INSTITUT PENDIDIKAN GURU KAMPUS KENT, TUARAN, SABAH

CONTINUOUS ASSESSMENT TASKS MARKING RUBRICS

ACADEMIC YEAR 2022

Programme PISMP Semester / Year SEM III / YEAR 2

Code TSLB3083 Intake JUNE 2020

Course TEACHING OF GRAMMAR IN THE Group TESL SK1 / SK2 / SJKC

Name PRIMARY ESL CLASSROOM

TASK 1: LESSON PLANNING (20%)

SCALE WEIGHTING DESCRIPTOR

• The lesson plan is very comprehensive and very well-prepared

(6C – Critical Thinking).

• Skills and approaches are very appropriate for topic and target

group (6C – Critical Thinking).

• The topic and the curriculum specifications selected are based

HIGH on the KSSR CEFR-aligned syllabus (6C – Critical Thinking).

DISTINCTION

(A+) • The objectives are expressed in behavioural terms (6C –

18.0 - 20.0%
90 – 100 Critical Thinking).

• Teaching steps are well-sequenced (6C – Critical Thinking).

• Activities are varied and very interesting and relate directly to

the lesson objectives (6C – Creativity).

• Methods of assessment are very well-differentiated and relate

directly to the lesson objectives (6C – Critical Thinking).

1
STS/sts
 • Lesson plan is supported by excellent teaching materials (6C

– Character).

• Overall, the lesson is very interesting and reflects trainee

teacher’s creativity (6C – Creativity).

• The lesson plan is comprehensive and well prepared (6C –

Critical Thinking).

• Skills and approaches are suitable for the topic and target

group (6C – Critical Thinking).

• The topic and the curriculum specifications selected are based

on the KSSR CEFR-aligned syllabus (6C – Critical Thinking).

• The objectives are expressed in behavioural terms (6C –

Critical Thinking).
DISTINCTION

(A, A-)
• Teaching steps are well-sequenced (6C – Critical Thinking).
15.0 - 17.9%
75 – 89
• Activities are interesting and related to lesson objectives (6C

– Creativity).

• Methods of assessment are well-differentiated and relate

directly to the lesson objectives (6C – Critical Thinking).

• Lesson plan is supported by good teaching materials (6C –

Character).

• Overall, the lesson is generally interesting and reflects trainee

teacher’s creativity (6C – Creativity).

2
STS/sts
 • The lesson plan is quite comprehensive (6C – Critical

Thinking).

• Skills and approaches are fairly suitable for topic and target

group (6C – Critical Thinking).

• The topic and the curriculum specifications are adequate and

based on the KSSR CEFR-aligned syllabus (6C – Critical

Thinking).

• The objectives are mostly expressed in behavioural terms (6C

– Critical Thinking).
CREDIT

(B+, B, B-)
• Teaching steps are fairly well sequenced (6C – Critical
12.0 - 14.9%
60 – 74
Thinking).

• Activities are fairly interesting and relevant to the lesson

objectives (6C – Creativity).

• Methods of assessment are moderately well-differentiated and

relate to the lesson objectives (6C – Critical Thinking).

• Lesson plan is supported by fairly good teaching materials (6C

– Character).

• Overall, the lesson is fairly interesting and shows some

creativity (6C – Creativity).

3
STS/sts
 • The lesson plan lacks coherence (6C – Critical Thinking).

• Skills and approaches and the curriculum specifications are

rather poorly linked to the KSSR CEFR-aligned syllabus (6C –

Critical Thinking).

• The objectives are not clear and show limited relevance (6C –

Critical Thinking).

• Teaching steps are not logically sequenced. There is some

PASS
mismatch in the activities and materials to the target group (6C
(C+, C)
10.0 - 11.9% – Critical Thinking).
50 – 59

• Teaching-learning activities lack interest value and relevance

to skills and objectives (6C – Creativity).

• Methods of assessment lack differentiation and not related

directly to the lesson objectives (6C – Critical Thinking).

• Lesson plan lacks teaching materials (6C – Character).

• Overall, the lesson is rather boring and shows limited creativity

(6C – Creativity).

4
STS/sts
 • The lesson is poorly planned and lacks flow (6C – Critical

Thinking).

• The skills and approaches are inappropriate for the topic and

the curriculum specifications (6C – Critical Thinking).

• The objectives are inappropriate (6C – Critical Thinking).

• No teaching steps can be identified or extremely vague (6C –

Critical Thinking).
FAIL

(C-, D, E, F) < 10.0 % • The activities are not interesting and do not match the topic,

< 50 target group and objectives (6C – Creativity).

