SCORING RUBRICS

COURSEWORK

PROGRAMME: PISMP TESL JUNE 2020 SEMESTER/YEAR: 2/1

INTAKE

COURSE/COURSE CODE: PRINCIPLES AND PRACTICE IN ENGLISH LANGUAGE

TEACHING/ TSLB3033

TASK 1: WRITTEN ASSIGNMENT (30%)

Description and Discussion of learning theory / theories with reference to a sample
lesson observed

GRADE SCALE DESCRIPTOR

HIGH Description of a sample lesson observed
DISTINCTION 27.0-30.0
(A+) Content
90 – 100 Excellent description of
 target group, syllabus theme/topic
 language skill or grammar
 teaching materials
 teaching/learning activities
 support materials

Linguistic, stylistic and communicative competence

Impressive level of language and stylistic proficiency.

Clarity and organization

Excellent: well organized and effective use of support.

Discussion of one learning theory with reference

to the lesson observed

Understanding of theory
Excellent understanding, cogently presented. Exceptional
synthesis of informing theory.

Evaluation of the application of the second language learning

theory to the lesson observed
Convincing, critical and detailed evaluation based on the features
of the learning theory.

Expression of ideas
Excellent communication of ideas. Very fluent writing.

Use of literature to support argument

A very comprehensive range of relevant literature is used to
support the key points convincingly.
DISTINCTION Description of a sample lesson observed
75 – 89 22.5-26.9
(A, A-) Content
Very good description of

1
  target group, syllabus theme/topic
 language skill or grammar
 teaching materials
 teaching/learning activities
 support materials

Linguistic, stylistic and communicative competence

Very good language proficiency: fluent, clear, accurate.

Clarity and organization

Very good: well organized with clearly developed ideas and good
use of support.

Discussion of one learning theory with reference

to the lesson observed

Understanding of theory
Very good understanding, cogently interpreted. Very good
synthesis of informing theory.

Evaluation of the application of the second language learning

theory to the lesson observed
Critical and detailed evaluation based on the features of the
learning theory

Expression of ideas
Very good communication of ideas. Fluent writing. Very good
communication of ideas. Fluent writing.

Use of literature to support argument

A comprehensive range of relevant literature is used to support the
key points appropriately.

CREDIT Description of a sample lesson observed

(B+, B, B-) 18.0-22.4 Content
60 – 74 Good description of
 target group, syllabus theme/topic
 language skill or grammar
 teaching materials
 teaching/learning activities
 support materials

Linguistic, stylistic and communicative competence

Good level of language proficiency, may lack accuracy and fluency
but they do not significantly impede communication

Clarity and organization

Good: effective structure, coherent and clear ideas that are well
developed and good use of support.

2
 Discussion of one learning theory with reference
to the lesson observed

Understanding of theory
Good understanding, clearly interpreted. Good synthesis of
informing theory.

Evaluation of the application of the second language learning

theory to the lesson observed
Thorough and detailed evaluation based on the features of the
learning theory

Expression of ideas
Good communication of ideas. Fairly fluent writing.

Use of literature to support argument

A good range of relevant literature is used to support the key
points.
PASS Description of a sample lesson observed
50 – 59 15.0-17.9 Content
Reasonable description but may lack some details for any 2 of the
items below:
 target group, syllabus theme/topic , language skill or
grammar,
 teaching materials,
 teaching/learning activities, support materials

Linguistic, stylistic and communicative competence

Adequate level of language proficiency, have some problems with
accuracy and fluency which affects flow, communication

Clarity and organization

Reasonable: some structure and ideas are developed though more
editing would have improved effectiveness of the description.
Adequate use of support.

Discussion of one learning theory with reference

to the lesson observed

Understanding of theory
Excellent understanding, cogently presented. Exceptional
synthesis of informing theory.

Evaluation of the application of the second language learning

theory to the lesson observed
Convincing, critical and detailed evaluation based on the features
of the learning theory.

Expression of ideas
Excellent communication of ideas. Very fluent writing.

Use of literature to support argument

A very comprehensive range of relevant literature is used to
support the key points convincingly.

