ASSESSMENT DESCRIPTION

Assessment Details
Course Code: EPC3903
Course Name: Practicum 3b
Course Teacher: Garnel Desravins
Task Title: Coursework - Practical Skills Assessment
(Outcomes: 1,2,3,4,5)
Task Description: Combined Mentoring School (MST) and College
Teacher (MCT) Report with reference to 3 formal
MST and 2 MCT observations, Practicum 3b TP
competences and documentation illustrating wider
planning, including activities designed in core
courses.
Special Instructions: This report is to be completed by the Mentoring
College Teacher (MCT) during the fi nal week of the
placement in consultation with the Mentoring School
Teacher (MST) and evaluates student progress with
reference to 3 MST and 2 MCT formal written
observations, EPC3903 Teaching Practice
competences and broader course content.
Weighting: 30%
Duration/Word N/A
Limit:
Due Date: Week 12
Grading/Marking Grade will be determined using the relevant criteria
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.
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.

SI/DWC/2015-16

(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

SI/DWC/2015-16

STUDENT GRADE/MARK REPORT

Course Assessment/Student Details
Course Code: EPC3903
Course Practicum 3b
Name:
Course Garnel Desravins
Teacher:
Task Title: Coursework - Practical Skills Assessment
Student Yasmin Ebrahim
Name:
Student ID:

Final Grade/Mark
General
Comments

SI/DWC/2015-16

213/230=93

93%

ASSESSMENT COVER PAGE

Course Name: Practicum 3b

Course Code: EPC3903

Instructor Name: Garnel Desravins

Task Title: Coursework - Practical Skills Assessment
Due Date:

Date
Submitted:

Yasmin Ebrahim

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.

SI/DWC/2015-16

KI

GRADING/MARKING RUBRIC
ACHIEVEMENT INDICATORS
Achievement that does not meet requirements
Significantly below course
requirements
Assessment
has not been
submitted at
all, is notexistent or not
carried out

Clearly does
not meet the
requirement
s

Below course
requirements
achievement
that narrowly
does not meet
the
requirements

F
0

30

50

Achievement that
minimally meets the
course requirements

Achievement that
satisfactorily meets the
course requirements

Achievement that is
significantly above the
course requirements

C+

B+

64

69

74

79

84

RIA (1-10)

is

Unable to evidence or
articulate basic principles and
knowledge related to the
subject. Information may be
irrelevant, incomplete and/or
inaccurate.

Limited
knowledge of
subject.
Information
may be
significantly
irrelevant,
incomplete
and/or
inaccurate
making
information
hard to follow
logically.

Some evidence of
understanding key
aspects of the subject,
but details are lacking.
Some irrelevancies and
inaccuracies

Generally accurate
understanding of key
aspects of the subject.
Some irrelevancies and
inaccuracies

Accurate extensive
understanding of
subject. Minor
irrelevancies and
inaccuracies

C
u
s
e
a
r
o
a
s

Consistent lack of evidence of

reflection for learning. No
cal awareness of personal
strengths and weaknesses in
relation to task

Sporadic
evidence of
reflection not
followed
through
consistently.
Incomplete
awareness of
personal
strengths and
weaknesses

Some evidence of insight

and thoughtful reflection.
Developing an awareness
of strengths and
weaknesses

Adequate evidence of
insight and thoughtful
reflection. Generally,
has an awareness of
strengths and
weaknesses

Reflection is
comprehensive with
only a few lapses and
has led to noteworthy
insight. Has a good
awareness of
strengths and
weaknesses

R
c
t
i
h
a
m

Little or no engagement with

alternative ideas and
processes

Unable to
identify
problems; does
not understand
the purpose of
risk taking or
exploration of
alternatives

Operates within familiar

and well established
ideas, processes, media
and/or materials; some
evidence of exploration

Evidence of exploration
of processes, media
and materials; may
lead to potential
directions for future
work

Evidence of
conceptual risk
taking / using own
analysis to inform
further cycles of
inquiry and potential
future directions

U
c
m

Does not collaborate with

others

Collaborates
reluctantly

Some ability to work

collaboratively but is
inconsistent.

