Course Rubric/Final Report

H00298810 School: NA Alternative Task   

Khadeeja Ahmad
Ali Shaheen
Alhosani

MCT/MST Name:   Dr Tania Al Aghar

Semester Achievement Achievement Achievem Achieveme Achieveme Achievem
7 that clearlydoes thatnarrowly  ent that nt that nt that is ent that is
not meet fails to meet minimally satisfactor significantl outstandi
requirements for requirements meets the y meets y above ng relative
course with for course course the course the course to the
normal grading with normal requireme and GPA and GPA course
mode.  grading nts but requireme requireme and GPA
mode.  may not nts  nts  requireme
meet the nts 
GPA
requireme
nt 

Commitm Has not grasped Displays Displays Demonstra Always Prioritizes

ent to the the importance of issues with occasional tes demonstr the needs
Professio attendance and attendance issues with consistent ates of the
n punctuality leading and attendanc attendance consistent school and
to consistent punctuality e and and attendanc students
absences and/or punctualit punctuality e and over
lateness y punctualit required
y working
hours

Fails to Has Is Is Is well Consistent

demonstrate a difficulties generally prepared prepared ly
willingness to plan preparing for prepared & ready & ready prepares
and prepare lessons & & ready for each for each high
materials and being ready for each lesson lesson quality
lessons on time lesson materials
which are
well
organized
Does not Rarely Occasional Participate Actively Has
participate in participates in ly s in a participate demonstra
school activities school participate range of s in a ted
and has not activities and s in school school range of initiative
developed displays some activities activities school and
relationships difficult and builds and builds activities commitme
across the school, developing a few positive and builds nt through
apart from the relationships positive relationshi positive independe
MST across the relationshi ps within relationshi nt
school ps within the school ps with a involveme
the school range of nt in
stakehold school
ers based
activities
resulting
in a
measurabl
e
contributi
on to the
school

Does not respect Challenges Generally Accepts Accepts Accepts

school based school based accepts school school school
authority authority school based based based
structures & does structures based authority authority authority
not accept and has authority structures structures structures
responsibility for difficulty structures and and and
work-based accepting and has responsibil responsibi responsibil
problems responsibility some ity for lity for ity for
for work- difficulties resolving resolving independe
based resolving work- work- ntly
problems, work- based based resolving
even with based problems problems work-
support problems with some with a based
without support growing problems
some level of
support independe
nce

Has not developed Inconsistently Generally Generally Demonstr Demonstr

a positive attitude demonstrates demonstra demonstra ates a ates
towards teaching a positive tes a tes a positive exceptiona
and learning attitude positive positive attitude l
towards attitude attitude towards enthusias
teaching and towards towards teaching m and
learning teaching teaching and positivity
 and and learning towards
learning learning teaching
but with and
some learning
examples
of
negativity

Comments:  
 

Planning Has Has Has Has Has Has

for consistently inconsistently completed completed completed completed
Learning failed to completed poor quality appropriate solid lesson outstanding
complete adequate lesson plans lesson plans plans which lesson plans
adequate lesson plans which are which are are printed which are
lesson plans not always available for and consistently
available MST/MCT available for printed and
upon upon MST/MCT available for
request request upon MST/MCT
request upon
request

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

Lesson plans Lesson plans Lesson plans Lesson plans Lesson plans Lesson plans
are are show some are are usually are
inconsistently inconsistently elements of generally balanced, consistently
balanced and balanced and balance but balanced, engaging, balanced,
include no include include engaging, effective engaging,
student- limited some effective and effective
centred student- student- and student- and
 activities centred centred student- centred student-
activities activities centred centred

Comments:  
 

Managi Does not Occasionall Sometimes Uses Consistently Consistently

ng use y uses uses cooperativ and and
Learning cooperativ cooperative cooperativ e learning effectively effectively
e learning learning as e learning regularly, uses uses a range
part of their as part of usually cooperative of
learning their with a level learning cooperative
environmen learning of with a high learning
t environme effectivene level of strategies
nt but/or ss effectivenes with a high
uses these s degree of
strategies confidence
with
limited
effectivene
ss

Does not Attempts to Uses Uses Uses Uses a wide

use use appropriat appropriat appropriate range of
classroom classroom e e classroom appropriate
manageme manageme classroom classroom managemen classroom
nt nt manageme manageme t strategies managemen
strategies strategies nt nt to t strategies
effectively but these strategies strategies consistently to
or do not which to secure a secure a consistently
consistentl generally generally safe and safe and secure a
y leading to achieve a secure a effective effective safe and
an safe and/ or safe and learning learning effective
ineffective effective effective environme environmen learning
and/ or learning learning nt t environmen
unsafe environmen environme t
learning t  nt
environme
nt
   Has not Classroom Has Establishes Establishes Classroom
  established routines established and and routines and
effective and some manages consistently transitions
classroom transitions classroom classroom manages are well
routines are routines routines classroom established
and inconsistent and and routines and
transitions ly transitions transitions and differentiate
implemente but some transitions d leading to
d effecting developme leading to significant
the nt is some student
classroom needed student independen
environmen independen ce
t ce

Comments:  

Impleme Does not Attempts to Sometimes Generally Implements Implements

nting implement sometimes implements implemen strategies a wide range
Learning strategies implement strategies ts which of strategies
which strategies which strategies continually which
motivate which motivate which motivates continually
students motivates students an motivate students and motivates st
and students and d maintains students maintains an udents and
maintain an maintains an an effective and effective maintains an
effective effective classroom maintain classroom effective
classroom classroom presence an presence. classroom
presence. presence, effective presence
although classroom
these may not presence
be effective

