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Assessment Details

Course EPC 1403


Code:

Course Practicum 1a
Name:

Course Maryam Al Shamsi & Dr. Brante Dashiell


Teacher:

Task Title: Assessment - Interview

Task Students demonstrate the ability to comment on experience


Description: and to make links to both other course content and to the
Teaching Practice competences for this practicum. This
should be evidenced with reference to the content of the
Practicum e-portfolio/blog.

Special Students will answer questions relating to:


Instructions:
1. Professionalism and understanding
2. Planning, implementing and managing activities
3. Reflecting on teaching practice & strategies learned or
observed
4. Collaboration and communication with school staf
5. Teaching practice tasks performed

Students should use theories learned in Semester 1 and use


their eportfolios to support the discussion.

Weighting: 30%

Duration/Wo 10- 12 Minutes


rd Limit:

Due Date: Week 15 (submit the papers on 16th April 2017)

Grading/Mar Your grade will be determined using the relevant criteria from
king the attached rubric.
Criteria:
(to be
determined
by the
teacher using
the attached
criteria
matrix)

Late Unless special circumstances are agreed with the course


Penalty: 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 Breaches of Academic Honesty will be treated with the


Honesty: 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 )

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HCT Graduate Outcomes Addressed
1. Communication and Information Literacy

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

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ASSESSMENT COVER PAGE
Course Name: Practicum 1a Course Code: EPC 1403

Instructor
Maryam Al Shamsi & Dr. Brante Dashiell
Name:

Task Title: Assessment - Interview

Due Date: Week 15 (submit the Date


papers on 16 th April Submitted:
2017)

Student Alya Jasim Ali


Name:
Student ID: H00353690 Section: 12ABECE

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.

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INTERVIEW QUESTION TYPES

HOW DEMONSTRATED (write your notes


here and bring this to your interview )

Omar bin Abdul Aziz school primary


Professionalism and Understanding boys. Ajman Al Jerf Arabic
math Islamic sport .
Please give a brief description of the school, i.e. boys/girls,
size, location. Curriculum and texts used
What different subjects are taught?
I enjoyed the ability to help children to
1 What did you enjoy most about your practicum? do their best.

I couldnt control the student who


What challenges did you face? were talking.

What did you do to show your commitment to your job as a Attend at time and respect teachers
teacher in the school? and students.

Respect them and do what they say.


How did you collaborate with your MST and other teachers in
the school?

Describe a typical day in your school.

I learn that I should know and read


Planning for Learning
the lesson befor the class and
plan for some activities.
What did you learn about planning during the practicum?
2
While I move from one activity to
What challenges did you face when preparing your two other the students were moving
activities? and talking.
Explain how you used ADEC Learning Outcomes to guide
your planning. Learning outcomes helped me to
organize my lesson and know what
should I say and teach.

Implementing and Managing Learning


She count to 5 and the student set
quitly.
What strategies did you see your MST use to manage the
children?

3
Which were the most effective strategies you observed? The teacher color a black ball for
the misbehave students from their
book.
Describe a activity you taught and what you learned
about managing student behavior and learning while
teaching.

Counting from 1 to 5 to let the


students be silent.

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Monitoring, Assessment and Evaluation
She walk around the groups and
How did your teacher monitoring students when they check if they are working.
were working in pair/small groups?

Did you ever see a student having trouble with her/his


4 work? What did the teacher do to help? Yes, the teacher tried to do the
best with hem and she try to read
the questions for him to make the
exam easy.

Critical Reflection The most important professional


feedback I receivied from my mst
is that I respect teachers and
What was the most important professional feedback you
received from your mentor teachers?
students.

What would you like to improvement based on reflections


of school-based activities? I want to improve my assessment
tools in the school for the future.
What are you most proud of from your teaching practice
experience?
I am proud of my observation day
5
because I tried to do the best and
Were you able to make links between what you did at im also proud of my self because I
college and what you observed or experienced during managed my time.
TP? Give an example.

I was able to use google drive that


What do you think are important things to study at I learn it at the college and I use it
college to ensure that you are well prepared for TP? to put my lesson plan on it.

I think the college shoud train us


and give us an examples of how to
react with the problems.