• Methods of assessment are not differentiated and poorly

linked to lesson objectives (6C – Critical Thinking).

• Lesson plan is unsupported / under-supported by teaching

materials (6C – Character).

• Overall, the lesson is boring and does not reflect any creativity

(6C – Creativity).

5
STS/sts
 TASK 2: TEACHING-LEARNING MATERIALS (20%)

SCALE WEIGHTING DESCRIPTOR

• Teaching-learning materials are very relevant and

practical (6C – Critical Thinking).

• Very creative (6C – Creativity).

HIGH
• Excellent use of multiliteracies elements (6C –
DISTINCTION
Communication).
(A+)
18.0 - 20.0%
• Cater to the needs of heterogeneous classroom, including
90 – 100
the remedial and enrichment pupils (6C – Critical

Thinking).

• Excellently catered to the 5 stages (set induction –

presentation – practice – production – closure) of the

lesson plan (6C – Critical Thinking).

6
STS/sts
 • Teaching-learning materials are generally relevant and

practical (6C – Critical Thinking).

• Creative (6C – Creativity).

DISTINCTION
• Good use of multiliteracies elements (6C –

Communication).
(A, A-)
15.0 - 17.9%
• Cater to the needs of heterogeneous classroom,
75 – 89
including the remedial and enrichment pupils but the

materials are not well-differentiated (6C – Critical

Thinking).

• Very well catered to the 5 stages of the lesson plan (6C –

Critical Thinking).

• Teaching-learning materials are quite relevant and

practical (6C – Critical Thinking).

• Moderately creative (6C – Creativity).

CREDIT
• Fairly well use of multiliteracies elements (6C –
(B+, B, B-)
Communication).
12.0 - 14.9%
60 – 74
• Cater to the needs of some groups of pupils, including the

remedial and enrichment pupils but rather lacking in

differentiation (6C – Critical Thinking).

• Fairly well catered to the 5 stages of the lesson plan (6C

– Critical Thinking).

7
STS/sts
 • Teaching-learning materials lack relevance and practical

(6C – Critical Thinking).

• Some evidence of creativity (6C – Creativity).

PASS
• Average use of multiliteracies elements (6C –
(C+, C)
Communication).
10.0 - 11.9%
50 – 59
• Cater to the needs of at most two groups of pupils,

including the remedial and enrichment pupils but with

poor differentiation (6C – Critical Thinking).

• Satisfactorily catered to some stages of the lesson plan

(6C – Critical Thinking).

• Teaching-learning materials are irrelevant and practical

(6C – Critical Thinking).

• Lacking in creativity (6C – Creativity).

FAIL
• Poor / No use of multiliteracies elements (6C –

(C-, D, E, F) < 10.0 % Communication).

< 50 • Do not cater to the needs of mixed-ability classroom (6C

– Critical Thinking).

• Poorly catered to the 5 stages of the lesson plan – some

materials are missing (6C – Critical Thinking).

8
STS/sts
 TASK 3: SIMULATED TEACHING – GROUP (10%)

SCALE WEIGHTING DESCRIPTOR

• Excellent implementation of lesson plan from set

induction to closure (C6 – Critical Thinking)

• Excellent implementation of 21st century learning skills

(C6 – Citizenship)

• Lesson is very systematically presented (C6 – Critical

Thinking)

• Excellent lesson development (C6 – Critical Thinking)

HIGH

DISTINCTION
• Lesson is highly interesting and creative (C6 – Creativity)

(A+)
9.0 - 10.0% • Excellent facilitation of learner involvement (C6 –

90 – 100 Creativity)

• Excellent learner-centred activities (C6 – Creativity)

• Excellent professional ethics and moral (C6 – Character)

• Excellent time management (C6 – Character)

• Excellent communication skills and social skills (C6 –

Communication)

• Excellent teamwork and responsibility (C6 –

Collaboration)

9
STS/sts
 • Good implementation of lesson plan from set induction to

closure (C6 – Critical Thinking)

• Good implementation of 21st century learning skills (C6 –

Citizenship)

• Lesson is systematically presented (C6 – Critical

Thinking)

DISTINCTION
• Good lesson development (C6 – Critical Thinking)

(A, A-)
• Lesson is interesting and creative (C6 – Creativity)
7.5 – 8.9%
75 – 89
• Good facilitation of learner involvement (C6 – Creativity)

• Good learner-centred activities (C6 – Creativity)

• Good professional ethics and moral (C6 – Character)

• Good time management (C6 – Character)

• Good communication skills and social skills (C6 –

Communication)

• Good teamwork and responsibility (C6 – Collaboration)