Productive and positive

but requires some
guidance from the
team.

Demonstrates
initiative and respects
team members.
Contributes ideas and
solutions to problems
or conflict.

C
l
s
C
a
c
C
p
p
i
r

,
g

n/
s

of
n

ng

CRITERIA (including SPOKEN LANGUAGE for APPLIED BACHELOR)

nc

Unable to complete
talk.

Speaks very slowly

with poorly linked
ce, ideas. Frequently
unable to convey
nd message.
Only simplest
vocabulary and
sentence structures
attempted.
Inaccuracies cause
serious
misunderstanding.
Pronunciation
problems cause
speech to be often
unintelligible.

Unable to complete
talk or has
memorized script
without engaging
audience. Major
problems with
enunciation, portions
of speech unheard or
unintelligible.

Able to complete talk.

Contains many mistakes.
Voice and enunciation are
ineffective. Little
engagement with
audience. Seldom
attempts repair and
recovery strategies.

Delivers adequately
paced and rehearsed
talk. Clear enunciation
and use of voice is
inconsistent. Engages
and maintains
audience some of the
time. Attempts repair
and recovery
strategies.

Delivers well-paced
and rehearsed talk.
Contains a few
mistakes. Clear
enunciation and
effectively uses voice
most of the time.
Engages and
maintains audience.
Occasional lapses in
repair and recovery
strategies.

Co
we
ex
ta
m
us
an
vo
m
th
fo
de
an
str

Speaks slowly using

simple connectives
but with numerous
pauses, repetitions
and self-corrections.
Some breakdown in
communication.

Usually maintains flow of

speech but with some
areas of disfluency.

Usually maintains
fluency, but with some
correction, repetition or
slower speech.

Usually fluent and

shows a range of
discourse markers,
topic vocabulary and
paraphrase.

Flu
co
dis
to
an

The range and control

of simple and complex
sentences and
pronunciation features
is reasonably
accurate.

Ac
us
se
pr

Vocabulary limited to
familiar topics and
rare paraphrasing.
Sentence structures
very limited in range
and accuracy.
Errors and frequent
mispronunciation
cause difficulty for
the listener.

Sufficient vocabulary to
talk about topics but with
limited flexibility and only
occasional paraphrase.
Mostly accurate in simple
sentences.
Errors and
mispronunciation can
cause misunderstanding.

Reasonably wide range

of vocabulary with
some paraphrase.
Limited complex
sentence structure and
some
mispronunciation, but
can usually be
understood.

Message is always
understood.

Ea

This report is to be completed by the Mentoring College Teacher in

consultation with the Mentoring School Teacher with reference to 3 formal
MST and 2 MCT observations, Practicum 3b TP competences and
documentation illustrating wider planning, including activities designed in
core courses.
Date:

School:

Name of MST:

Name of Student:
/

Name of MCT:

Please tick the boxes using the scale with 5 indicating the best possible performance during this
lesson
PROFESSIONALISM

1 2

Explicitly linked to the rubric in 5. Subject

knowledge; 9. Collaborative professional working.

Displays a high standard of professional

behaviour, which includes punctuality,
personal organization and presentation

Interacts effectively with students and staff .

Shows respect for the class teacher, the

principal and colleagues.

Shows initiative and enthusiasm in the

classroom

Contributes to discussions and off ers ideas,

ICT support and assistance when appropriate.

Demonstrates an understanding of how to use

ICT to support aspects of the school
curriculum

Has worked with other staf in activities that

involve the school and/or wider community

Comments or reasoning:

Engages in pastoral care across the school

does she actively engage students and take the
initiative to monitor and manage student
behaviour outside of the classroom

Communicates clearly and in a timely manner

to address issues.

