ASSESSMENT DESCRIPTION

Assessment Details

Course Code: EPC 4406

Course Name: Teaching Practice 4a

Course Teacher:

Task Title: Eportfolio interview/presentation

Task Description: The purpose of the ‘work in progress’ interview and

presentation is to assist the student teacher to work towards a
final showcase e-portfolio that will be submitted in their final
semester, and reflect on their progress and PDP targets.

Special Instructions: Student teachers will be interviewed by faculty and will present their portfolio
as a ‘work in progress’. Student teachers will be expected to discuss elements
of content and design selection and submit some draft documents to the
assessors during the interview.
The portfolio should demonstrate effective skills across the 6 competency
areas:

• Commitment to Profession
• Planning for Learning
• Implementing Learning
• Managing Learning
• Assessment
• Reflection on Practice
In order for you to show that you have effective skills in all 6 competency areas
you will have to identify, and link, evidence that demonstrate your skills. You
will also have to justify how they show your skills and why you have selected
each particular item.
Below are the sections that to be included in the portfolio:
1. An introductory home page to introduce yourself
2. Professional Introduction

Resume
Philosophy of Education
Best Practice examples

Reports and Observations

Commitment to Professional Development (PDP 1 & 2)

Achievements

Weighting: 30%

Duration/Word Limit: 10 – 12 minutes

Due Date: 3 rd May

Grading/Marking Criteria: Your 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: 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.

v. 2015-02-16 1
 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)

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 ☐

v. 2015-02-16 2
 STUDENT GRADE/MARK REPORT
Course Assessment/Student Details

Course Code: EPC 4406

Course Name: Teaching Practice 4a

Course Teacher:

Task Title: Eportfolio interview/presentation

Student Name:

Student ID:

Final Grade/Mark
General Comments

v. 2015-02-16 3
 ASSESSMENT COVER PAGE
Course Name: Teaching Practice 4a Course Code: EPC 4406

Instructor Name:

Task Title:

Due Date: 3 rd May Date Submitted:

Student 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.

v. 2015-02-16 4
 GRADING/MARKING RUBRIC
ACHIEVEMENT INDICATORS
Achievement that does not meet requirements

Significantly below course Below course

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

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

Percentage for 70 – 77 – 80 – 84 –
0 30 59 60 – 63 64 – 66 67 – 69 74 – 76 87 – 89 90 - 100
Gradebook 73 79 83 86

GPA 0 1 1.3 1.7 2 2.3 2.7 3 3.3 3.7 4

CONTENT AND KNOWLEDGE

Attention to Purpose and Does not address the Displays some knowledge, Attempts to address the Makes a sound attempt at Addresses the purpose of Addresses the questions
Questions question and/or but not all is linked to the questions, but there is addressing questions. Some the questions clearly. clearly, systematically
Addresses the purpose assignment task. questions in the digression and some minor digression or and comprehensively.
and questions related to assignment/task. inaccuracy. misunderstanding.
the assignment/task.
Explanation and Fails to explain or describe Explains or describes ideas Explains or describes ideas Generally explains or describes Explains or describes idea Clearly explains or
Description ideas or concepts. or concepts but with little or concepts with minimal ideas or concepts adequately. or concepts clearly with a describes presented
Explains presented evidence or justification. adequacy. Some good level of detail. ideas or concepts clearly
ideas/concepts adequately Many ideas are incomplete. explanations/descriptions and comprehensively
need more evidence and/or using evidence and
justification and/or more justifications.
detail.
LANGUAGE CRITERIA
Coherence & Cohesion Does not present ideas Presents information and Organizes ideas in a coherent Arranges information and ideas Links ideas and topics and Sequences information
coherently and there is no ideas but these way with some sense of coherently and there is a clear presents them in a and ideas logically.

