MARKING RUBRIC

COURSEWORK TASK

PROGRAMME: PISMP SEMESTER / YEAR: 2/ 3

CODE AND COURSE: TSLB3132 Inclusive Education

Assessment Rubrics : Task 1 Academic Writing - Individual (20%)

GRADE SCALE DESCRIPTORS

(20%)
• Excellent ability to understand, describe and organise the relevant
HIGH 18.0 – 20.0 content on Inclusive Education Programmes (C2, LL1)
DISTINCTION • Demonstrates a high level of critical analytical skills. (CTPS2)
(A+) • Uses many arguments with examples and data that explains the
issues and challenges faced by the mainstream teachers. (C4)
• Excellent ability to suggest steps, ideas and alternatives on ways to
overcome the issues and challenges faced in the teaching and
learning of English in inclusive education programmes. (CTPS3)

DISTINCTION 15.0 – 17.9 • Good ability to understand, describe and organise the relevant
(A, A-) content on Inclusive Education Programmes (C2, LL1)
• Demonstrates good level of critical analytical skills. (CTPS2)
• Uses some arguments with examples and data that explains the
issues and challenges faced by the mainstream teachers. (C4)
• Good ability to suggest steps, ideas and alternatives on ways to
overcome the issues and challenges faced in the teaching and
learning of English in inclusive education programmes. (CTPS3)

• A fair ability to understand, describe and organise the relevant content

CREDIT 12.0 – 14.9 on Inclusive Education Programmes (C2, LL1)
(B+, B, B-) • Demonstrates a fair level of critical analytical skills. (CTPS2)
• Uses a few arguments with examples and data that support the
conclusion. (C4)
• Fair ability to suggest steps, ideas and alternatives on ways to
overcome the issues and challenges faced in the teaching and
learning of English in inclusive education programmes. (CTPS3)

• A minimal ability to understand, describe and organise the relevant

PASS 10.0 – 11.9 content on Inclusive Education Programmes (C2, LL1)
(C+, C) • Demonstrates a minimal level of critical analytical skills. (CTPS2)
• Uses a minimal number of arguments with examples and data that
explains the issues and challenges faced by the mainstream
teachers. (C4)
• Minimal ability to suggest steps, ideas and alternatives on ways to
overcome the issues and challenges faced in the teaching and
learning of English in inclusive education programmes. (CTPS3)

WEAK 0.0 – 9.9 • A weak ability to understand, describe and organise the relevant
(C-, D+, D, E content on Inclusive Education Programmes (C2, LL1)
& F) • Demonstrates a weak level of / no critical analytical skills. (CTPS2)
• Arguments used does not explains the issues and challenges faced
by the mainstream teachers. (C4)
• Weak ability to suggest steps, ideas and alternatives on ways to
overcome the issues and challenges faced in the teaching and
learning of English in inclusive education programmes. (CTPS3)

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Assessment Rubrics : Task 2 Individual Lesson Plan - Individual (20%)

GRADE SCALE DESCRIPTORS

(20%)

HIGH 18.0 – 20.0 • An excellent thought-out lesson. Very clear and very well-
DISTINCTION sequenced steps showing very clear lesson progression.
(A+) Activities are very creative, relevant and engaging. (C6)
• Meet the learners’ age, needs and interests very accurately.
(A2)
• Excellent ability to seek out ideas and alternatives in
developing a lesson plan. (CTPS3)
• Excellent ability to access and manage relevant information
from various sources in developing a lesson plan (LL1)

DISTINCTION 15.0 – 17.9

(A, A-) • A good thought-out lesson. Clear and well-sequenced steps
showing a good lesson progression. Activities are creative,
relevant and engaging. (C6)
• Meet the learners’ age, needs and interests accurately. (A2)
• Good ability to seek out ideas and alternatives in developing
a lesson plan. (CTPS3)
• Good ability to access and manage relevant information from
various sources in developing a lesson plan (LL1)

