. When did it happen?  During the years of my ordinary level examination. What is the issue you are going to reflect on?  My initial exposure to the subject and the mechanisms I used to overcome the tight deadlines I had to meet. Thoughts and feelings Why did you do it that way?  I initially felt that I was able to handle the subject as I had previously excelled in this language. I observed this was why I did not put much effort into it. What were you thinking?  I felt like I couldn’t do this subject as there was much work to be done and much content that I was not aware of. How did you feel?  I felt extremely stressed and anxious. What was good and not so good about the experience?  I sensed the feeling of never having my mind freely as I always had things to do but never had the courage to start. Analysis Why did things go well or didn't?  Things did not go well as I had to face an upcoming term exam and could not obtain the results that I was initially expecting. What were your assumptions about the situation?  I assume that, had I done my daily work and spent a few minutes a day studying the language, I would have been in a

© UTS College much better situation. How might they have informed your thinking?  I did not know how to handle the feeling of not knowing something and instead of spending time learning the subject I stressed myself out further down the line. What theories or research can help you better understand the situation?  How I was able to excel in subjects that were new to me even though it was also a lot of work. Conclusion What else could you have done or done differently?  I could have been more process minded than being goal-oriented about my learning process and put in time and effort in the actual process of learning the subject than stressing out about the eventual end goal. What other knowledge might be needed?  Watching literary movies, reading more books and articles on these literary texts. Can you identify any factors that impede your learning?  the habit of jumping into conclusions before trying What can be concluded from this experience?  Starting something new is always difficult, we’re all afraid of things that we don’t know. However, sometimes we need to take that leap of faith because its much more courageous to try new things than to stick with what you are comfortable with. Future Action plan What are you going to do in this type of situation next time?  The next time I find myself in a similar circumstance, I will make a timetable for myself and slot time for me to engage in both educational and recreational activities. What skills do you need to develop to handle a situation like this and other  It is important to develop time

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 situations better? management skills and the skill of consistency. How will you develop the skills you need?  These can be developed by forming dependable routines that are easy to stick to How will you achieve your new learning goals? (Do not talk about SMART goals here)  I can achieve my new learning goals by putting by putting myself first and being patient with myself How can you transfer what you have learnt to a different situation, such as a work environment?  This experience will help me apply the skills I have learnt to my future workplace because it's crucial to manage your time accordingly so that you don’t burn out. It’s also important to be passionate about the little things that you’d do rather than the end goal. Collate your notes and write your reflection below. Use the headings provided (centred/ bold – APA the edition style. Write your body paragraphs left aligned with the first line indented . Double space. Do not use bold. Description During my school years, as I began my academic journey in English Literature for my Ordinary Level examination, my unfamiliarity and lack of exposure to this area as well as the workload I was given proved to be a major obstacle. Thoughts and Feelings I initially felt that I would be able to handle the subject as I had previously excelled in this language. I sensed that this was why I did not put much effort into it. Later, I felt like I wouldn’t be able to do this subject as there was much work to be done and much content that I wasn’t aware of. This made me feel extremely stressed and anxious. It was not the best experience, as I was constantly overwhelmed, and my mind was never at peace as I sensed the feeling of always having

© UTS College things to do but never having the courage to start. Analysis This situation did not go well as I could not obtain the result that I expected at a term examination that I faced. I assume that, had I spent a few minutes daily studying the subject, I would have been in a much better situation. I ended up spending most of my study time stressing out about the situation that I was in. However, I realized I was able to excel in other subjects that were completely new to me as well. This was because I loved the process of learning these subjects. This made me realize that I had lost the essence of why I tried to learn the language in the first place. Conclusion I could have put more time into the actual process rather than stressing out about the end goal. I would have performed better if I acquired a time management plan. I identified the factor that impeded my learning to be the habit of jumping into conclusions before trying. In conclusion, this experience made me understand that failing to plan is planning to fail. Action Plan The next time I find myself in a similar circumstance, I will make a timetable for myself and slot time for me to engage in both educational and recreational activities. It is important to develop time management skills and the skill of consistency. These can be developed by forming dependable routines that are easy to stick to. I can achieve my new learning goals by putting by putting myself first and being patient with myself. This experience will help me apply the skills I’ve