v. 2015-02-16 5
 clear progression in the
response. Does not use/
uses very limited range of
basic cohesive devices.
Vocabulary Employs a limited range of
vocabulary related mainly
to familiar topics resulting
in a narrow discussion.
Makes lexical choices
which are inappropriate to
the context.
Grammar Makes repeated
grammatical errors
throughout the work. Uses
very limited range of
sentence with no or only
rare use of subordinate
clauses. Makes the
meaning of the text
ambiguous, requiring
effort to decipher.
Mechanics Makes frequent spelling
errors, but words are
mainly recognizable with
effort. Shows missing full
v. 2015-02-16
sometimes lack coherent progression. Uses cohesive progression. Presents sequence throughout. Manages paragraphing in
arrangement. Displays devices between paragraphs information in paragraphs with a Marks main Paragraphs a skillful way leading to
lack of overall and sentences although some clear topic. Makes minor errors with a central topic which continuity between
progression in the repetition and/or inaccuracy is or inaccuracies. is supported by evidence paragraphs. Uses a wide
presented text. Does evident. Uses cohesive devices effectively and/ or examples. Shows range of cohesive
not use cohesive devices although sometimes these may a logical organization devices in an appropriate
between sentences be faulty. within and between most way.
consistently. of the paragraphs so ideas
are linked using cohesive
devices.
Uses some vocabulary Uses adequate vocabulary to Uses an adequate vocabulary Makes good vocabulary Demonstrates the ability
which is related to produce a mix of simple and selection to describe a wide selection to describe a to discuss complex topics
unfamiliar contexts but complex structures, but range of familiar and unfamiliar wide range of familiar and with flexibility and
with limited flexibility. demonstrates frequent errors topics despite some inaccuracies. unfamiliar topics despite precision through the
Makes frequent errors in in word form and/or choice May repeat topic-specific occasional inaccuracies. selection of correct
expressing complex when expressing complex vocabulary in an inefficient Generally makes vocabulary including less
ideas and discussions. ideas, particularly on unfamiliar manner. appropriate choices of common lexical items.
topics. lexis for the selected Uses accurate choices of
register. Uses some less lexis for selected
common lexical items register.
with awareness of style Produces consistent
and collocation. error-free sentences.
Attempts to use a limited Makes grammatical errors Displays solid accuracy in simple Uses a variety of complex Uses a wide range of
range of grammatical throughout the work but these and compound sentences, but structures which are structures accurately to
structures but frequent generally do not impede shows some errors in complex generally accurate and convey exact meaning
errors persist making comprehension. Uses a limited sentences. the occasional errors do which makes
comprehension difficult range of grammatical Uses correct tenses for the not impede the meaning. understanding effortless.
at times. Displays on- structures but complex intended message most of the Consistently uses simple Uses predominantly
going issues related to sentences are attempted. time. Displays some persisting and compound sentences error-free sentences.
basic aspects of errors, for example with accurately. Passive voice
grammar such as prepositions. is occasionally used,
agreement but there are where appropriate.
also examples of
accurate simple
sentences.
Makes spelling errors Makes spelling errors, but Sometimes makes errors in Makes occasional non- Makes rare non-intrusive
that sometimes impair usually these do not impair spelling but these do not impede intrusive spelling and spelling and punctuation
meaning. Generally uses meaning. Mostly uses capital meaning. Generally uses capital punctuation errors which errors, which do not
capital letters and full letters & full stops letters, full stops, commas, do not affect meaning or affect meaning or
appropriately although apostrophes, brackets, and understanding. understanding.
6

