MCT/MST

Summative Teaching Placement Assessment Rubric

Course Code & CRN EPC 4406 Placement School Ajman Academy
Student Name & HCT ID Shaikha Salim Date of Assessment 23 February, 2020
MCT Name MST Name Muna AlSuwaidi

ACHIEVEMENT INDICATORS
Achievement that does
GRADING/MARKING not meet requirements Achievement that minimally Achievement that Achievement that is
Achievement that is significantly
CRITERIA Significantly below course meets the course requirements satisfactorily meets the
above the course requirements
outstanding relative to the
requirements course requirements course requirements

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

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

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

1. With reference to the Assessment Handbook, the following serves as a set of various assessment criteria and grade descriptors suitable for many different assessment tasks.
2. The assessment rubric can be customised in the following two ways:
- by selecting grading/marking criteria which suit a specific assessment task
- by adding specific details under the criterion and its corresponding achievement indicators. NOTE: Don’t change the original language - just add clarification, if needed.
3. The HCT Grading System is accessible at: https://portal.hct.ac.ae/sites/pnp/cass/Pages/lp209.aspx.

GENERAL CRITERIA (I-VI)

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(I) COMMITMENT TO
THE PROFESSION (15%)

Demonstrates consistent Has not grasped the Displays occasional issues with Demonstrates consistent Always demonstrates consistent Prioritizes the needs of the
Attendance and importance of attendance attendance and punctuality attendance and punctuality attendance and punctuality school and students over
Punctuality and punctuality leading to required working hours
(3%) consistent absences
and/or lateness

Demonstrates Teaching Fails to demonstrate a Is generally prepared & ready for Is prepared & ready for each Is well prepared & ready for each Consistently prepares high
Materials are planned willingness to plan and each lesson lesson lesson quality materials which are
and organized prepare materials and well organized
(3%) lessons

Demonstrates Does not participate in Occasionally participates in Participates in a range of Actively participates in a range of Has demonstrated initiative
responsibility to use school activities and has school activities and builds a few school activities and builds school activities and builds positive and commitment through
initiative and not developed positive relationships within the positive relationships within relationships with a range of independent involvement
participation relationships across the school the school stakeholders in school based activities
(3%) school, apart from the resulting in a measurable
MST contribution to the school

Demonstrates Does not respect school Generally accepts school based Accepts school based Accepts school based authority Accepts school based
responsibility to resolve based authority structures authority structures and has authority structures and structures and responsibility for authority structures and
problems independently & does not accept some difficulties resolving work- responsibility for resolving resolving work-based problems responsibility for
(3%) responsibility for work- based problems without some work-based problems with with a growing level of independently resolving
based problems support some support independence work-based problems

Demonstrates a positive Has not developed a Generally demonstrates a Generally demonstrates a Demonstrates a positive attitude Demonstrates exceptional
and enthusiastic attitude positive attitude towards positive attitude towards positive attitude towards towards teaching and learning enthusiasm and positivity
to teaching and learning teaching and learning teaching and learning but with teaching and learning towards teaching and
(3%) some examples of negativity learning

Comment: Shaikha has applied herself positively and proactively during this TP. She has taken MST and MCT advice to improve her teaching skills, applying new strategies and techniques in
her teaching lessons. Next semester, Shaikha should participate in school events and activities to enhance her relationships with other teachers, students and parents.

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(II) PLANNING FOR
LEARNING (15%)

Lesson plans are well Has consistently failed to Has completed poor quality Has completed appropriate Has completed solid lesson plans Has completed outstanding
prepared and available complete adequate lesson lesson plans which are not always lesson plans which are which are printed and available for lesson plans which are
on request (5%) plans available upon request available for MST/MCT upon MST/MCT upon request consistently printed and
request available for MST/MCT
upon request

Lesson plans show Lesson plans lack Lesson plans have sufficient detail Lesson plans have sufficient Lesson plans are well detailed to Lesson plans are
testable learning detail and may not to generally secure effective detail to secure satisfactory secure effective delivery and exceptional to secure
objectives and a variety include learning objectives delivery and include learning delivery and include testable include testable learning successful delivery and
of appropriate and assessments leading objectives and some assessments learning objectives and objectives and a variety of include testable learning
assessments and tasks to unsatisfactory lesson appropriate assessments appropriate assessments and tasks objectives and a variety of
(5%) delivery appropriate assessments
and tasks

