Microteaching is usually conceived of as occuring in three or four distinct stages:

1. Briefing: this is the stage at Wich the trainee is given oral and written information on
the skill she is to practice and the way it is to be done.
2. The teach: this is when the trainee actually teaches the micro lesson. Sometimes the
trainee teaches real students, and sometimes her fellow trainees (peer-teaching).
Where possible, the lesson is usually video taped.
3. The critique: this is the traditional name for the stage at which the trainees' micro
lesson is played back ( if it is on tape), discussed, analysed and peraphs evaluated. It
could well be argued that the term critique is somewhat unfortunate because of its
rather unhelpful since micro teaching is usually intended to be positive experience
rather than negative one. Peraphs terms such as analysis or simply discussion would
be more appropriate.
4. The reteach: is the final stage, but one which is not presented in all programs. In this
stage, the trainee practises the same skill again in the light of discussion in stage 3. In
some programs, the teacher is expected to continue practicing the skill until she
“reaches criterion”, that is to say, until she has shown that she has mastered the skill.

Rationale for assessment

A rationale might include reasons for the choice and design of task, what trainees will get out
of it, why they should undertake it in a particular way and the reasoning behind the
assessment criteria.

Principles that might have relevance to most courses:

1. The assessment should be diagnostic and formative;

2. The assessment should be summative;
3. The assessment should be as na integrating device (serving to strengthen the overall
coherence of the course);
4. Assessment should be varied;
5. The load of assessment should be sufficient to yield adequate information;
6. The distribution of assessment should not be under excessive pressure.

Types of assignments generally applied in the teacher education:

1. Exercise: an individual task carried out by the trainee drawing on content, studies and
techniques that she has been introduced to;
2. Presentation: na individual task in which the trainee reads up material in given area
and speaks about the topic before her group;
3. Essay: a peace of written work wich shows that the trainee has done certain reading in
particular area, and is capable over certain degree of analysis and judgment in that
area;
4. Review: na individual task in which the trainee surveys and evaluates material
available for teaching or learning a certain topic;
5. Contract: and independent piece of work, offering a vary wide degree of choices, the
format and content of which is negotiated between the tutor and each individual
trainee;
6. Project: and independent piece of work, more sustained than individual exercise, and
demanding more in a way of autonomous study on the part of the trainee;
7. Guided reading assignment (GRA): type of assessment in which the trainee has to
answer questions related to the reading which has been assigned.
8. Workbook: a structured series of tasks caried out by the trainee, drawing on content,
studies and techniques that she has been introduced to;
9. Folio: a logbook-type compilation of ongoing work, tasks and observations, usually
done in the contexts of professional action, and including supervised and unsupervised
items;
10. Dissertation: extended treatment on a topic, showing degrees of scholarships.