ASSESSMENT DESCRIPTION

Assessment Details
Course Code:
Course Name:
Course Teacher:
Task Title:
Task Description:

Special
Instructions:

Weighting:
Duration/Word
Limit:
Due Date:
Grading/Marking
Criteria:

EPC3903
Practicum 3b

Garnel Desravins
Coursework - Practical Skills Assessment
(Outcomes: 1,2,3,4,5)
Combined Mentoring School (MST) and College
Teacher (MCT) Report with reference to 3 formal
MST and 2 MCT observations, Practicum 3b TP
competences and documentation illustrating wider
planning, including activities designed in core
courses.
This report is to be completed by the Mentoring
College Teacher (MCT) during the fi nal week of the
placement in consultation with the Mentoring School
Teacher (MST) and evaluates student progress with
reference to 3 MST and 2 MCT formal written
observations, EPC3903 Teaching Practice
competences and broader course content.
30%
N/A
Week 12
Grade will be determined using the relevant criteria
from the attached rubric.

(to be determined by
the teacher using the
attached criteria
matrix)
Late Penalty:

Academic Honesty:

Unless special circumstances are agreed with the

course teacher regarding late submission, work
submitted 1 working day late will be deducted 10%,
2 days late 20%, 3 days late 30% and any work
submitted more than 3 days late will get a zero
mark.
Breaches of Academic Honesty will be treated with
the utmost seriousness. You are reminded the
penalties for cheating or plagiarism include dismissal
from the HCT.
(for more information please refer to Academic and
Student Regulations , HCT Academic Honesty Policy ,
Student Handbook )

HCT Graduate Outcomes Addressed

1.

Communication and Information Literacy

SI/DWC/2015-16

2.

Critical and Creative Thinking

3.

Global Awareness and Citizenship

4.

Technological Literacy

5.

Self-Management and Independent Learning

6.

Teamwork and Leadership

7.

Vocational Competencies

8.

Mathematical Literacy

SI/DWC/2015-16

STUDENT GRADE/MARK REPORT

Course Assessment/Student Details
Course
Code:

EPC3903

Course
Name:

Practicum 3b

Course
Teacher:
Task Title:
Student
Name:

Garnel Desravins
Coursework - Practical Skills Assessment
Wafa

Student ID:

Final Grade/Mark
General
Comments

SI/DWC/2015-16

208/230=90%

90%

ASSESSMENT COVER PAGE

Course Name:

Practicum 3b

Course Code:

Instructor
Name:

Garnel Desravins

Task Title:

Coursework - Practical Skills Assessment

Due Date:

EPC3903

Date
Submitted:

Student Noora Abdullah

Name:
Student ID:

Section:

Late Penalty:
Unless special circumstances are agreed with the course teacher regarding late
submission, work submitted 1 working day late will be deducted 10%, 2 days late
20%, 3 days late 30% and any work submitted more than 3 days late will get a
zero mark.

Academic Honesty:
Breaches of Academic Honesty will be treated with the utmost
seriousness. You are reminded the penalties for cheating or plagiarism
include dismissal from the HCT.
(for more information please refer to Academic and Student Regulations , HCT
Academic Honesty Policy , Student Handbook )

Student Declaration:
This assignment is entirely my own work except where I have duly acknowledged
other sources in the text and listed those sources at the end of the assignment. I
have not previously submitted this work to the HCT. I understand that I may be
orally examined on my submission.

