YAS21303 Skills Academy and Personal Assessment BAS Reflection End of Y1 = start of Y2

Second reflection on Skills development: end BAS 1

Fill in the Reflection Form as thoroughly as you can. Be specific and give concrete examples to
illustrate your performance and learning moments.
Save the file lastname, firstname_Start Y1 BC.docx, and upload in the Skills Academy Brightspace
assignment.

Fill in your name and student number.

NAME: Kayleigh Maduro
STUDENT NUMBER: 1190059
DATE: 17 September 2023

1a. Assessing your current level of performance for Collaboration

For each micro-skill assess at what level you can perform. Use the table in the appendix for a
description of the levels. Give examples to illustrate your level below the table.
Current (End BAS
1/start BAS 2)
Microskill: Level (0,1,2,or 3)
BC.1 Identification 1: identify own expertise and own limitations
3
BC.2 Identification 2: identify other perspectives relevant for the
3
problem at hand
BC.3 coordination 1: contact other people
3
BC.4 coordination 2: collaborate purposefully with other people
3
BC.5 Perspective-making and learning from each other 1:
3
(re)consider perspectives
BC.6 perspective-making and learning from each other 2: learn from
3
other people
BC.7 Perspective-making and learning from each other 3: stimulate
3
others to learn (general)
BC.8 Transformation 1: (start) intend to develop a new, sustainable
3
practice
BC.9 Transformation 2: (process) envision new practices during
2
project process
BC.10 Transformation 3: (product) integrate various perspectives,
2
interests or expertise in a final product
BC.11 Transformation 4 (follow-up) stimulate a follow-up on project
2
result

EXAMPLES: name at least two situations in courses (give the course name/code) and describe
What you did, How you did it, Why you did it, and what the Consequences were (i.e. how did it
show your level of performance for the current micro-skill). Take as much space as you need.
Micro skill 1: Animal Science Professionals in Society YAS11803
 I did a project about my dilemma with other 3 girls. We communicated with each other
every time. We also heard each others opinion about the topic and engage with each
YAS21303 Skills Academy and Personal Assessment BAS Reflection End of Y1 = start of Y2

other idea to come with a conclusion. We did this to make a better conclusion that we all
agreed on. At the end of the project we came with a decent solution and ended our essay
good.
Domestic Animal BHE2303
 For this project we needed to do a project about a specific behaviour, we communicated
about this to choose a behaviour that we all agreed on. At the end of the essay we all
completed our parts and finished the essay in a correct way.

1b. Overview of your performance level over the past year.

At the start of the first study year (Start BAS 1) you also assessed your level of performance. Create
an overview of your performance levels over the past year below. You can find your previous self-
assessment in BS (03. Start_Y1_BC) .
Boundary Crossing

Start End
BAS1 BAS1 /
start
BAS2
Microskill Level level
BC.1 Identification 1: identify own expertise and own limitations
2 3
BC.2 Identification 2: identify other perspectives relevant for the
2 3
problem at hand
BC.3 coordination 1: contact other people
3 3
BC.4 coordination 2: collaborate purposefully with other people
2 3
BC.5 Perspective-making and learning from each other 1:
2 3
(re)consider perspectives
BC.6 perspective-making and learning from each other 2: learn
3 3
from other people
BC.7 Perspective-making and learning from each other 3:
3 3
stimulate others to learn (general)
BC.8 Transformation 1: (start) intend to develop a new,
2 3
sustainable practice
BC.9 Transformation 2: (process) envision new practices during
2 2
project process
BC.10 Transformation 3: (product) integrate various perspectives,
2 2
interests or expertise in a final product
BC.11 Transformation 4 (follow-up) stimulate a follow-up on
2 2
project result

1c. Indicate the most striking changes you observed in performance level over the year, and give
examples of how these changes came about.
Boundary Crossing
YAS21303 Skills Academy and Personal Assessment BAS Reflection End of Y1 = start of Y2

- The most striking changes I observed in performance level is that at the Beginning of the
year it wasn’t that important to me to give my opinion on the group meeting. Now I see
that it is more important than I thought. This way we can come with an conclusion that we
all agree on.