Lesson plans are Lesson plans are Lesson plans show some Lesson plans are generally Lesson plans are usually balanced, Lesson plans are
balanced, engaging, inconsistently balanced elements of balance and include balanced, engaging, engaging, effective and student- consistently balanced,
effective and student- and include no student- some student-centred activities effective and student- centred engaging, effective and
centred centred activities centred student-centred
(5%)

Comment: Lesson plans were presented at the beginning of each lesson that was observed. Some details on the plans were too brief and could have been elaborated further. Shaikha has a good
sense of what she wants to deliver in her lesson, she needs to find a balance how to plan to enable her to complete all tasks thoroughly but not compromise any of the learning that is required.
Perhaps focus on 2-3 objectives rather than trying to put too much energy in too many learning outcomes hence running out of time during the delivery of each lesson. Her lessons made some
good improvements over time – she find a balance between student-centred activities and teacher-talk instruction.

(III) MANAGING
LEARNING (15%)

Does not use cooperative Sometimes uses cooperative Uses cooperative learning Consistently and effectively uses Consistently and effectively
learning learning as part of their learning regularly, usually with a cooperative learning with a high uses a range of cooperative
Demonstrates a range of environment but/or uses these level of effectiveness level of effectiveness learning strategies with a
cooperative learning strategies with limited

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strategies effectiveness high degree of confidence
(5%)

Demonstrates a range of Does not use classroom Uses appropriate classroom Uses appropriate classroom Uses appropriate classroom Uses a wide range of
effective classroom management strategies management strategies which management strategies to management strategies to appropriate classroom
management strategies effectively or consistently generally secure a safe and secure a safe and effective consistently secure a safe and management strategies to
(5%) leading to an ineffective effective learning environment learning environment effective learning environment consistently secure a safe
and/ or unsafe learning and effective learning
environment environment

Demonstrates classroom Has not established Has established some classroom Establishes and manages Establishes and consistently Classroom routines and
routines and transitions effective classroom routines and transitions but some classroom routines and manages classroom routines and transitions are well
are managed and routines and transitions development is needed transitions transitions leading to some established and
established student independence differentiated leading to
(5%) significant student
independence

Comment: Shaikha introduced a good range of learning strategies to ensure students were engaging in her activities via group activities, pair work and individual tasks. She managed classroom
routines well throughout each lesson observed. Students were able to quickly move into each activity promptly and to get on with the tasks at hand. An area to consider for next semester is to
maintain a way to manage and ensure that all learners in the classroom environment are participating in your activities (checking, questioning, monitoring), especially quieter, less engaging
students.

(IV) IMPLEMENTING
LEARNING (20%)

Implements a range of Does not implement Sometimes implements strategies Generally implements Implements strategies which Implements a wide range
effective strategies to strategies which motivate which motivate students and strategies which motivate continually motivates students and of strategies which
motivate students students and maintain an maintains an effective classroom students and maintain an maintains an effective classroom continually motivates
(4%) effective classroom presence effective classroom presence presence students and maintains an
presence. effective classroom
presence

Implements material Material presented Material presented may Presents material which is Presents material which is accurate, Consistently presents
which is accurate, frequently/ significantly occasionally lack accuracy and/or generally accurate, meaningful, accessible and material which is
meaningful, accessible lacks accuracy and/or meaningfulness. meaningful and accessible to differentiated to support student accurate, meaningful,

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and differentiated that meaningfulness. Differentiation is implemented support student engagement and learning accessible and
supports student but not necessarily effectively engagement and learning. differentiated to support
engagement and learning Differentiation is not Sometimes includes student engagement and
(4%) implemented differentiation with growing learning
effectiveness

Lessons are paced to The pacing of lessons may The pacing of lessons may result Lessons are usually paced to Lessons are consistently paced to Lessons are paced to
ensure students are result in a significant in some students sometimes ensure students are ensure students are appropriately ensure students are
engaged and challenged proportion of the class being disengaged, overwhelmed appropriately engaged and engaged and challenged appropriately engaged
(4%) being disengaged, or off task challenged and challenged and the
overwhelmed &/or off needs of individual
task students are met

Teaching instructions are When instructions are Instructions are usually given at Instructions are given at Instructions are consistently given Clear, concise and timely
clear, concise and timely given they are generally appropriate times within a lesson appropriate times within a at appropriate times within a lesson Instructions are
(4%) unclear and this does not but may not always be clear and lesson and are generally and are invariably clear and concise consistently given using a
effectively facilitate concise clear and concise range of appropriate
learning techniques