3
 Description of a sample lesson observed
FAIL < 15.0
Content
< 50 Inadequate description with gaps for most of the items below:
 target group, syllabus theme/topic
 language skill or grammar,
 teaching materials
 teaching/learning activities
 support materials

Linguistic, stylistic and communicative competence

Significant grammatical and stylistic problems which impact the
effectiveness of the description

Clarity and organization

Weak: poorly structured and inadequate description. Ideas lack
clarity and coherence. Inadequate use of support.

Discussion of one learning theory with reference

to the lesson observed

Understanding of theory
Excellent understanding, cogently presented. Exceptional
synthesis of informing theory.

Evaluation of the application of the second language learning

theory to the lesson observed
Convincing, critical and detailed evaluation based on the features
of the learning theory.

Expression of ideas
Excellent communication of ideas. Very fluent writing.

Use of literature to support argument

A very comprehensive range of relevant literature is used to
support the key points convincingly

4
TASK 2: ORAL PRESENTATION (10%)
SCALE WEIGHTING DESCRIPTOR
EXCELLENT 9.0-10.0 Selection and Design of Activities
90 – 100 Outstanding, creative and suitable activities.

Understanding of the Principles of Method Assigned and

Application of Principles in a Classroom
Demonstrates excellent understanding of the principles of
approach using clever and effective resource support. Application
of these principles in a classroom is outstanding.

Clarity, effectiveness and organization of presentation

Excellent level of presentation: well organized, stimulating and
engaging, very well delivered. Clever and effective resource
support.

Team Work
Exemplary model of team work.

Linguistic, stylistic and communicative competence

Impressive level of language and stylistic proficiency. Evidence of
a sophisticated repertoire of language resources and rhetorical
competence.

VERY GOOD 7.5-8.9 Selection and Design of Activities

75 – 89 Creative and insightful activity.

Understanding of the Principles of Method Assigned and

Application of Principles in a Classroom
Demonstrates deep understanding of the principles of approach
using very good supporting resources. Application of these
principles in a classroom is very good.

Clarity, effectiveness and organization of presentation

Very well prepared, organized and delivered. Engaging, insightful
and ideas clearly developed. Very good supporting resources.

Team Work
Very good model of team work.

Linguistic, stylistic and communicative competence

Very strong language proficiency: fluent, clear, accurate. High level
of communicative competence which makes a very interesting
presentation.

5
GOOD 6.0-7.4 Selection and Design of Activities
60 – 74 Engaging activity – with appropriate elements.

Understanding of the Principles of Method Assigned and

Application of Principles in a Classroom
Demonstrates good understanding of the principles of approach
using good accompanying support/resources. Application of these
principles in a classroom is evident.

Clarity, effectiveness and organization of presentation

Effective structure in terms of coherence and clarity; content well
presented and developed. Pacing and sequencing work well.
Good accompanying support/resources

Team Work
Good model of team work.

Linguistic, stylistic and communicative competence

Good level of language proficiency: content presented confidently
and fluently; some technical errors, but these did not significantly
impede communication or engagement.

PASS 5.0-5.9 Selection and Design of Activities

50 – 59 Generally acceptable, conventional, standard response.

Understanding of the Principles of Method Assigned and

Application of Principles in a Classroom
Demonstrates some understanding of the principles of approach.
Sound level of resource support. Application of these principles in
a classroom could be improved.

Clarity, effectiveness and organization of presentation

Reasonably well organized and structured; more thought and
rehearsal would have increased the effectiveness of the
presentation. Sound level of resource support.

Team Work
Satisfactory model of team work.

Linguistic, stylistic and communicative competence

Sound presentation in terms of language proficiency and
communicative style. Some problems with grammatical accuracy
and fluency.

FAIL Selection and Design of Activities

6
 The activity lacks relevance.
<50 <5.0
Understanding of the Principles of Method Assigned and
Application of Principles in a Classroom
Demonstrates a minimal understanding of the principles of
approach. Inadequate supporting materials/resources. Application
of these principles in a classroom is not clear.

Clarity, effectiveness and organization of presentation

Presentation inadequately prepared and poorly structured; analysis
lacking clarity and coherence. Inadequate supporting
materials/resources.

Team Work
Inadequate model of team work.

Linguistic, stylistic and communicative competence

Significant grammatical and stylistic problems in terms of both
fluency and accuracy which impacted on the effectiveness of the
presentation. Poor level of audience engagement.

TASK 3: QUIZ (10%)

The quiz will be marked against the marking scheme prepared by the lecturer.