Practical Skills Assessment

Assessment Details
Course Code: EPC 4909
Course Name: Practicum 4b - Internship
Course Teacher: Dr Jacqui Lottin
Task Title:
Coursework – Practical Skills Assessment – MCT/MST Summative
Report
Task Description: This is the final practicum and entails the students’ internship in a viable
setting for a period 8 weeks (40 days). NB: The minimum number of days
that meets the course requirements is 35 days.

(Outcome: 1, 2, 3, 4, 5, and 6)
Special Instructions: The student teachers are assessed based on their performance relating to the
six teaching competency areas as follows:

1) Commitment to the Profession:

Demonstrate a maturing professionalism by accepting responsibility
for resolving work-based problems
Discuss the wider responsibilities of a teacher to ensure full
involvement in the school community

2) Planning for Learning:

Design full lesson plans which include increasing levels of detail &
complexity (knowledge to be learned, skills to be practiced, values to
be internalized etc.)
Plan lessons which include a range of differentiated activities

3) Managing Learning:
Discuss strategies which continually motivate and maintain an
effective classroom presence

4) Implementing Learning:
Explore practical solutions to challenges faced when differentiating
Implement differentiated instruction to lessons taught
Review a range of student-centred strategies (for example, enquiry-
based learning, gradual release model, cooperative learning, implicit
teaching etc.) and consider how they could be incorporated in their
current teaching context 1

5) Assessment:
Explain the use of assessment data to inform teaching
Discuss the mechanisms and evaluate the importance of self-
assessment for students
Outline effective reporting to external stakeholders (school admin,
parents, zone etc.)

6) Reflection on Practice:
Discuss that reflection includes consideration of wider educational
matters such as ethics, morals, culture, historical contexts and how
these impact student learning leading to change of practice
Produce reflections which result in new insights about teaching or
learners or about personal teaching strengths and weaknesses leading
to improvement of practice

NB: The final summative report should take into account a minimum of FOUR
visit reports each from the MCT and MST respectively. Consult the EPC 4909 TP
Practicum Booklet for specific instructions regarding the internship.

Weighting: 40%

Faculty of Education, 06-08-2020

 Duration/Word Limit: N/A
Due Date: Week 13 Tues 27 Apr 2021 at 6pm prompt
Grading/Marking Criteria: Your grade will be determined using the summative teaching
practice assessment rubric attached below.
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)
EPC 4909 – Practical Skills Assessment Rubric - 202020
 MCT/MST Summative Teaching Placement Assessment Rubric
Course Code & CRN EPC 4909 – CRN 22898 Placement School Nahel School
Bashayer Abdulaziz Almansoori-H00329194
Student Name & HCT ID Date of Assessment 27 Apr 2021
MCT Name Dr Jacqui Lottin MST Name Ms. Fariza Ebrahim
MCT Grade B+ - 86% MST Grade A – 90%
Final Grade: A-/88%
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 84 – 86 87 – 89 90 – 100
Gradebook
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.
(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
(2%) 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 positive relationships within the positive relationships within relationships with a range of independent involvement
participation developed relationships school the school stakeholders in school based activities
(5%) across the school, apart resulting in a measurable
from the 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
(2%) 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: Bashayer was able to show development in her professional qualities through the TP. She needs to continue to develop this aspect of her teaching.
(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: Bashayer had some engaging lessons which were highly effective so needs to continue developing this aspect of her practice.
(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 high degree of confidence
strategies effectiveness
(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: Overall, effective management strategies were used throughout the practicum.
(IV) IMPLEMENTING
LEARNING (25%)
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
(5%) 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,
and differentiated that meaningfulness. support student engagement and learning accessible and
supports student Differentiation is implemented engagement and learning. differentiated to support
engagement and learning Differentiation is not but not necessarily effectively Sometimes includes student engagement and
(5%) 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
(5%) 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
(5%) 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
(5%) challenges students’
thinking
Comment: Bashayer used a variety of active learning strategies that got students highly motivated in the majority of her lessons.
(V) ASSESSMENT (10%)
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
(2%)
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
(2%) 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
(2%) 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
(2%) 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
(2%) 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: A variety of assessment strategies were used which was evidence that Bashayer had a very good understanding of both formative & summative assessments to move students up to
the next level.
(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: Bashayer had some great reflections that clearly led to improvements and changes made to the next lesson. It was great to see your engagement in the Discussion Forum in BBL.