SI/DWC/2015-16

GRADING/MARKING RUBRIC
ACHIEVEMENT INDICATORS
Achievement that does not meet
requirements

GRADING/MARKI
NG CRITERIA

Significantly below course

requirements
Assessment
has not been
submitted at
all, is notexistent or
not carried
out

Letter Grade
Percentage for
Gradebook

Clearly
does not
meet the
requiremen
ts

Below course
requirements

achievement
that narrowly
does not meet
the
requirements

F
0

30

50

Achievement that
minimally meets the
course requirements

Achievement that
satisfactorily meets
the course
requirements

Achievement that is
significantly above
the course
requirements

Achievement that is
outstanding relative
to the course
requirements

C+

B+

A-

64

69

74

79

84

89

100

GENERAL CRITERIA (1-10)

5. Subject
knowledge
Understanding and
application of subject
knowledge and
underlying principles
with specific emphasis
on the roles and
responsibilities of the
class teacher,
curriculum and
strategies used to
manage learning and
the role of other

SI/DWC/2015-16

Unable to evidence or
articulate basic principles
and knowledge related to the
subject. Information may be
irrelevant, incomplete and/or
inaccurate.

Limited
knowledge of
subject.
Information
may be
significantly
irrelevant,
incomplete
and/or
inaccurate
making
information
hard to follow

Some evidence of
understanding key
aspects of the subject,
but details are lacking.
Some irrelevancies and
inaccuracies

Generally accurate
understanding of key
aspects of the subject.
Some irrelevancies
and inaccuracies

Accurate extensive
understanding of
subject. Minor
irrelevancies and
inaccuracies

Complete and full

understanding of
subject. Extensive
evidence of
appreciation of the
relative significance
of all relevant
aspects of the
subject.

stakeholders. (25%)

7. Reflection
Management of
learning through
critical reflection.
Discusses learning
experiences and
appreciates the role of
critical friends, MST &
MCT in shaping
development.

logically.

Consistent lack of evidence

of reflection for learning. No
awareness of personal
strengths and weaknesses in
relation to task

Sporadic
evidence of
reflection not
followed
through
consistently.
Incomplete
awareness of
personal
strengths and
weaknesses

Some evidence of insight

and thoughtful
reflection. Developing an
awareness of strengths
and weaknesses

Adequate evidence of
insight and thoughtful
reflection. Generally,
has an awareness of
strengths and
weaknesses

Reflection is
comprehensive with
only a few lapses and
has led to noteworthy
insight. Has a good
awareness of
strengths and
weaknesses

Reflection is
complete and has
led to substantial
insight. Strengths
have been built on
and weaknesses
mitigated

8. Experimentation/
Exploration of ideas
Problem solving, risk
taking,
experimentation,
initiative and testing of
ideas and materials in
the planning and
implementation of
lessons and activities.
(10%)

Little or no engagement with

alternative ideas and
processes

Unable to
identify
problems;
does not
understand
the purpose of
risk taking or
exploration of
alternatives

Operates within familiar

and well established
ideas, processes, media
and/or materials; some
evidence of exploration

Evidence of
exploration of
processes, media and
materials; may lead to
potential directions for
future work

Evidence of
conceptual risk taking
/ using own analysis
to inform further
cycles of inquiry and
potential future
directions

Unfamiliar
conceptual
territories may be
explored

9. Collaborative
professional
working

Does not collaborate with

others

Collaborates
reluctantly

Some ability to work

collaboratively but is
inconsistent.

Productive and
positive but requires
some guidance from
the team.

Demonstrates
initiative and respects
team members.
Contributes ideas and
solutions to problems
or conflict.

Consistently
provides leadership
as well as support.
Compromises to
accommodate
common goal.
Contributes
positively and
productively. Takes
initiative and
responsibility.

(20%)

Demonstrates the
ability to work
effectively with others
in the setting.
(10%)

SI/DWC/2015-16

PRESENTATION CRITERIA (including SPOKEN LANGUAGE for APPLIED BACHELOR)

16.
Delivery/Performanc
e

Unable to complete
talk.

Unable to complete
talk or has
memorized script
without engaging
audience. Major
problems with
enunciation,
portions of speech
unheard or
unintelligible.

Able to complete talk.

Contains many mistakes.
Voice and enunciation are
ineffective. Little
engagement with
audience. Seldom
attempts repair and
recovery strategies.

