Beruflich Dokumente
Kultur Dokumente
Assessment Details
Weighting: 30%
Due Date: Week 6, February 18 2020 9:00pm
v. 2015-02-16 1
Grading/Marking Your grade will be determined using the
Criteria: relevant 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 Breaches of Academic Honesty will be treated
Honesty: 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)
4. Technological Literacy ☒
7. Vocational Competencies ☒
8. Mathematical Literacy ☐
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ASSESSMENT COVER PAGE
Instructor
Antoinette Wiseman
Name:
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 submissi on.
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TEMPLATE to be used for each literature sample in the Portfolio
Picture/photograph
(eg. cover page)
Why is it
appropriate and Why is it age appropriate?
interesting to 4-5 Because it’s easy for the children’s that are in 4-5 to understand the language
year old children? and they can understand it from the pictures
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etc.
Potential
challenges involved
in exploiting this
book with 4-5 year
olds in UAE
schools
Reflection:
I read for my brother this the bear story. The story is about a boy who lost his bear and will start to look for,
the dog pushed “fred” the bear inside the bin and the boy saw it but th e man who pick the sack came before
the boy help the bear the boy start shouting to the driver to stop but he didn’t stop, the boy took a bus to go
to the dump to look for the bear and the dog start to smell the bone till he arrived to the bear and helped
him. After they arrived home the bear started to clean his self. The dog promised the bear the he won’t tell
anyone about what happened. My brother could understand the story from the pictures and he was able to
know the whole story from the pictures so he stopped to tell me what’s happing in the story. And when I
asked him what you learned from the story he told me “not to b e lost”
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GRADING/MARKING RUBRIC
ACHIEVEMENT INDICATORS
Achievement that does not meet requirements
Letter Grade F D D+ C- C C+ B- B B+ A- A
Percentage for 70 – 77 – 80 – 84 –
0 30 59 60 – 63 64 – 66 67 – 69 74 – 76 87 – 89 90 - 100
Gradebook 73 79 83 86
1. With reference to section 8 of 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.
v. 2015-02-16 6
including range, depth and areas that leads to most knowledge is covered provisional nature of
accuracy of subject. incoherence. and understood. knowledge.
Individual
Explanation and Fails to explain or describe Explains or describes ideas Explains or describes ideas or Generally explains or Explains or describes idea Clearly explains or
Description ideas or concepts. or concepts but with little concepts with minimal describes ideas or concepts or concepts clearly with a describes presented ideas
Explains presented evidence or justification. adequacy. Some adequately. good level of detail. or concepts clearly and
ideas/concepts adequately Many ideas are incomplete. explanations/descriptions comprehensively using
Individual need more evidence and/or evidence and justifications.
justification and/or more
detail.
Use of literature/reading Little or no relevant Very limited evidence of There is evidence of use or Evidence of some Evidence of independent Evidence of independent
Uses a sufficient range of engagement with and/ or reading and use of sources. sources, but literature is used independent reading from reading from a range of reading from a wide range
appropriate resources for use of the literature. Uses Some sources are in a very limited or appropriate sources. There appropriate sources. of sources. Clear, accurate,
the completion of the unreliable and/or inappropriate and/or descriptive way. is application of literature. Literature is well applied systematic, application of
assigned task. inappropriate sources. overused. Uses some primary and and some critical insight is material. Shows the ability
secondary sources. shown using the literature. to appraise and critically
assess material for use.
Depth of Analysis No evidence of critical Critical thinking/ analysis is Demonstrates limited insight Demonstrates some critical Demonstrates good critical Evaluation of data,
Examines the problem or thinking or analysis. very limited/ superficial but recognizes alternative insight and is able to insight, drawing on data, theories and/or evidence
situation and understands and/or (largely) incoherent. positions. Few compare and contrast theory and/or evidence to leads to valid, insightful
its central features. Limited arguments or arguments/and or inferences alternative positions, and/or support arguments/ conclusions. Arguments
Demonstrates solid inferences have been made based on evidence/data/ generate arguments or inferences which are and/or inferences are
understanding to consider and not connected or have theory. inferences, sighting evidence generally clear and clear, coherent, tenable
relevant facts and used evidence/data/theory. (theoretical or experiential) coherent and lead to and, where appropriate,
evidence leading to sound to support their case. noteworthy insight. original.
conclusions and/or fresh
insights Individual
LANGUAGE CRITERIA
Coherence & Cohesion - Does not present - Presents information - Organizes ideas in a - Arranges information - Links ideas and topics - Sequences
ideas coherently and and ideas but these coherent way with some and ideas coherently and and presents them in a information and ideas
there is no clear sometimes lack sense of progression. there is a clear sequence throughout. logically.
progression in the coherent progression.
response. arrangement. - Uses cohesive devices - Marks main Paragraphs - Manages
between paragraphs and - Presents information in with a central topic paragraphing in a
- Does not use/ uses - Displays lack of sentences although some paragraphs with a clear which is supported by skillful way leading to
very limited range of overall progression in repetition and/or inaccuracy topic. evidence and/ or continuity between
basic cohesive devices. the presented text. is evident. examples. paragraphs.
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- Makes minor errors or
- Does not use inaccuracies. - Shows a logical - Uses a wide range of
cohesive devices organization within and cohesive devices in an
between sentences - Uses cohesive devices between most of the appropriate way.
consistently. effectively although paragraphs so ideas are
sometimes these may be linked using cohesive
faulty. devices.
Referencing & Citation Little or no Some sources of Sources of information Sources used are Sources used are Sources used are
Adheres to APA guidelines acknowledgement of information acknowledged but links acknowledged in the text acknowledged in the text acknowledged in the text
for referencing and sources of information in acknowledged but links between text and reference list and reference list. and reference list. and reference list and used
citations. text and/or reference list. between text and is inconsistent. Attempts to Referencing follows the APA Referencing follows the effectively to support
reference list is unclear follow the APA system but system with a good level of APA system with a good discussion. Referencing
and/or inaccurate. elements of individual accuracy, especially with level of accuracy follows the APA system.
Referencing does not references are inaccurate. more straight forward throughout. All elements of individual
follow the APA system as sources eg. books, journal references are present and
elements of individual articles. Elements of more correct.
references are complex citations may
incomplete and/or contain minor errors.
absent.
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Collaboration & Teamwork Does not collaborate with Collaborates reluctantly Some ability to work Productive and positive but Demonstrates initiative and Consistently provides
Shows suitable behavior for others. and inconsistently in class collaboratively, but is requires some guidance respects team members. leadership as well as
working with others and in activities and assessment inconsistent. from the team and/or Contributes ideas and support. Compromises to
diverse teams tasks. teacher. solutions to problems or accommodate common
Individuals to include a list conflict. goal. Contributes
of how and with whom you positively and
collaborated. productively. Takes
initiative and
responsibility.
Grading/Marking
Comments:
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