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

Second reflection on Skills development: end BAS 1 = start BAS 2.

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 Y2 Writing.docx, and upload in the Skills Academy
Brightspace assignment.

Fill in your name and student number.

NAME:
STUDENT NUMBER:
DATE:

1a. Assessing your current level of performance

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)
Microskills: Level (0,1,2,or 3)

W.1 Considering target audience and form and purpose of writing

W.2 Structure: overall organisation and line of reasoning

W.3 Function and structure of chapters

W.4 Paragraphs
Language and style: appropriate and correct use of grammar,
W.5
syntax and vocabulary
writing of information beyond text (tables, figures and
W.6
appendices)
W.7 Communicating information from other sources

W.8 Correct references to sources and evidence

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 W... :

Micro skill W... :

Micro skill W... :

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

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 (01. Start_Y1_Writing).
Start End
BAS1 BAS1 /
start
BAS2
Microskill: Level Level
Considering target audience and form and purpose of
W.1
writing
W.2 Structure: overall organisation and line of reasoning

W.3 Function and structure of chapters

W.4 Paragraphs
Language and style: appropriate and correct use of
W.5
grammar, syntax and vocabulary
writing of information beyond text (tables, figures and
W.6
appendices)
W.7 Communicating information from other sources

W.8 Correct references to sources and evidence

1c. Indicate the most striking changes you observed in performance level over the year, and give
examples of how these changes came about.
Writing

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 (01. Start_Y1_Writing).
Writing
SMART goal 1:

SMART goal 2:
YAS21303 Skills Academy and Personal Assessment BAS Reflection End of Y1 = start of Y2

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

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

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?
Writing
Other achievements/strengths/style/challenges:

5. What have been the most important factors for you to achieve or not achieve a learning goal?

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?
SMART goal 1:
S:
M:
A:
R:
T:

SMART goal 2:
S:
M:
YAS21303 Skills Academy and Personal Assessment BAS Reflection End of Y1 = start of Y2

A:
R:
T:

I am going to do differently....
 YAS21303 Skills Academy and Personal Assessment BAS Reflection End of Y1 = start of Y2

Appendix. Performance level table Writing

Level Level 0 Level 1 Level 2 Level 3

The student is able to....
Not yet at level 1 Basic writing
Microskill
W.1 Considering target audience Recognise the importance of adapting text
and form and purpose of type and style to a specific target audience
writing and discipline.
W.2 Structure: overall Use the basic structural elements of a
organisation and line of scientific text: summary or abstract,
reasoning introduction, methods, results (or other
chapter structure), references, appendices.
Use these structural elements in a correct
order in a short scientific text i.e. right
information appears at the right place. Link
aim/research question and conclusion.
W.3 Function and structure of Acknowledge the importance of a clear
chapters chapter and section structure for bringing a
message across. Show a first attempt to
present information in a chapter in a logical
order, and uses subheadings when needed.
Put appropriate contents in defined chapters
(Introduction, Methods, Results, Discussion).
Writing of assignments in courses Writing of practical reports and scientific
reviews, BSc thesis
Show preliminary awareness of audience's Demonstrate adequate consideration of
perceptions and assumptions. audience, context, and purpose in the
chosen text type, content and writing style.
Use a clear overall structure (IMRaD or other Level 2 +
chapters). Division of information in chapters Use structural elements in such a way that it
is logical. Chapters (other than IMRaD) have a benefits the readability of a specific content
clear and informative title. Links and text type. Present a clear line of
introduction, results, and conclusion; reasoning throughout the text. Write a clear
guaranteeing a story line. Select relevant abstract.
information for the abstract.
Show a first attempt to use a clear and logical Use a clear chapter and section structure in
chapter and section structure. Structure such a way that each chapter and section
information within a chapter in a logical fulfils a distinct function, and contains all key
order. Correctly apply sub structuring concepts in a logical order. Write clear and
elements (sub sections and headings, concise subsection headings.
paragraphs).

W.4 Paragraphs Structure information within chapters and
sections into paragraphs: each paragraph is a
single block of text about one specific topic,
or containing one specific message. Create a
clear layout using indents or blank lines to
separate paragraphs.
W.5 Language and style: Use correct spelling. Apply correct grammar
appropriate and correct use and syntax rules for native language and
of grammar, syntax and basic grammar and syntax rules for foreign
vocabulary language.
Use a basic vocabulary addressing a non-
scientific audience (that needs to be
enriched in order to address a scientific
audience).
W.6 writing of information Show a first attempt to distinguish between
beyond text (tables, figures main text, and tables/figures and additional
and appendices) text, putting the additional text into
appendices. Show a first attempt to apply
conventions for tables and figures. Create
tables and figures; not copy-paste tables and
figures directly and unchanged from
software (e.g., SPSS) output.
W.7 Communicating information Use and build on previous related sources in
from other sources the field. Avoid plagiarism and distinguish
between own text and the use of other's
text.
Level 1 + Write paragraphs that contain a
topic sentence which indicates the main idea to enhance cohesion between paragraphs.
or topic of that paragraph. Present
paragraphs in a logical order.
Use correct spelling. Apply correct grammar
and syntax rules for both native and foreign
language. Avoid unnecessary use of passive
voice. Write clearly. Use a basic scientific
vocabulary addressing a scientific audience.
Make appropriate use of tables, figures and
appendices. Apply conventions for tables
and figures, including captions. Refer to
tables, figures and appendices in a correct
way. Describe figures and tables in such a
way that the main text and the table or figure
are supportive of each other.
Organize literature and give an overview of
current knowledge. Write in own words and
if citing someone's else words, clearly
distinguishes other's words from own words.
Avoid own opinions in scientific texts.
Level 2 + Use transition sentences and words
Use correct spelling. Apply correct grammar
and syntax rules for both native and foreign
language. Avoid unnecessary use of passive
voice. Write clearly. Use a correct scientific
vocabulary that explains the key message of
the text to a targeted scientific audience.
Level 2 + Make tables and figures that are
clear without reading the main text. Write
clear and concise captions for tables, figures
and appendices.
Level 2 + Organize literature and come to a
synthesis that results in own insights,
hypotheses, or conclusions. Properly
synthesise/combine work of others and own
work; describe conflict and/or
correspondence with other sources.

W.8 Correct references to sources Demonstrate an attempt to refer to used Refer correctly to used sources attempting to Correctly apply one reference style
and evidence sources. use one reference style. consistently in text and reference list.