Delivers adequately
paced and rehearsed
talk. Clear enunciation
and use of voice is
inconsistent. Engages
and maintains
audience some of the
time. Attempts repair
and recovery
strategies.

Delivers well-paced
and rehearsed talk.
Contains a few
mistakes. Clear
enunciation and
effectively uses voice
most of the time.
Engages and
maintains audience.
Occasional lapses in
repair and recovery
strategies.

Confidently delivers
well-paced and
extensively
rehearsed talk.
Contains few
mistakes.
Consistently uses
clear enunciation
and effectively uses
voice. Engages and
maintains audience
throughout. Fully
focused and skillfully
demonstrates repair
and recovery
strategies.

Speaks very slowly

with poorly linked
ideas. Frequently
unable to convey
message.

Speaks slowly using

simple connectives
but with numerous
pauses, repetitions
and self-corrections.
Some breakdown in
communication.

Usually maintains flow of

speech but with some
areas of disfluency.

Usually maintains
fluency, but with some
correction, repetition or
slower speech.

Usually fluent and

shows a range of
discourse markers,
topic vocabulary and
paraphrase.

Fluent, flexible and

coherent in use of
discourse markers,
topic vocabulary,
style and
paraphrase.

Demonstrates the
ability to confidently
deliver effective and
engaging lessons
/activities in the
setting.
(25%)

18a. Spoken
language
Fluency and
coherence,
Lexical resources,
Grammatical range
and accuracy,
Pronunciation
(10%)

Only simplest
vocabulary and
sentence structures
attempted.
Inaccuracies cause
serious
misunderstanding.
Pronunciation
problems cause
speech to be often
unintelligible.

SI/DWC/2015-16

Vocabulary limited
to familiar topics
and rare
paraphrasing.
Sentence structures
very limited in range
and accuracy.
Errors and frequent
mispronunciation
cause difficulty for
the listener.

Sufficient vocabulary to
talk about topics but with
limited flexibility and only
occasional paraphrase.
Mostly accurate in simple
sentences.
Errors and
mispronunciation can
cause misunderstanding.

Reasonably wide range

of vocabulary with
some paraphrase.
Limited complex
sentence structure and
some
mispronunciation, but
can usually be
understood.

The range and control

of simple and complex
sentences and
pronunciation features
is reasonably
accurate.
Message is always
understood.

Accurate and flexible

use of complex
sentences and
pronunciation
features.
Easily understood.

This report is to be completed by the Mentoring College Teacher in

consultation with the Mentoring School Teacher with reference to 3 formal
MST and 2 MCT observations, Practicum 3b TP competences and
documentation illustrating wider planning, including activities designed in
core courses.
Date:

School:

Name of Student:

Name of MST:

Name of MCT:
/

Please tick the boxes using the scale with 5 indicating the best possible performance during this
lesson
PROFESSIONALISM
1 2 3 4 5
Comments or reasoning:
Explicitly linked to the rubric in 5. Subject

knowledge; 9. Collaborative professional working.

Displays a high standard of professional

behaviour, which includes punctuality,
personal organization and presentation


Interacts effectively with students and staff .

Shows respect for the class teacher, the

principal and colleagues.

Shows initiative and enthusiasm in the
classroom

Contributes to discussions and offers ideas,
ICT support and assistance when appropriate.


Demonstrates an understanding of how to use
ICT to support aspects of the school
curriculum



Has worked with other staf in activities that
involve the school and/or wider community

X
X
X
X

Engages in pastoral care across the school

does she actively engage students and take the
initiative to monitor and manage student
behaviour outside of the classroom

Communicates clearly and in a timely manner

to address issues.

SI/DWC/2015-16

Is prepared to teach and participate in school

meetings/responsibilities.

Ensures that the classroom is set-up to

maximize learning and is also a safe place for
learning.

PLANNING FOR LEARNING

Explicitly linked to the rubric in 5. Subject

knowledge; 8. Experimentation/ Exploration of
ideas; 9. Collaborative professional working.

