MCT/MST

Summative Teaching Placement Assessment Rubric

Course Code & CRN EPC 4909 Placement School Nahel Girls School

Student Name & HCT ID Bashayer Abdulaziz Almansoori-H00329194 Date of Assessment 18 March 2021
MCT Name Jacquline Lottin MST Name Ms. Fariza Ebrahim

ACHIEVEMENT INDICATORS
Achievement that does
GRADING/MARKING not meet requirements Achievement that Achievement that is
Achievement that minimally Achievement that is significantly
CRITERIA Significantly below course satisfactorily meets the outstanding relative to the
meets the course requirements above the course requirements
requirements course requirements course requirements

Letter Grade F D D+ C- C C+ B- B B+ A- A

Percentage for 60 – 64 – 67 – 77 – 80 –
0-59 70 – 73 74 – 76 84 – 86 87 – 89 90 – 100
Gradebook 63 66 69 79 83

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.
GENERAL CRITERIA (I-VI)


(I) COMMITMENT TO
THE PROFESSION
(15%)

Demonstrates Has not grasped the Displays occasional issues with Demonstrates consistent Always demonstrates consistent Prioritizes the needs of
consistent Attendance importance of attendance and punctuality attendance and punctuality attendance and punctuality the school and students
and Punctuality attendance and over required working
(3%) punctuality leading to hours
consistent absences
and/or lateness

Demonstrates Fails to demonstrate a Is generally prepared & ready Is prepared & ready for Is well prepared & ready for each Consistently prepares
Teaching Materials are willingness to plan and for each lesson each lesson lesson high quality materials
planned and organized prepare materials and which are well organized
(3%) lessons

Demonstrates Does not participate in Occasionally participates in Participates in a range of Actively participates in a range of Has demonstrated
responsibility to use school activities and has school activities and builds a school activities and builds school activities and builds initiative and
initiative and not few positive relationships positive relationships positive relationships with a commitment through
participation developed relationships within the school within the school range of stakeholders independent involvement
(3%) across the school, apart in school based activities
from the MST resulting in a measurable
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 based authority authority structures and has authority structures and structures and responsibility for authority structures and
resolve problems structures & does not some difficulties resolving responsibility for resolving resolving work-based problems responsibility for
independently accept responsibility for work-based problems without work-based problems with with a growing level of independently resolving
(3%) work-based problems some support some support independence work-based problems

Demonstrates a Has not developed a Generally demonstrates a Generally demonstrates a Demonstrates a positive attitude Demonstrates exceptional
positive and positive attitude towards positive attitude towards positive attitude towards towards teaching and learning enthusiasm and positivity
enthusiastic attitude to teaching and learning teaching and learning but with teaching and learning towards teaching and
teaching and learning some examples of negativity learning
(3%)


Comment:

(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
prepared and available complete adequate lesson plans which are not lesson plans which are which are printed and available outstanding lesson plans
on request (5%) lesson plans always available upon request available for MST/MCT for MST/MCT upon request which are consistently
upon request printed and available for
MST/MCT upon request

Lesson plans show Lesson plans lack Lesson plans have sufficient Lesson plans have Lesson plans are well detailed to Lesson plans are
testable learning detail and may not detail to generally secure sufficient detail to secure secure effective delivery and exceptional to secure
objectives and a include learning effective delivery and include satisfactory delivery and include testable learning successful delivery and
variety of appropriate objectives and learning objectives and some include testable learning objectives and a variety of include testable learning
assessments and tasks assessments leading to assessments objectives and appropriate appropriate assessments and objectives and a variety of
(5%)
unsatisfactory lesson assessments tasks appropriate assessments
delivery and tasks

Lesson plans are Lesson plans are Lesson plans show some Lesson plans are generally Lesson plans are usually Lesson plans are
balanced, engaging, inconsistently balanced elements of balance balanced, engaging, balanced, engaging, effective and consistently balanced,
effective and student- and include no student- and include some student- effective and student- student-centred engaging, effective and
centred centred activities centred activities centred student-centred
(5%)

Comment:

(III) MANAGING
LEARNING (15%)

Does not use cooperative Sometimes uses cooperative Uses cooperative learning Consistently and effectively uses Consistently and
learning learning as part of their learning regularly, usually with a cooperative learning with a high effectively uses a range of
Demonstrates a range environment but/or uses these level of effectiveness level of effectiveness cooperative learning
of cooperative learning strategies with limited strategies with a high
strategies effectiveness degree of confidence
(5%)


Demonstrates a range Does not use classroom Uses appropriate classroom Uses appropriate Uses appropriate classroom Uses a wide range of
of effective classroom management strategies management strategies which classroom management management strategies to appropriate classroom
management strategies effectively or generally secure a safe and strategies to secure a safe consistently secure a safe and management strategies to
(5%) consistently leading to effective learning environment and effective learning effective learning environment consistently secure a safe
an ineffective and/ or environment and effective learning
unsafe learning environment
environment