2. Repeat your SMART learning goals that you set up at the last self-assessment (start BAS 1). You
can find them in the BS assignment (03. Start_Y1_BC).
Boundary Crossing
SMART goal 1:
S: Meet more times with partners to be on the same page during the whole project. So that we all
have the same amount of knowledge in the project and from then improve the project.
M: I will know I improved by meeting more with my partners and we actually know what we all
did detailed.
A: I’m going to get more invested in their part not only my part. So that I have knowledge of the
whole project and not only my part. I’m going to do this by meeting with them more frequently
and ask them to explain their part if I don’t understand something.
R: It is pretty realistic because this is about investment in he project and it is really important to
have enough knowledge of the whole project not just a part of it.
T: I hope I can finish this as soon as possible so I hope before this year. This is not really hard to
archive it is more of a communication problem.

SMART goal 2:
S: Using feedback that my partners would give me to improve in the project. Not just
understanding the feedback and agreeing but also using it in my part of the project.
M: I will know I improved when I see that what I write In the project is not just my point of view
but all of us in the group because I apply everyone’s opinion in the project.
A: I’m going to do this by always asking my partners what they think in my ideas and including
them also in the part I write in the project.
R: It is possible with my support and their collaboration. The the project will be more complete
with not only 1 point of view but different. Then the project is then more broad and specific.
T: I hope I can finish this by the end of this year. This is not that easy to complete because it is my
effort but also my partners and not everyone is always up to give 100% their effort in a project.

3. Describe for the skill, whether you succeeded in achieving your SMART learning goals and how
you did it (include courses in which your worked on the current skill, what you did, and what you
learned from it)
Boundary Crossing
YAS21303 Skills Academy and Personal Assessment BAS Reflection End of Y1 = start of Y2

I did/did not achieve SMART goal 1, because:

I did, in every project we did this from the start. If one of us couldn’t make it they would video-call
the rest of the team so that we can still discuss everything we needed to.

I did/did not achieve SMART goal 2, because:

I also did, this was easier than I tough. Especially because this helped with my performance in
writing my parts in the projects. Because they would see errors that would not spot.

4. Describe if you achieved growth in another way than you stated in your goals. What did you
learn about your strengths, your preferred styles and your challenges?
Boundary Crossing
Other achievements/strengths/style/challenges:
I think that these goals helped to grow In my writing and communication skills. The all have a
different point of view so by using this I could write a better essay comparing when I did not use
the feedback on y parts.

5. What have been the most important factors for you to achieve or not achieve a learning goal?
Boundary Crossing
- I think the most importAnT Factor Was about getting the feedback from my classmates.
Without the help of my classmates I wouldn’t spot the errors that I did on my parts of the
essays.

6. Based on your reflection, formulate two new SMART goals for the coming period. What are you
going to do differently this year than last year to meet the learning goals?
Boundary Crossing
SMART goal 1:
S: Practice project management that can productive efficiency and effectiveness during My
upcoming projects.
M: I will bring up new ideas to improve the projects in every meeting. Doing this the others in the
group can also give me their opinion on this matter.
A: It involves relevant team members, setting aside dedicated time for brainstorming and open
communication .
R: New practices provide enhancing efficiency and improves project outcomes .
T: I hope I can finish this by the end of the year -> So I can use this skill in the future.
SMART goal 2:
S: Ensure that our final research paper integrates various perspectives, interests and expertise.
M: I will actively involve at least three different academic disciplines in our research, making sure
YAS21303 Skills Academy and Personal Assessment BAS Reflection End of Y1 = start of Y2

that each perspective contributes to the research paper.

A: I am going to do this by asking the professors and students from other studies and seeing their
perspective of the research paper.
R: Integrating various perspectives.
T:I am aiming to finish this skill by the end of this school year.