Is prepared to teach and participate in school

meetings/responsibilities.

Ensures that the classroom is set-up to

maximize learning and is also a safe place for
learning.

PLANNING FOR LEARNING

Explicitly linked to the rubric in 5. Subject

knowledge; 8. Experimentation/ Exploration of
ideas; 9. Collaborative professional working.

Comments or reasoning:

Follows curriculum guidelines and eff ective

design principles in planning for learning.

Has designed and planned a sustained,

integrated, thematic unit of work that
demonstrates an understanding of teaching and
learning as a progressive, developmental process.

Has created a minimum of ten diferentiated

lesson plans for an entire class, which
incorporates one connected set of four
complete teaching sessions

Includes a range of activity types for the whole

class, groups and individuals in planning.

Details how learning objectives/outcomes,

which set appropriate challenges for the learner,
will be assessed

Plans in consultation with the class teacher

appropriate ICT supported activities.

Uses a range of ICT resources and where

appropriate the school curriculum to aid planning

Produces a range of appropriate materials and

resources for teaching produced using ICT that
are appropriate to the level of the learner



Presents/ Explains lesson/activity plans in a
clear, detailed and professional way
/

X
Shows a student-centred focus in lesson plans.

IMPLEMENTING AND MANAGING LEARNING

Explicitly linked to the rubric in 5. Subject

knowledge; 8. Experimentation/ Exploration of
ideas; 16. Delivery/Performance; 18a. Spoken
language

Comments or reasoning:

Consistently applies a range of efective

questioning and elicitation techniques

Uses accurate and appropriate language,

including pronunciation, stress and
intonation

Uses clear instructions and demonstrations/

modeling to support ICT based activities

Establishes and maintains clear classroom

rules and routines to eff ectively manage
students behaviour in lessons.

Uses a variety of explicit, positive

reinforcement strategies

10

Manages smooth transitions between activities

Gives written and oral feedback to students in

a timely manner

Encourages the development of student

independence and responsibility

Experiments with a range of teaching

strategies and identifies their strengths and
weaknesses

Uses ICT resources and equipment

efectively.
)
(

Manages lesson time efectively

Effectively motivates students to participate

in activities in lessons.


MONITORING AND ASSESSMENT

1 2

Explicitly linked to the rubric in 5. Subject

knowledge; 8. Experimentation/ Exploration of
ideas; 9. Collaborative professional working.

Develops and use efective monitoring

strategies across an increasing range of
connected teaching sessions including class,
group, pair, and individual work

Monitors students progress effectively during

lessons.

X
Provides ongoing feedback to students to
enhance learning during lessons.

11

Comments or reasoning:

X
Is flexible and modifies planning, in response
to students' needs and external factors
during lessons.

Checks understanding via appropriate

questioning during lessons.


Develops and uses formative and summative
assessment instruments such as checklists,
grading scales, rubrics, tests and projects etc. to
evaluate students performance in a variety of
activity types

Collects, tracks and uses student data to

inform teaching

CRITICAL REFLECTION

Explicitly linked to the rubric in 5. Subject

knowledge; 7. Reflection; 9. Collaborative
professional working.

Discusses personal reflections and classroom

observations with class teacher to inform future
action / planning.

Actively seeks, listens to and accepts guidance
and responds constructively to feedback from the
class teacher.

12

Comments or reasoning:

Identifi es and accounts for the influence of a

range of stakeholders e.g. Ministry of Education,
Principal, parents etc. through portfolio
documentation

Relates teaching philosophy to classroom

activities and artifacts

Justifies classroom-based decisions drawing on

theory and experience

Identifi es areas for development to be considered

in goal setting in the following semester

13

Specific comments about the student teachers observed strengths during

this teaching practicum and for further development.

Observed Strengths: /

Areas in which further development is

needed:

General Comments: Yasmin has a positive relationships with the students and has
developed great rapport.

14