• Fairly thought-out lesson. Fairly clear and sequenced steps

CREDIT 12.0 – 14.9 showing a fair lesson progression. Activities are fairly
(B+, B, B-) creative, relevant and engaging. (C6)
• Meet the learners’ age, needs and interests fairly accurately.
(A2)
• Fair ability to seek out ideas and alternatives in developing a
lesson plan. (CTPS3)
• Fair ability to access and manage relevant information from
various sources in developing a lesson plan (LL1)

10.0 – 11.9 • A minimal lesson. Some clear and sequenced steps showing
PASS some lesson progression. Activities are less creative,
(C+, C) relevant and engaging. (C6)
• Limitedly adapted to meet the learners’ age, needs and
interests. (A2)
• Minimal ability to seek out ideas and alternatives in
developing a lesson plan. (CTPS3)
• Minimal ability to access and manage relevant information
from various sources in developing a lesson plan (LL1)

WEAK 0.0 – 9.9

• Lesson is rather patchy and poorly planned. Steps are vague
(C-, D+, D, E & F)
and do not show lesson progression. Activities are partly
relevant, mundane and unengaging. (C6)
• Does not meet the learners’ age, needs and interests (A2)
• Weak / No ability to seek out ideas and alternatives in
designing a product. (CTPS3)
• Weak / No ability to access and manage relevant information
from various sources in developing a teaching aid. (LL1)

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Assessment Rubrics: Task 3 Developing Teaching Aid - Individual (20%)

GRADE SCALE DESCRIPTORS

(20%)

HIGH 18.0 – 20.0 • Digital based teaching aid is very creative, relevant and engaging.
DISTINCTION Excellent instructions on how to use the teaching aids. (C6)
(A+) • Excellent response to the learners’ age, needs and interests. (A2)
• Excellent critical thinking abilities in analysing and meeting the
needs of the selected group of students when producing the
teaching aid. (CTPS2)
• Excellent ability to seek out ideas and alternatives in designing a
product. (CTPS3)
• Excellent ability to access and manage relevant information from
various sources in developing a teaching aid. (LL1)

DISTINCTION 15.0 – 17.9 • Digital based teaching aid is creative, relevant and engaging. Good
(A, A-) instructions on how to use the materials. (C6)
• Good response to the learners’ age, needs and interests (A2)
• Good critical thinking abilities in analysing and meeting the needs
of the selected group of students when producing the teaching aid.
( CTPS2)
• Good ability to seek out ideas and alternatives in designing a
product. (CTPS3)
• Good ability to access and manage relevant information from
various sources in developing a teaching aid. (LL1)

CREDIT 12.0 – 14.9 • Digital teaching aid is quite creative, relevant and engaging. Fair
(B+, B, B-) instructions on how to use the materials. (C6)
• Fair response to the learners’ age, needs and interests (A2)
• Fair critical thinking abilities in analysing and meeting the needs of
the selected group of students when producing the teaching aid.
(CTPS2)
• Fair ability to seek out ideas and alternatives in designing a
product. (CTPS3)
• Fair ability to access and manage relevant information from various
sources in developing a teaching aid. (LL1)

10.0 – 11.9 • Digital teaching aid is minimally creative, relevant and engaging.
PASS Minimal instructions on how to use the materials. (C6)
(C+, C) • Minimal response to the learners’ age, needs and interests (A2)
• Minimal critical thinking abilities in analysing and meeting the needs
of the selected group of students when producing the teaching aid.
(CTPS2)
• Minimal ability to seek out ideas and alternatives in designing a
product. (CTPS3)
• Minimal ability to access and manage relevant information from
various sources in developing a teaching aid. (LL1)

WEAK 0.0 – 9.9 • Digitial teaching aid is not creative, relevant or engaging. Weak /
(C-, D+, D, E No instructions on how to use the materials. (C6)
& F) • Does not meet the learners’ age, needs and interests (A2)
• Weak / No ability to expand and develop critical thinking abilities in
analysing the teaching aid. (CTPS2)
• Weak / No ability to seek out ideas and alternatives in designing a
product. (CTPS3)
• Weak / No ability to access and manage relevant information from
various sources in developing a teaching aid. (LL1)