A variety of questions are Generally does not use Uses questions which fit within Uses questions which Uses a variety of questions which Skilfully uses a variety of
used appropriately that questions effectively the lesson context but these tend generally fit within the appropriately fit within the lesson questions which
support and challenge to be closed and/or do not lesson context to support context to support learning appropriately fit within
students extend learning learning the lesson context and
(4%) challenges students’
thinking

Comment: Shaikha has applied some really engaging activities and strategies when delivering her lessons. These have engaged student participation, they are interactive, especially whole
class activities (eg. Videos ). Areas to consider for next semester are timing for each activity. Although Shaikha was able to get good student participation, and students enjoyed the activities,
teaching instructions can be adapted at a pace that can challenge but also motivate students quickly throughout the lesson. Shaikha has some good creative ideas, maintaining pace and
momentum in student engagement is just as important to support their learning – don’t spend too long on some activities, use instructions and questions to challenge and motivate students
quickly through the lesson.

(V) ASSESSMENT (15%)

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 Fails to utilize monitoring Monitors but it is unfocused in Generally monitors in Monitoring purposively in relation Consistently monitors in
in relation to student relation to learning and/or relation to learning and to learning and behavior relation to learning and
Monitoring learning and learning and behavior behavior, improvement is needed behavior some improvement behavior, meeting
behaviour is needed individual students’ needs
(3%)

Utilizes formative Fails to understand and Utilizes some variety of formative Generally utilizes a range of Utilizes a range of effective Utilizes and thoroughly
assessment strategies utilize formative assessment strategies to gauge effective formative formative assessment strategies to understands a range of
appropriately assessment strategies student progress assessment strategies to gauge student progress effective formative
(3%) gauge student progress assessment strategies to
gauge student progress

Utilizes summative Summative assessment Implements summative Generally implements valid Implements valid and reliable Outstanding knowledge
assessment strategies strategies are not assessment strategies but not and reliable summative summative assessment strategies, and Implementation of
appropriately completed always ones that are valid, assessment strategies, where appropriate valid and reliable
(3%) reliable and/or appropriate where appropriate summative assessment
strategies., where
appropriate

Utilizes constructive Constructive feedback is Constructive feedback is provided Constructive feedback is Constructive feedback is Constructive feedback is
feedback appropriately not provided to students to students inconsistently. It may generally provided to consistently provided to students in provided in a timely and
(3%) need to be more timely and/or students in a timely and a timely and appropriate manner effective manner using a
delivered in an appropriate appropriate manner. range of approaches
manner

Assessment data is Has failed to use Sometimes uses assessment data Assessment data is generally Assessment data is used to Assessment data is
recorded and used assessment data to inform to inform planning and used to inform planning and effectively inform planning and consistently used to
appropriately planning and instruction instruction. Assessment data is instruction, though not instruction. Assessment data is effectively inform
(3%) and/or assessment data is recorded but not always in an always effectively. recorded in an organized way and is planning and instruction.
not available to MST/MCT organized way but is usually Assessment data is generally available for MST/MCT. Assessment data is
available for MST/MCT. recorded in an organized recorded in an organized
way and is usually available way and is always
for MST/MCT. available for MST/MCT.

Comment: Shaikha, has shown generally consistent range of utilising assessment to monitor, manage and motivate students learning. An area to concentrate on further are the students who are

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less active and quieter in the classroom. They are easily missed and can be left behind if they are not monitored for their learning too.

(VI) REFLECTION ON
PRACTICE (20%)

Fails to understand the Some reflection on student Reflects on student learning Reflects on student learning in a Consistently reflects on
importance of reflecting learning is evident, but it is quite meaningful way student learning in a
Reflects on student on student learning vague and repetitive meaningful way
learning
(10%)

Student fails to Inconsistent and vague Reflects on their own Consistently reflects on their own Consistently reflects on
understand the reflections on their own practice practice leading to practice leading to improvements in their own practice leading
Reflective on students importance of reflecting leading to little improvement of improvement with limited a range of areas drawing effectively in
teaching practice on own practice and/or practice guidance and support theory leading to habitual
(10%) display the ability to do so improvement
meaningfully

Comment: Throughout this teaching practice, Shaikha has made good steady progress on being more reflective about her practice. She is always keen to ask questions how to improve, what she
does, her skills and learning. She continually seeks information and advice for application of new strategies, engagement with students, to improve her practice and learning in a positive manner.