10
STS/sts
 • Fairly good implementation of lesson plan from set

induction to closure (C6 – Critical Thinking)

• Fairly good implementation of 21st century learning skills

(C6 – Citizenship)

• Lesson is fairly systematically presented (C6 – Critical

Thinking)

• Fairly good lesson development (C6 – Critical Thinking)

CREDIT
• Lesson is fairly interesting and creative (C6 – Creativity)

(B+, B, B-)
• Fairly good facilitation of learner involvement (C6 –
6.0 – 7.4%
Creativity)
60 – 74

• Fairly good learner-centred activities (C6 – Creativity)

• Fairly good professional ethics and moral (C6 –

Character)

• Fairly good time management (C6 – Character)

• Fairly good communication skills and social skills (C6 –

Communication)

• Fairly good teamwork and responsibility (C6 –

Collaboration)

11
STS/sts
 • Adequate implementation of lesson plan from set

induction to closure (C6 – Critical Thinking)

• Adequate implementation of 21st century learning skills

(C6 – Citizenship)

• Lesson is adequately systematically presented (C6 –

Critical Thinking)

• Adequate lesson development (C6 – Critical Thinking)

PASS
• Lesson is adequately interesting and creative (C6 –

Creativity)
(C+, C)
5.0 – 5.9%
• Adequate facilitation of learner involvement (C6 –
50 – 59
Creativity)

• Adequate learner-centred activities (C6 – Creativity)

• Adequate professional ethics and moral (C6 – Character)

• Adequate time management (C6 – Character)

• Adequate communication skills and social skills (C6 –

Communication)

• Adequate teamwork and responsibility (C6 –

Collaboration)

12
STS/sts
 • Poor implementation of lesson plan from set induction to

closure (C6 – Critical Thinking)

• Poor implementation of 21st century learning skills (C6 –

Citizenship)

• Lesson is unsystematically presented (C6 – Critical

Thinking)

• Poor lesson development (C6 – Critical Thinking)

FAIL
• Lesson is uninteresting and uncreative (C6 – Creativity)

(C-, D, E, F) < 5.0 %

• Poor facilitation of learner involvement (C6 – Creativity)

< 50
• Poor learner-centred activities (C6 – Creativity)

• Lacking in professional ethics and moral (C6 –

Character)

• Poor time management (C6 – Character)

• Poor communication skills and social skills (C6 –

Communication)

• Poor teamwork and responsibility (C6 – Collaboration)

13
STS/sts
 TASK 4: REFLECTION ON SIMULATED TEACHING (10%)

SCALE WEIGHTING DESCRIPTOR

• Demonstrates deep understanding of the processes

involved in a teaching learning situation.

• Able to analyse critically and identify clearly own

HIGH strengths and weaknesses.

DISTINCTION • Able to identify clearly problems (challenges or

9.0 - 10.0% constraints) faced during the teaching-learning process

(A+)
and provide very practical and effective solutions to the

90 – 100 problems identified.

• Highly supported by relevant and extensive range of

literature indicating high ability to manage information

skills.

• Demonstrates good understanding of the processes

involved in a teaching learning situation.

• Able to analyse rather critically and identify quite clearly

DISTINCTION
own strengths and weaknesses.

(A, A-) 7.5 – 8.9% • Able to identify most problems/constraints faced during

the teaching and learning process and provide some

75 – 89
practical and effective solutions.

• Well-supported by relevant and a wide range of literature

indicating ability to manage information skills.

14
STS/sts
 • Demonstrates fair understanding of the processes

involved in a teaching learning situation.

• Able to analyse rather critically and identify quite clearly

CREDIT own strengths and weaknesses.

• Able to identify quite clearly problems / constraints faced

(B+, B, B-) 6.0 – 7.4%
during the teaching and learning process and provide

60 – 74 quite practical and effective solutions to a least a few of

the problems identified.

• Supported by relevant literature indicating moderate

ability to manage information skills.

• Demonstrates a vague understanding of the process

involved in a teaching learning situation.

PASS • Limited ability to identify own strengths and weaknesses.

• Poor ability to identify problems and provide solutions to

(C+, C) 5.0 – 5.9%
the problems identified.

50 – 59 • Reflection is mostly a description of events. Support, if

any, is mostly irrelevant, indicating limited ability to

manage information skills.

• Hardly able to demonstrate any understanding of the

process involved in a teaching learning situation.

FAIL
• Hardly able to identify own strengths and weaknesses in

(C-, D, E, F) < 5.0 % teaching and learning.

• Hardly able to identify problems and to provide solutions.

< 50
• Reflection is merely a description of events – no literature

support.

15
STS/sts