PRESENTATION AND STYLE
Presentation of Work
(formatting)
Presents work according to
the requirement specified
in the task instructions
NB: This competency is
NOT related to language
Delivery/Performance
(Oral)
Displays oral presentation
skills. Considering spoken
language (fluency,
pronunciation and
vocabulary) and style.
Engages audience with a
clear, cohesive and
coherent message in the
presentation.
Presentation tool and
message (Visual)
Selects and presents a
tool(s) that is appropriate
to fulfill requirements of
the task (e.g. Poster,
Powerpoint, video, etc.).
v. 2015-02-16
stops, and if used, they are
often used inappropriately.
Shows missing or misused
commas and apostrophes.
Shows misuse or lack of
punctuation that usually
causes impaired meaning
and misunderstanding.
Presentation of work is
poor with multiple errors
and careless mistakes.
Presentation is not
understandable and/or
audible.
Presentation is
disorganized and/or
incoherent and/or the
medium is non-visual.
stops appropriately occasional errors persist. bullets accurately. Displays
although errors persist. Mostly uses commas and occasional unobtrusive errors.
Uses commas and apostrophes appropriately, but
apostrophes, but they sometimes they are missing or
often have errors, and misused. Shows misuse or
they are not used errors in punctuation that
appropriately. Misuses occasionally cause impaired
punctuation which often meaning and
causes impaired misunderstanding.
meaning and
misunderstanding.
The response resembles Minimally meets expectations Presentation of work is generally Follows all aspects of the Follows all aspects of the
the expectation but with of the task but some omissions satisfactory and does not distract task instructions to a high task, resulting in work
considerable omissions and/or inaccuracies are from the task. It follows the task standard. which is accurate,
and/or diversion. evident. Presentation of work instructions well, with minimal attractive and
Presentation of work is indicates continued lack of diversion or omissions. professionally presented.
poor with multiple errors care eg. feedback from drafting
and careless mistakes eg. has not been incorporated.
a sub-title at the bottom
of a page.
Delivery is disorganized Pace, audibility, intonation Presentation has a sound Presentation is clearly Presentation is clearly
and/or pace and/or and/or structure of structure. Pace, audibility and structured and addressed structured and engaging.
audibility is poor. presentation are adequate but intonation are satisfactory most the audience. Pace, Pace, audibility and
limited. of the time. audibility and intonation intonation are
are good. appropriate for the
audience and are used to
good effect.
Presentation is Visual aspects and/or structure Presentation has a sound Presentation is clear and Exceptional and creative
disorganized and lacks of the presentation is adequate structure and some visual impact. has a good visual effect, presentation with strong
appropriate support but limited. containing some creative, visual impact which
from visual tool. individual elements. enhances the message.
7
21st CENTURY LEARNING SKILLS
Creativity and Innovation
Applies knowledge and skills
to generate novel ideas
and/or approaches to work
Productivity and Initiative
Demonstrates productivity
and initiative during in class
learning activities which
contribute to the
assessment tasks.
Independence
Demonstrates an ability to
complete a task
independently in terms of
planning, securing relevant
sources, time management
and editing.
v. 2015-02-16
There is no consideration
or attempt at creativity of
ideas or to create original
work during this task.
Is not compliant and
displays a poor attitude
towards learning. Disrupts
the classroom
environment.
Is unable to work
independently. Is
dependent on teacher
and others to complete
work successfully.
There is little creativity/
innovation displayed.
Fails to complete in-class
activities and
assignments and utilize
class time. Does not
engage in feedback and
self-assessment for
improvement.
Displays frequent
difficulty planning,
developing and managing
work. Is dependent on
others and teacher in
terms of planning,
editing, time
management and
securing sources for
work.
There is some creativity/
innovation but this is limited to
the criteria and requirements
of the assignment and
suggestions explored in class.
Inconsistently completes in-
class activities and assignments
and fails to utilizes some class
time. Engages in feedback and
self-assessment for
improvement only when
prompted or reminded.
Displays some difficulty
independently planning,
developing and managing work.
More development is needed in
planning, time management,
securing relevant sources and
editing to secure successful
completion of task. Needs
assistance with some of these
skills.
8
Completion of task shows
some creativity/innovation
beyond what was discussed
in class.
Completes in class activities
and assignments. Utilizes
class time. Engages in
feedback and self-
assessment for
improvement. Needs
occasional reminders in
regards to the above.
Generally plans, develops
and manages work
independently but some
assistance is needed with
securing relevant sources,
time management, and
editing. Needs only
occasional
assistance/reminders.
Completion of task shows
well-developed imagination
and a willingness to take
risks. May build on
established models and
approaches but with some
distinctive personal style
and/or interpretation.
Frequently completes in
class activities and
assignments. Utilizes class
time. Engages in feedback
and self-assessment for
improvement.
Independently plans,
develops and manages
work. Uses time
management and editing
skills to secure successful
completion of task. Only
occasional assistance is
needed with planning,
securing of sources, time
management, and editing.
Completion of tasks and
work shows considerable
creativity. Personal style is
consistently evident in
high quality work and
ideas.
Consistently utilizes class
time and engages in
activities and
assignments. Initiates
feedback, self-assessment
and reflection for
improvement.
Independently plans,
develops and manages
work consistently. Uses
time management and
editing skills to secure
successful completion of
task.
v. 2015-02-16 9