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GRADING/MARKING RUBRIC
ACHIEVEMENT INDICATORS

Achievement that does not meet


requirements

Significantly below course Below course


GRADING/MARKI requirements requirements
Achievement that Achievement that is Achievement that is
Achievement that
NG CRITERIA satisfactorily meets significantly above outstanding relative
Assessment Clearly achievement minimally meets the
the course the course to the course
has not been does not that narrowly course requirements
requirements requirements requirements
submitted at meet the does not meet
all, is not- requiremen the
existent or ts requirements
not carried
out

Letter Grade F D D+ C- C C+ B- B B+ A- A

GENERAL CRITERIA (1-10)

3. Explanation, Explanation Explanation and reasoning is Some explanation and Explanation and All explanation All explanation and
description, and/or and reasoning not easily discernible, reasoning is discernible, reasoning is generally reasoning is fully- reasoning is fully-
justification is wholly complete or logical. Main though not always well-formed, complete formed, complete formed, complete
lacking. May points lack support. complete and/or logical and logical. Most main and wholly logical. and wholly logical.
Logical reasoning, well demonstrate a in places. Key points points are backed-up, Most main points are All main points are
supported and critical total may be significantly though not always with backed-up with backed-up with
thinking: compare and misunderstand lacking in support. sufficient supporting sufficient supporting sufficient supporting
contrasts performance ing of the task. evidence and evidence and evidence and
with previous examples, as required. examples, as examples, as
experience. required. required.
Provides specific
examples from
practicum experience.
May use elements of
eportfolio to support
discussion.

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5. Subject Unable to Limited knowledge of Some evidence of Generally accurate Accurate extensive Complete and full
knowledge evidence or subject. Information may be understanding key understanding of key understanding of understanding of
Understanding and articulate significantly irrelevant, aspects of the subject, aspects of the subject. subject. Minor subject. Extensive
application of subject basic incomplete and/or but details are lacking. Some irrelevancies and irrelevancies and evidence of
knowledge and principles and inaccurate making Some irrelevancies and inaccuracies inaccuracies appreciation of the
underlying principles knowledge information hard to follow inaccuracies relative significance
with specific emphasis related to the logically. of all relevant
on the roles and subject. aspects of the
responsibilities of the Information subject.
class teacher, may be
curriculum and irrelevant,
strategies used to incomplete
manage learning. and/or
Connecting inaccurate.
experiences to
theories from
Semester 1.

7. Reflection Consistent Sporadic evidence of Some evidence of insight Adequate evidence of Reflection is Reflection is
Management of lack of reflection not followed and thoughtful reflection. insight and thoughtful comprehensive with complete and has led
learning through evidence of through consistently. Developing an reflection. Generally, only a few lapses to substantial insight.
critical reflection. reflection for Incomplete awareness of awareness of strengths has an awareness of and has led to Strengths have been
Discusses learning learning. No personal strengths and and weaknesses strengths and noteworthy insight. built on and
experiences and the awareness of weaknesses weaknesses Has a good weaknesses
role of critical friends, personal awareness of mitigated
MST & MCT in shaping strengths and strengths and
their development. weaknesses in weaknesses
relation to
task

PRESENTATION CRITERIA (including SPOKEN LANGUAGE for APPLIED BACHELOR)

18a. Spoken Speaks very Speaks slowly using simple Usually maintains flow of Usually maintains Usually fluent and Fluent, flexible and
language (Applied slowly with connectives but with speech but with some fluency, but with some shows a range of coherent in use of
Bachelor) poorly linked numerous pauses, areas of disfluency. correction, repetition or discourse markers, discourse markers,
ideas.
repetitions and self- slower speech. topic vocabulary topic vocabulary,
Fluency and Frequently
unable to corrections. Some Sufficient vocabulary to and paraphrase. style and
coherence,
convey breakdown in talk about topics but Reasonably wide range paraphrase.
Lexical resources,
message. communication. with limited flexibility of vocabulary with The range and
Grammatical range and only occasional some paraphrase. control of simple Accurate and flexible
and accuracy, Only simplest Vocabulary limited to paraphrase. and complex use of complex

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Pronunciation vocabulary and familiar topics and rare Limited complex sentences and sentences and
sentence paraphrasing. Mostly accurate in sentence structure and pronunciation pronunciation
structures Sentence structures very simple sentences. some mispronunciation, features is features.
attempted.
limited in range and but can usually be reasonably
Inaccuracies
cause serious accuracy. Errors and understood. accurate. Easily understood.
misunderstandin Errors and frequent mispronunciation can
g. mispronunciation cause cause misunderstanding. Message is always
Pronunciation difficulty for the listener. understood.
problems cause
speech to be
often
unintelligible.

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