Comments or reasoning:

Follows curriculum guidelines and effective

design principles in planning for learning.

Has designed and planned a sustained,

integrated, thematic unit of work that
demonstrates an understanding of teaching and
learning as a progressive, developmental
process.

Has created a minimum of ten diferentiated

lesson plans for an entire class, which
incorporates one connected set of four
complete teaching sessions

Includes a range of activity types for the whole

class, groups and individuals in planning.

Details how learning objectives/outcomes,

which set appropriate challenges for the learner,
will be assessed

Plans in consultation with the class teacher

appropriate ICT supported activities.


Uses a range of ICT resources and where
appropriate the school curriculum to aid planning

Produces a range of appropriate materials and

resources for teaching produced using ICT that
are appropriate to the level of the learner

SI/DWC/2015-16

Presents/ Explains lesson/activity plans in a

clear, detailed and professional way
/

X
X

Shows a student-centred focus in lesson plans.

IMPLEMENTING AND MANAGING LEARNING

Explicitly linked to the rubric in 5. Subject

knowledge; 8. Experimentation/ Exploration of
ideas; 16. Delivery/Performance; 18a. Spoken
language

Comments or reasoning:

Consistently applies a range of efective

questioning and elicitation techniques

Uses accurate and appropriate language,

including pronunciation, stress and
intonation

Uses clear instructions and demonstrations/

modeling to support ICT based activities


Establishes and maintains clear classroom
rules and routines to effectively manage
students behaviour in lessons.

Uses a variety of explicit, positive

reinforcement strategies

Manages smooth transitions between activities

Gives written and oral feedback to students in

a timely manner

Encourages the development of student

independence and responsibility

Experiments with a range of teaching

strategies and identifies their strengths and
weaknesses

Uses ICT resources and equipment

efectively.
)
(
SI/DWC/2015-16

10

Manages lesson time efectively

Eff ectively motivates students to participate
in activities in lessons.


MONITORING AND ASSESSMENT

X
X

1 2

Explicitly linked to the rubric in 5. Subject

knowledge; 8. Experimentation/ Exploration of
ideas; 9. Collaborative professional working.

Develops and use efective monitoring

strategies across an increasing range of
connected teaching sessions including class,
group, pair, and individual work

Monitors students progress effectively during

lessons.

Provides ongoing feedback to students to

enhance learning during lessons.


Is flexible and modifies planning, in response
to students' needs and external factors
during lessons.

Checks understanding via appropriate

questioning during lessons.


Develops and uses formative and summative
assessment instruments such as checklists,
grading scales, rubrics, tests and projects etc. to
evaluate students performance in a variety of
activity types

SI/DWC/2015-16

11

Comments or reasoning:

Collects, tracks and uses student data to

inform teaching

CRITICAL REFLECTION

Explicitly linked to the rubric in 5. Subject

knowledge; 7. Reflection; 9. Collaborative
professional working.

Discusses personal reflections and classroom

observations with class teacher to inform future
action / planning.

Actively seeks, listens to and accepts guidance

and responds constructively to feedback from the
class teacher.

Identifi es and accounts for the influence of a

range of stakeholders e.g. Ministry of Education,
Principal, parents etc. through portfolio
documentation

Relates teaching philosophy to classroom

activities and artifacts

Justifies classroom-based decisions drawing on

theory and experience

SI/DWC/2015-16

12

Comments or reasoning:

Identifi es areas for development to be

considered in goal setting in the following
semester

SI/DWC/2015-16

13

Specifi c comments about the student teachers observed strengths during

this teaching practicum and for further development.

Observed Strengths: /

Areas in which further development is

needed:

General Comments: I was incredibly impressed with Ms. Wafas performance as a

student teacher. I have never met a student teacher with so much confidence,
maturity, and kindness. She will truly make an excellent teacher.

SI/DWC/2015-16

14