What I am going to do differently is consider involving more diverse perspectives. Perspectives

from other team or studies. To further enhance, I could also set up structured feedback to get
points on where I can improve the research paper.
 YAS21303 Skills Academy and Personal Assessment BAS Reflection End of Y1 = start of Y2

Appendix. Performance level table Boundary Crossing

Level Level 0 Level 1 Level 2 Level 3

The student..
Pre Basic boundary crossing, Boundary Crossing in Boundary Crossing in
academic contributing to group courses multidisciplinary projects
Microskill level assignment
BC.1 Identification 1: does not explicate which explicates his/her own Level 2 + identifies
identify own expertise (s)he possesses expertise in terms of his/her own limitations
expertise and own and which expertise knowledge, skills and regarding expertise
limitations might be missing to network that can needed to execute the
execute the project contribute to the project project
successfully
BC.2 Identification 2: does not actively explore shows awareness of identifies people,
identify other other perspectives various perspectives, but including their interests,
perspectives relevant does not explicitly perspectives, expertise
for the problem at address these different and mutual relations,
hand perspectives in the light relevant for executing the
of the project project
BC.3 coordination 1: takes no action to contacts a few other develops active and face
contact other people contact other people or people close to the to face contact with
takes action, but only problem and easy to relevant other people
because it is a address (e.g., given by
requirement of the the teachers). prefers to
course contact external people
in a digital way
BC.4 coordination 2: does not actively and carries out activities to aims at purposeful
collaborate purposefully collaborate discuss a few other collaborations with
purposefully with with other people or is perspectives, closely relevant people to the
other people merely frustrated by the related to his/her own project. Discovers and/or
challenges that emerge in background contributes to developing
this collaboration a boundary object (BO)
relevant for people
involved to facilitate
collaboration for
executing the project
BC.5 Perspective-making considers the project shows limited openness actively explicates and/or
and learning from purely from his/her own to other perspectives discusses various
each other 1: perspective and interest relevant for the project perspectives relevant for
(re)consider and/or, considers the the project and searches
perspectives input from other for ways to combine
perspectives mainly for perspectives (i.e., how
his/her own benefit (i.e., can the different
what can I use from perspectives contribute
you?) to and strengthen the
project)
BC.6 perspective-making merely aims to complete reflects on own learning explicitly shows the
and learning from the project, not to learn process and development willingness to learn from
each other 2: learn from other people (i.e., specifically and can other people during the
from other people shows no learning explicate these project
attitude at all)
 YAS21303 Skills Academy and Personal Assessment BAS
BC.7 Perspective-making
and learning from
each other 3:
stimulate others to
learn (general)
BC.8 Transformation 1:
(start) intend to
develop a new,
sustainable practice
BC.9 Transformation 2:
(process) envision
new practices during
project process
BC.10 Transformation 3:
(product) integrate
various perspectives,
interests or expertise
in a final product
BC.11 Transformation 4
(follow-up) stimulate
a follow-up on
project result
Reflection End of Y1 = start of Y2
shows no action in reflects with team
stimulating other people members on each other’s
to learn from each other role, contribution and
development during the
project, but does not
actively transfer the
results into improved
performance of other
people during the project
shows an attitude of shows an attitude to
conducting the project want to develop a project
solely to pass the course result that serves a
limited amount of
perspectives
has difficulty and/or tries to include
shows no interest to innovative elements in
think out-of-the-box. traditional solutions
Sticks to mainly
traditional or obvious
solutions
shows merely a shows how own ideas
compilation of insights of and those of other
students involved in the students are integrated
final project. Does not in the final product.
explicate the integration Shows insights in how
of multiple perspectives, other perspectives are
interests or expertise integrated and how
realistic the final product
is in practice
finishes the project for finishes the project and
school and shows no mentions a few options
interests in follow-up for follow-up activities
activities
initiates reflective actions
between people involved
in the project aimed at
learning from the project
(both process and
content-wise)
shows an attitude to
want to develop a project
result that serves
multiple perspectives
shows out-of-the-box
thinking, serving multiple
perspectives through
weighing pros and cons
of various possible
solutions
shows convincingly how
(s)he weighted multiple
perspectives and
interests in the final
product, and considers its
practical and its
innovative character
finishes the project,
explicates how it can be
implemented in practice
and which steps to be
taken to do so