© UTS College learnt to my future workplace because it's crucial to managing time accordingly so that you don’t burn out. It’s also important to be passionate about the little things that you’d do rather than the end goal. Section 2: SMART goals: Answer questions relating to the language skill you want to improve. NOTE: All questions/parts must be attempted to be considered adequate. 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 ( not time- management or motivation). I have chosen to focus on my writing skills, in particular, my grammar . 2. Why do you want to improve this skill? [personal, feedback?] The reason why I want to improve my writing skills is because , although I feel like I have the accurate thought process and multiple ideas to put onto paper, doing this with correct grammar has always been my biggest downfall when it came to writing. 3. What is your SMART goal? Provide a description of your SMART language learning goal. Review how to write a SMART goal (Needs Analysis Module ( between tutorials). Your goal must be the following: specific (state explicitly what you want to achieve by a specified time) measurable (what are you measuring and how can you By the end of this semester, I should be able to achieve my SMART goal. This means that I will attempt at achieving is improving the grammatical issues in my writing skills, especially when I’m connecting my thoughts together in my writing, as well as focusing on using correct punctuation when it is required. I can measure the improvement of my grammatical skills by partaking in weekly online grammar quizzes for

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 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). attainable (saying you want to write perfectly is not an attainable goal; it's not plausible) relevant (the goal must meet your language needs) 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 the goal) around 15 minutes a day and note down the number of grammatical mistakes I am making. After I notice that I am making around one or two errors in my grammatical quizzes, I can submit my writing to an instructor to read it with special attention to my grammar and receive feedback from the instructor as well to assess my progress. This goal is attainable because I believe that I possess the basic knowledge needed to think in the right direction. However, with more practice I will be able to better understand the methods of using correct grammar to form my thoughts in a more ordered manner. I hope to be able to arrange my thoughts in such a manner that the reader will understand too. The chosen skill is relevant to my studies because writing is an integral part of my university education as most of my assignments will test my writing skills. Furthermore, it is a necessity for me to be able to write appropriately with correct grammar as it will show a sense of professionalism in my future workplace. I can allocate a specific time within my week to practice my writing skills. Additionally, I can continue to read various books and write within my free time. This would mean that by the end of my semester I would have improved drastically in my grammatical skills. However, as these skills would be needed even into my future, I can practice reading and writing whenever I can, to continue the process of my lifelong journey of learning. 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. To improve my skills, I have been doing online grammar quizzes with the website “GrammarBook.com”. (Effective Writing Quiz | the Blue Book of Grammar and Punctuation, n.d.) (see Figure 1) As well as watching YouTube videos including “How to Improve Your English Grammar”. (Oxford Online English, 2018) (see Figure 2) Regularly partaking in these activities has been helping immensely in improving my grammatical skills. Figure 1 Evidence of doing activities

© UTS College (Effective Writing Quiz | the Blue Book of Grammar and Punctuation, n.d.) Figure 2 (Oxford Online English, 2018) These activities have helped me increase my writing skills immensely. I took an online grammar quiz every week to assess my grammar skills. This website has specific grammar areas divided. In the quiz I took above, “the writing skills quiz”, I received a score of 8 out of 10. Next week, I will take the writing quiz 2 and try to get a score of either 9 or 10 and follow it up by sending a paragraph of my own to an instructor. Additionally, I watched a YouTube video titled “How to Improve English Grammar” helped me to find my errors and weaknesses, to identify the problem, templating as well as how to make digital flashcards. Overall, these have, and will continue to help me improve my grammar skills immensely.

