ASSESSMENT 1
SECTION 1
Reflection: Year 12 exam – reading comprehension
As I reflect on last year, Year 12 business exam as a language learning experience featuring
the language skill of reading, it becomes that my biggest weakness was in the application of
reading comprehension skills. The business exam required an extensive amount of research
to be conducted to obtain a deep understanding of complex texts and to analyze a wide
range of materials for the relevant case studies to be used as evidence. Due to my low level
of reading comprehension skills and as a subskill, research proficiency, I performed poorly
on the exam.
Leading up to the exam understanding that it demanded a strong skill set of reading
comprehension skills embarked a mix of anxiety and pressure in me. I knew my reading
skills needed refining and practice. My preparation for this exam was dedicated to improving
my reading comprehension skills by analyzing dense texts and constructing synthesized
notes to deepen my knowledge of particular materials. However, this created a sense of
apprehension and fear of not performing well, which overwhelmed me.
My Year 12 exam outlined which strategies were effective for me and which techniques
weren’t. I needed the ability to delve deeper into complex articles and provide critical
analysis, which I didn’t practice effectively during my preparation to acquire the skill.
Consequently, I assumed that only my pre-work would matter and didn’t learn to practice
these skills in an exam-like situation. One significant lesson to take away from this
experience is the value of active reading techniques, as they help retain information
constructively. Furthermore, one crucial aspect that proved to be vital was developing the
ability to skim efficiently, focus on key sections, and allocate time efficiently since the exam
required reading and comprehending multiple texts within a limited timeframe.
This language learning experience as a whole uncovered the effective approach to
developing reading comprehension skills, which involves interpretation, analysis, and critical
thinking. This experience also taught me not to let the pressure overwhelm me and to focus
on navigating complex texts with the correct strategies and techniques, adopting a more
interactive approach to tackle my reading comprehension skills. The lessons learned from
the year 12 exam will serve me well in broadening my perspective on trying new ways to
develop skills required for particular tasks. In conclusion, the year 12 exam was a significant
learning experience that highlighted what strategies work and doesn’t work in improving my
reading comprehension skills. It underscored the prevalence of active reading, context
awareness and not letting anxiety and fear of failing block my potential for learning. Reading
comprehension is a skill that requires consistent practice and tailored techniques to suit my
learning style.
Action plan
SECTION 2
SMART goals
1. Which area of language + specific skill have you chosen to improve?
I have chosen to focus on my reading skills, in particular, reading
comprehension
2. Why do you want to improve this skill?
I want to improve my reading comprehension skills because it will help
deepen my understanding of the study materials in my coursework. It will help
me formulate skills such as critical thinking, synthesizing information
accurately, and conducting effective research.
3. Describe your SMART goal by providing a description for each of the
initials in the acronym SMART.
Specific (state explicitly what you want to achieve by a specified time)
I want to achieve a high-level reading comprehension skill by the time I finish this
semester. I want to achieve this goal as it is a key element when conducting in-depth
research which is necessary for my subjects during my course. Research proficiency
is a subskill where I want to be able to grasp and synthesize information from my
research to develop a strong understanding so I can achieve high distinctions for my
assignments/assessments. Hence, I want to obtain the skill of research proficiency in
reading comprehension.
Measurable (what are you measuring and how can you measure your improvement?)
The way I can measure my improvement in my goal reading comprehension is by
going through the criteria in rubrics that I lost marks in (that is in relation to the
reading language skill) as that would be one of my weaknesses. Following that I can
then do practice reading tests/quizzes online to evaluate my ability to interpret texts
effectively, I will then practice summarizing my knowledge from these reading
extracts to make my understanding concise and to the point of the tests. Through this
strategy, I can measure my improvements over time in my comprehension skills with
a clear indication of development.
Attainable (saying you want to write perfectly is not an attainable goal; it's not plausible)
Improving reading comprehension is an attainable goal through applying a well-
structured action plan. With consistency, persistence, and practice this specific goal
can be achieved by the end of the semester.
Relevant (the goal must meet your language needs)
My chosen skill of improving reading comprehension and my subskill of research
proficiency is essential to my studies as it directly correlates with my academic goals.
I need to be able to perform effective study which requires extracting relevant
information from texts and summarizing the information. Reading comprehension is
highly relevant as it works in parallel with the foundational skills needed throughout
my course.
Time-bound (you need to focus on what can be achieved each week)
I can achieve my goal of increasing my level of reading comprehension skills by the
end of the semester because I will set up a study schedule that includes strategies
and resources each week that I will use to reach my goal. Each week I will read and
extract the information from 2 articles to practice my reading comprehension skills.
This is achievable which will ensure significant progress in my chosen skill.
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.).
Problem 1: Complex Vocabulary and Terminology
Problem: Coursework materials often contain complex vocabulary and specialized
terminology that can be challenging to understand.
Solution:
- Create a personal glossary or vocabulary list for each course, noting down unfamiliar
terms and their definitions as you encounter them.
- Regularly review and reinforce your understanding of these terms through flashcards
or quizzes.
- Seek clarification from instructors or peers when encountering particularly
challenging vocabulary in your coursework.
Problem 2: Difficulty in Understanding Complex Sentence Structures
Problem: Academic texts often contain intricate sentence structures that can be difficult to
decipher, leading to confusion and reduced comprehension.
Solution:
- Break down complex sentences into smaller parts to better understand their structure
and meaning.
- Practice rephrasing complex sentences in your own words to ensure comprehension.
- Utilize grammar resources and guides to improve your understanding of sentence
structure and syntax, especially in academic writing.
These language-related problems and solutions focus on addressing issues related to
vocabulary and sentence structure, which are crucial for enhancing reading comprehension
skills and effectively engaging with academic coursework materials.
SECTION 3
Academic Context