Material Material Material Presents Presents Consistently

presented presented presented material material presents
frequently/ may may which is which is material
significantly sometimes occasionally generally accurate, which is
lacks lack accuracy lack accurate, meaningful, accurate,
accuracy and/or accuracy meaningf accessible meaningful,
and/or meaningfulne and/or ul and and accessible
meaningful ss.   meaningful accessible differentiate and
ness.   Differentiatio ness.   to d to support differentiate
Differentiati n is rarely Differentiati support student d to support
on is not implemented on is student engagement student
implemente implemente engagem and learning engagement 
d d but not ent and and learning
necessarily learning.
 effectively Sometime
s includes
differenti
ation

The pacing The pacing of The pacing Lessons Lessons are Lessons are
of lessons lessons may of lessons are consistently paced to
may result result in some may result usually paced to ensure
in a students in some paced to ensure students are
significant being students ensure students are appropriately
proportion disengaged, sometimes students appropriatel engaged and
of the class overwhelmed being are y engaged challenged
being &/or off task disengaged, appropria and and the
disengaged, overwhelm tely challenged needs of
overwhelm ed or off engaged individual
ed &/or off task and students are
task challenge met
d

When Instructions Instructions Instructio Instructions Clear,

instructions are given are usually ns are are concise and
are given within a given at given at consistently timely
they are lesson but appropriate appropria given at Instructions
generally may be times te times appropriate are
unclear and unclear within a within a times within consistently
this does and/or lesson but lesson a lesson and given using a
not excessively may not and are are range of
effectively wordy, always be generally invariably appropriate
facilitate resulting in clear and clear and clear and techniques
learning some concise concise concise
confusion

Generally Inconsistently Uses Uses Uses a Skillfully uses

does not uses questions questions variety of a variety of
use questions which fit which questions questions
questions which fit within the generally which which
effectively within the lesson fit within appropriatel appropriately
lesson context but the y fit within fit within the
context but these tend lesson the lesson lesson
these tend to to be closed context context to context and
be closed and/or do to support challenges
and/or do not not extend support learning students’
extend learning learning thinking
learning

Comments:  
 
Assessmen Fails to Demonstrate Monitors but Generally Monitoring Consistently
t utilize s little it is monitors in purposively monitors in
monitoring understandin unfocused  in relation to in relation relation to
in relation g or ability in relation to learning and to learning learning and
to student monitoring in learning behavior some and behavior,
learning relation to and/or improvement is behavior meeting
and learning and behavior, needed individual
behavior behavior improvement students’
is needed needs

Fails to Consistently Utilizes some Generally utilizes a Utilizes a Utilizes and

understand utilized the variety of range of effective range of thoroughly
and utilize same formative formative effective understands a
formative formative assessment assessment formative range of
assessment assessment strategies to strategies to assessment effective
strategies strategy gauge gauge student strategies formative
(question, student progress to gauge assessment
checklists & progress student strategies to
observations) progress gauge student
throughout progress
the
placement

Summative Summative Implements Generally Implements Outstanding

assessment assessment summative implements valid valid and knowledge and
strategies strategies are assessment and reliable reliable Implementatio
are not invalid and/ strategies but summative summative n of valid and
completed or unreliable not always assessment assessment reliable
ones that are strategies, where strategies, summative
valid, reliable appropriate where assessment
and/or appropriate strategies.,
appropriate where
appropriate

Constructiv Limited Constructive Constructive Constructiv Constructive

e feedback feedback feedback is feedback is e feedback feedback is
is not provided to provided to generally provided is provided in a
provided to students due students to students in a consistently timely and
students to a lack of inconsistentl timely and provided to effective
understandin y. It may appropriate students in manner using a
g need to be manner.  a timely range of
more timely and approaches
and/or appropriate
delivered in manner
an
appropriate
manner
 Has failed Has made Sometimes Assessment data Assessment Assessment
to use little attempt uses is generally used data is used data is
assessment at using assessment to inform planning to consistently
data to assessment data to and instruction, effectively used to
inform data to inform though not always inform effectively
planning inform planning and effectively. planning inform
and planning and instruction. Assessment data and planning and
instruction instruction. Assessment is generally instruction. instruction.
&/or Limited data is recorded in an Assessment Assessment
assessment assessment recorded but organized way and data is data is
data is not data is not always in is usually available recorded in recorded in an
available to available for an organized for MST/MCT. an organized way
MST/MCT MST/MCT way but is organized and is always
usually way and is available for
available for available MST/MCT.
MST/MCT. for
MST/MCT.

Comments:  
 
Reflectio Fails to Little Some Reflects on Reflects on Consistently
n on understand reflection on reflection on student student reflects on
Practice the student student learning learning in a student
importance learning learning is meaningful learning in a
of reflecting evident, but way meaningful
on student it is quite way
learning vague and
repetitive

Student fails Little Inconsistent Reflects on Consistently Consistently

to reflection on and vague their own reflects on reflects on
understand their own reflections practice their own their own
the practice on their own leading to practice practice
importance which leads practice improvemen leading to leading
of reflecting to limited leading to t with improvement drawing
on own improvemen little limited s in a range of effectively in
practice t of practic improvemen guidance areas theory
and/or t of practice and support leading to
display the habitual
ability to do improvemen
so t
meaningfull
y

Comments:  Please refer to lesson feedback evaluation forms