© UTS College Don’t forget to put any resources in the References 5. What will you do for the remainder of the semester to help you achieve your SMART goal? (Be explicit. Provide website names, book names, video names, etc.). Why have you chosen these resources? Which Unit, which modules in the Unit and which activities in the module (in this subject) will help you achieve this goal? Look through the Modules on Canvas and the Subject Outline. For the remainder of the semester, I am going to watch more YouTube videos which include topics on grammar as well as continue my online weekly grammar quizzes. The resources I am going to use are YouTube, and “www.grammarbook.com” I have chosen these resources because after carefully venturing through my numerous options. Consequently, I decided that the www.grammarbook.com website was very specific in organising their various grammar areas. As it has been organised in this way, I can easily practice specific areas that I feel are comparatively weaker. This can help me actively recall all the grammatical areas I would want to improve. Additionally, YouTube is a platform with large amounts of information. There are many videos that have been uploaded practising how to connect a sentence together using correct grammar, and how to use accurate punctuation. As I am a visual learner, I have learned throughout the years that it is easier for me to learn whilst watching videos. To help me succeed in reaching my goal, I will look at the Writing Unit. In particular the Experiential module. Within this module, I will look at the following activities Peer feedback on the introduction and Peer teaching. These will help me achieve my goals because this unit will teach me how to connect my sentences together with accurate grammar. The peer Teaching activity will be useful as I can teach my peers a certain topic and they can question it, and I can either respond with the relevant answers or ask my teacher to help me with it. In the Peer feedback on the introduction activity, this activity will help me access my own work as well as my peers work to see their way of thinking as well. This can be a very useful way for me to learn how others apply grammar in situations as well. Don’t forget to put any resources other than Canvas in the References 6. What problems can you foresee and how can you overcome them? You need two problems which relate to language ( do not write about time-management or motivation) and two solutions. 1. The first potential problem I foresee is that I might use incorrect verbs when forming my sentences. The solution to the first problem is to keep practising my writing skills by doing these online quizzes and watching video to update not only my vocabulary but my knowledge for my use of verbs in a sentence.

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 2. The second potential problem I foresee is that I might use unnecessary punctuation or overuse punctuation. The solution to the second problem is to recite my piece of reading aloud. This will help me identify the areas that have punctuation errors as I will have to pause when commas are present, and this can make me easily identified if I’ve broken the sentences in an accurate way. Application of SMART goal to an academic context Choose an upcoming assessment. In which ways might your SMART goal and your chosen activities (Question 5) help you do that assessment task? Write a small paragraph (80 words). Refer to the name of the subject, the assessment and something in the assessment to justify your choice of language skill. The next assessment I need to do is Assessment task 3- WRITING for Introduction to Technical Communication. In this assessment, we have to create our own research question, one which explicitly relates to the topic of the prescribed reading, and one that enables an argument and counterargument. My SMART goal is related to this assessment because improving my writing skills, specifically my grammar skills will be important in this assessment as this is a writing assessment and will be crucial for me to use accurate grammar to make the reader understand the points that I am trying to get across. The activities Peer feedback on the introduction and Peer Teaching are going to help with this assessment because I will learn the concepts of genre, essay writing, Introductions, executive summaries, abstracts, conclusions, recommendations, and sentence types. Additionally, the activity of building my own introduction for feedback from your peers. This will help me build up the pre- required grammar skills for my assessment task 3. Section 3: Application of SMART goal to a professional context (Work Integrated Learning) 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 Argue that improving your chosen language skill will help you be the successful applicant. NOTE: All parts must be attempted to be considered adequate. URL of job advertise ment https://www.topjobs.lk/employer/JobAdvertismentServlet? rid=5&ac=0000000198&jc=0001065598&ec=0000000234&pg=applicant/ vacancybyfunctionalarea.jsp Name of employer Bharti Airtel Ltd Name of position IT intern - Engineering Role descriptio The role of an IT intern - Engineering is to generate reports, analyze budgets as well as cost estimates, reaching out to clients for important updates, and providing

© UTS College n (summaris e the descriptio n – 25 words) project improvement recommendations. Image of advertise ment and APA 7 th edition captioning . Remove the figure provided and supply your own. Provide a title using italics. Reference the screensho t Figure 2 IT intern – Engineering (Topjobs - Sri Lanka Job Network - Jobs/Vacancies, Careers and Employment, n.d.) Refer to somethi ng in the advertis ement that links to your languag e skill (highlig ht this to direct your reader). Provide Figure 3 The Job requirements of the person: (Effective Writing Quiz | the Blue Book of Grammar and Punctuation, n.d.) (Topjobs - Sri Lanka Job Network - Jobs/Vacancies, Careers and Employment, n.d.)