Demonstrates Has not established Has established some classroom Establishes and manages Establishes and consistently Classroom routines and
classroom routines and effective classroom routines and transitions but classroom routines and manages classroom routines and transitions are well
transitions are routines and transitions some development is needed transitions transitions leading to some established and
managed and student independence differentiated leading to
established significant student
(5%) independence

Comment:

(IV) IMPLEMENTING
LEARNING (20%)

Implements a range of Does not implement Sometimes implements Generally implements Implements strategies which Implements a wide
effective strategies to strategies which strategies which motivate strategies which motivate continually motivates students range of strategies which
motivate students motivate students and students and maintains an students and maintain an and maintains an effective continually motivates
(4%) maintain an effective effective classroom presence effective classroom classroom presence students and maintains
classroom presence. presence an effective classroom
presence

Implements material Material presented Material presented may Presents material which is Presents material which is Consistently presents
which is accurate, frequently/ significantly occasionally lack accuracy generally accurate, accurate, meaningful, material which is
meaningful, accessible lacks accuracy and/or and/or meaningfulness. meaningful and accessible accessible and differentiated to accurate, meaningful,
and differentiated that meaningfulness. to support student support student engagement and accessible and
supports student Differentiation is implemented engagement and learning. learning differentiated to support
engagement and Differentiation is not but not necessarily effectively Sometimes includes student engagement and
learning implemented differentiation with learning
(4%) growing effectiveness


Lessons are paced to The pacing of lessons The pacing of lessons may Lessons are usually paced Lessons are consistently paced to Lessons are paced to
ensure students are may result in a result in some students to ensure students are ensure students are appropriately ensure students are
engaged and significant proportion of sometimes being disengaged, appropriately engaged and engaged and challenged appropriately engaged
challenged (4%) the class being overwhelmed or off task challenged and challenged and the
disengaged, needs of individual
overwhelmed &/or off students are met
task

Teaching instructions When instructions are Instructions are usually given at Instructions are given at Instructions are consistently given Clear, concise and timely
are clear, concise and given they are generally appropriate times within a appropriate times within a at appropriate times within a Instructions are
timely unclear and this does not lesson but may not always be lesson and are generally lesson and are invariably clear and consistently given using
(4%) effectively facilitate clear and concise clear and concise concise a range of appropriate
learning techniques

A variety of questions Generally does not use Uses questions which fit within Uses questions which Uses a variety of questions which Skilfully uses a variety of
are used appropriately questions effectively the lesson context but these generally fit within the appropriately fit within the lesson questions which
that support and tend to be closed and/or do not lesson context to support context to support learning appropriately fit within
challenge students extend learning learning the lesson context and
(4%) challenges students’
thinking

Comment:

(V) ASSESSMENT
(15%)

Fails to utilize Monitors but it is unfocused in Generally monitors in Monitoring purposively in relation Consistently monitors in
monitoring in relation to relation to learning and/or relation to learning and to learning and behaviour relation to learning and
Monitoring learning student learning and behaviour, improvement is behaviour some behaviour, meeting
and behaviour behaviour needed improvement is needed individual students’
(3%) needs


Utilizes formative Fails to understand and Utilizes some variety of Generally utilizes a range of Utilizes a range of effective Utilizes and thoroughly
assessment strategies utilize formative formative assessment strategies effective formative formative assessment strategies to understands a range of
appropriately assessment strategies to gauge student progress assessment strategies to gauge student progress effective formative
(3%) 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
(3%) reliable and/or appropriate where appropriate summative assessment
strategies., where
appropriate

Utilizes constructive Constructive feedback is Constructive feedback is Constructive feedback is Constructive feedback is Constructive feedback is
feedback appropriately not provided to students provided to students generally provided to consistently provided to students provided in a timely and
(3%) inconsistently. It may need to be students in a timely and in a timely and appropriate effective manner using a
more timely and/or delivered in appropriate manner. manner range of approaches
an appropriate manner

Assessment data is Has failed to use Sometimes uses assessment Assessment data is Assessment data is used to Assessment data is
recorded and used assessment data to data to inform planning and generally used to inform effectively inform planning and consistently used to
appropriately inform planning and instruction. Assessment data is planning and instruction, instruction. Assessment data is effectively inform
(3%)
instruction and/or recorded but not always in an though not always recorded in an organized way and planning and instruction.
assessment data is not organized way but is usually effectively. Assessment is available for MST/MCT. Assessment data is
available to MST/MCT available for MST/MCT. data is generally recorded recorded in an organized
in an organized way and is way and is always
usually available for available for MST/MCT.
MST/MCT.

Comment:

(VI) REFLECTION ON
PRACTICE (20%)


Fails to understand the Some reflection on student Reflects on student Reflects on student learning in a Consistently reflects on
importance of reflecting learning is evident, but it is learning meaningful way student learning in a
Reflects on student on student learning quite 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 leading to practice leading to improvements their own practice
Reflective on students importance of reflecting practice leading to little improvement with limited in a range of areas leading drawing
teaching practice on own practice and/or improvement of practice guidance and support effectively in theory
(10%) display the ability to do leading to habitual
so meaningfully improvement

Comment: