The Education University of Hong Kong

FEX4164 FE and Professional Learning Portfolio II (Groups 19E & 20E)

Assessment Instruction & Guides

Assessment 1 (90%)

An FE Professional Development e-Portfolio, including 5 assessment tasks:

a. Task 1: Evidence-based reflection on the interrelationships between the school philosophy, goals,
policies and practices, and the teachers’ and other stakeholders’ roles and responsibilities, and how
this supports schools’ responses to contextual factors and/or educational/societal changes (500 in
English);
b. Task 2: Evidence-based reflection on contribution to supporting students’ development of moral
virtues, positive and ethical values and attitudes, multicultural awareness, and/or an entrepreneurial
spirit (in collaboration with other teachers) (500 in English);
c. Task 3: Video and other evidence-based reflection on the problem-solving processes in planning,
teaching and evaluating different approaches used in a series of lessons, how these affect the learning
of students with diverse needs and enable them to develop their potential (1000 in English);
d. Task 4: Evidence-based reflection on dealing with / observing a teacher deal with a case involving
ethical decision making (400 in English); and
e. Task 5: Evidence-based reflection on their current status in relation to the three key roles of a caring
cultivator of all-round growth, an inspirational co-constructor of knowledge and a committed role
model of professionalism expected of a professional teacher and as a reflective practitioner for
continuous professional development, including an exposition on their personal education philosophy
(600 in English).

For details and rubric, refer to Appendix I and II.

Assessment 2 (10%)

Group Presentation (15 minutes)

Participation in the presentation (with submitted presentation materials, i.e. PPT)

Guidelines
 Work in a group of 3-4 members
 Each group should give a 15-minute presentation
 Presentation should be on ONE of the three professional roles of teachers suggested in T-standard+ –
(1) caring cultivators of all-round growth; (2) inspirational co-constructors of knowledge; (3)
committed role models of professionalism, based on group members’ experience throughout the FE
semester
 Each member needs to contribute one example to demonstrate his/ her professional growth in the
designated professional role in three stages, (1) threshold, (2) competent, and (3) accomplished
 Evidence needs to be provided (students’ faces need to be blurred for privacy issues)

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 The Education University of Hong Kong
FEX4164 FE and Professional Learning Portfolio II (Groups 19E & 20E)
Rubric for Assessment 2 - Presentation
Content
- An outstanding presentation
- All of the items requested are provided
- There is evidence of considerable background
A+
Distinction
reading
- The presentation demonstrates an excellent
A understanding of the professional role of teachers
A- - The examples are authentic and original to
demonstrate the professional growth
- The evidence is sufficient and comprehensive
- A good presentation
- Most of the items requested are provided
- There is some evidence of relevant background
B+ reading
Good
- The presentation demonstrates a good
B understanding of the professional role of teachers
B- - The examples are authentic and original to
demonstrate the professional growth but with
insufficient or incomprehensive evidence
- An adequate presentation
- Most of the items requested are provided
- There is some evidence of relevant background
Satisfactory
C+ reading
- The presentation demonstrates a limited
C understanding of the professional role of teachers
- The examples are authentic and original to
demonstrate the professional growth but with
insufficient or no evidence
- A presentation that meets the minimum
requirements
- Some items requested are missing
- There is a little evidence of relevant background
C- reading
- The presentation demonstrates a superficial
D understanding of the professional role of teachers
- The examples are authentic and original to
demonstrate the professional growth but with no
evidence
- A weak presentation
- Many of the items requested are missing
- There is a no evidence of relevant background
reading
Fail
F - The presentation reveals no understanding of the
professional role of teachers
- The examples are irrelevant and failed to
demonstrate the professional growth
Group no#:
Comments:
Organization
- Excellent organization
- The development of ideas is
smooth, logical and easily
accessible to the audience
- Where necessary, propositions
are well justified and/or
elaborated or illustrated with
ample examples to enhance
meaning
- Very good organization
- The presentation is logically
and coherently given, with
appropriate organization
- Propositions and the
relationships between them are
clearly expressed and well
signalled
- Appropriate use of examples
- Good organization
- The links between propositions
are logical but the propositions
are not always justified,
elaborated or illustrated with
examples
- Slightly disorganized
- An attempt at logical
presentation is made but
organization may sometimes be
confusing
- Understanding of propositions
and the relationships between
them is evident but there may
sometimes be confusion and/or
lack of appropriate signalling
- Poor and confusing
organization
- A basic understanding of
propositions and the
relationships between them is
sometimes evident but there is
often confusion and/or lack of
appropriate signalling
Tutor: Ms. Bibi Tayyaba
Language
- A very high level of confidence in language use
is evident, with rare L1 characteristics
noticeable
- A wide range of task-specific and/or general
vocabulary is accurately and appropriately used
- Grammatical structures are always or mostly
accurate
- More complex structures are successfully
attempted
- Meaning is conveyed with great effectiveness
- A very high level of confidence in language use
is evident though L1 characteristics may
occasionally be noticeable
- A good range of task-specific and/or general
vocabulary is accurately and appropriately used
- Grammatical structures are mostly accurate
- More complex structures are successfully
attempted though with occasional errors
- Meaning is clearly conveyed without any undue
effort by the reader
- Confidence in language use is evident but there
may be some L1 characteristics
- A range of task-specific and/or general
vocabulary is accurately and appropriately used
- Grammatical structures are generally accurate
- Errors may occur when more complex structures
are attempted
- Meaning is conveyed with reasonable clarity but
some effort may be required of the reader
- Confidence in language use is generally evident
though L1 characteristics are sometimes
present
- Task-specific and/or general vocabulary is
generally accurately and appropriately used
- There are quite frequent inaccuracies in
grammatical structures
- Complex structures are rare or are generally
unsuccessfully attempted
- The grammatical errors may at times interfere
with communication
- Confidence in language use is not evident and
L1 characteristics are obvious
- Vocabulary use is sometimes inaccurate or
inappropriate
- Grammar is weak
- Complex structures are rare or are generally
unsuccessfully attempted
- Communication with the reader is often
impeded
Date: 6th Dec / 7th Dec