© UTS College a figure, using APA 7 th edition style (see the exampl e: “ strong commu nication skills (verbal)” . Remove the figure provide d and supply your own. Provide a title using italics. Referen ce the screens hot. Argue that this job is related to your discipline – to the Diploma programm e you are enrolled in at UTS College (25 words). In the fields of IT/ Software engineering, my diploma in IT that I am currently a part of at UTS College, will be a steppingstone into many different jobs in these fields. Argue that improving your chosen language skill will help you be the successful applicant; Following the improvement of my grammatical skills, I will be able to organize my thoughts as well as present them in a professional and accurate manner. This would enable me to increase my communication skills as I will be able to express my thoughts logically. As a result, I will be well-equipped to handle the workload that is being given to me and will be able to face any challenge along these areas.

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 that is, what is it about the position/ro le that needs your chosen language skill (50 words). 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. Here are some resources and models to help you: APA 7 th edition referencing guide https://www.lib.uts.edu.au/sites/default/files/2022-01/APAGuide_2021v1.3.pdf 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 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

© UTS College References GrammarBook.com. (n.d.). Effective Writing Quiz | The Blue Book of Grammar and Punctuation . https://www.grammarbook.com/grammar_quiz/effective_writing_1.asp Oxford Online English [Oxfordonlineenglish1]. (2018, July 20). How to Improve English Grammar - Tips to Learn English Grammar Faster [Video]. YouTube. https://www.youtube.com/watch? v=A5uz6LWeLPM topjobs.lk. (n.d.). topjobs - Sri Lanka Job Network - jobs/vacancies, careers and employment . [Advertisement]. https://www.topjobs.lk/employer/JobAdvertismentServlet? rid=5&ac=0000000198&jc=0001065598&ec=0000000234&pg=applicant/ vacancybyfunctionalarea.jsp

© 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 Section 1 This criterion is linked to a Learning Outcome Reflection Reflect on and evaluate a previous language learning experienc e Some features of D are exceeded The task demonstr ates more than adequatel y the ability to reflect on and evaluate a previous learning experienc e. This means that the reflection is honest; all the stages are mostly developed and insightful. Nearly all the questions in the model have been addressed . More than one but not all features of D are observed The task demonstr ates slightly more than adequatel y the ability to reflect on and evaluate a previous learning experienc e. This means that the reflection is honest; some stages show some developm ent and some insight. Some of the questions in the model have been addressed . Not all aspects of P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met Did not submit or no features of F3 are met

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 Section 2 This criterion is linked to a Learning Outcome Reflection Manage learning to enable life-long independ ent language learning Some features of D are exceeded The task demonstr ates more than adequatel y the ability to manage learning in a way that enables life-long independe nt language learning. This means that all the questions have been answered. The task demonstr ates that the student has clearly considere d their needs and how to achieve their goals. More than one but not all features of D are observed The task demonstr ates slightly more than adequatel y the ability to manage learning in a way that enables life-long independe nt language learning. This means that all the questions have been attempted . The task demonstr ates some thoughtful considerat ion to their needs and how to achieve their goals. Not all aspects of P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met Did not submit or no features of F3 are met

© UTS College Section 3 This criterion is linked to a Learning Outcome Reflection Work Integrated Learning Transfer language learning strategies to a profession al context (WIL) Some features of D are exceeded The task demonstr ates more than adequatel y the ability to transfer language learning strategies to a profession al context. This means that all the questions have been answered. The task demonstr ates a convincin g link between the discipline- specific profession and the SMART goals. More than one but not all features of D are observed The task demonstr ates slightly more than adequatel y the ability to transfer language learning strategies to a profession al context. This means that all the questions have been attempted . The task demonstr ates a somewhat convincin g link between the discipline- specific profession and the SMART goals. Not all aspects of P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met No submissio n

© UTS College Section 4 Academic Integrity Apply APA 7th edition style referencin g conventio ns Some features of D are exceeded The reference list and citations follow APA 7th edition with unsystem atic minor errors. The reference list is complete and in alphabetic al order. In-text citations are provided for all external authorial voices (if appropriat e). More than one but not all features of D are observed The reference list and citations demonstr ate a very serious attempt at following APA 7th edition but there are systemati c errors. In-text citations are provided for almost all external authorial voices (if appropriat e). Not all aspects of P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met No submissio n

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

ACAD.Assessment 1B_V4-1

Related Documents