Faculty of Education

English Language Teaching Program

Work Experiences Coordination

ASSESSMENT OF PERFORMANCE IN PRACTICUM I

I. Student Information

Student name:
Partner institution:
UAH Tutor:
Host teacher:
Assessment date

II. Outcomes of PRACTICUM I

Punctuality and attendance are considered essential requirements in order to pass this course. If the student does
not fulfill these requirements, he or she shall fail it. Regarding punctuality, the student must not be late more than three times,
as long as the partner institution allows it. Likewise, 100% of attendance to school and meetings is required. In case of illness,
the student must present a medical certificate at the school and to the academic coordinator of the program. A 10% could be
justified provided the missed days are rescheduled.

III. About the assessment:

The following instrument evaluates the learning outcomes of the objectives of the program that refer to the
implementation of learning experiences. This instrument will be used as a summative assessment whereas the meetings
previous to the intervention will be considered part of the formative assessment.

The overall course has been divided into five dimensions and it will be assessed in five different moments throughout
the semester. The implementation of the learning experiences is part of the assessment 1 and 2 and it contemplates evaluating
the teaching skills (Dimension E: Teaching practice) of the students according to the knowledge acquired in the different courses
of the program; such as Methodology, Psychology, TREPE, IEL, among others.

Finally, the implementation of the class is part of the process of each intervention (design & implementation) and will
be assessed considering 10%.

1. Considering each one of the criteria of the dimension, please mark with a cross (X) the option that best represents your
opinion about the student’s performance in Practicum I

(4) Remarkable performance: the student fulfills the criterion of the assessed dimension in an outstanding way.
(3) Satisfactory performance: the student fulfills the criterion of the assessed dimension and meets the requirements, yet
there are prospects for improvement.
(2) Unsatisfactory performance: the student barely fulfills the criterion of the assessed dimension.
(1) Underachieving performance: the student does not fulfill the criterion of the assessed dimension
Faculty of Education
English Language Teaching Program
Work Experiences Coordination
IMPLEMENTATION OF THE CLASS
DIMENSION E: CLASSROOM MANAGEMENT, METHODOLOGY AND TEACHING (56 points max.)
EVALUATOR: TUTOR

Criteria Rubrics 4 3 2 1 Evidence

I. Classroom ● Student’s presence, voice, and
Management movement promote a classroom
atmosphere where respect, diversity, and
self-validation are fostered.
● The trainee teacher uses strategies that
facilitate the communication in the
classroom, providing opportunities for all
the students to take turns to speak and
interact in a balanced way.
● The trainee teacher manages the time
effectively to guarantee that students can
achieve the learning objective proposed
for the class; adapting activities in case
unexpected situations arise.
2. ● The trainee teacher is a facilitator of
Implementati communication using teaching
on of the approaches that foster the interaction and
class: participation of the students.
methodology
and teaching ● The trainee teacher uses different
teaching strategies that support the
development of receptive and productive
skills in different communicative
situations.
● The trainee teacher uses teaching
strategies that are diverse and flexible to
address students’ characteristics and
needs.
● The trainee teacher adapts activities in
case the characteristics of one or more
students require it; making sure that all
the students achieve the learning
objective of the class.
● The trainee teacher delivers simple,
short, and clear instructions and uses
ICQs to check their understanding.
● The trainee teacher uses multimodal
resources that engage students in
learning, promote their creativity, and
support the learning process to achieve
the learning objective of the class.
Faculty of Education
English Language Teaching Program
Work Experiences Coordination
● The trainee teacher uses language that is
pertinent to the characteristics and needs
of the students.
● The trainee teacher uses and adapts
different strategies that support the
communication in the target language.
● The trainee teacher implements assessment
instances that are coherent to the learning
process of their students by showing
student’s learning to help reorient their
teaching.
● The student promotes work dynamics to
develop collaborative and communitarian
attitudes between their language learners.
● The overall class promotes the holistic
development of students; considering
the emotional, cognitive, linguistic and
social dimensions.
Total score /56 points

2. Comments about student’s achievements:

1. List some of the major strengths that the teacher trainee possesses.

2. Point out relevant weaknesses that the teacher trainee must improve in their professional development.

3. Any other comments about fulfilling the responsibilities related to contract, meetings with the tutor and school
attendance.

4. Other suggestions or comments.

Use of the language

Faculty of Education
English Language Teaching Program
Work Experiences Coordination
5th 2,0
Keeps going comprehensibly -
some pauses are made,
especially in longer stretches
of free production. There is
coherent organization of ideas
with occasional weaknesses in
topic/supporting sentence
relationship. Fluent use of
simple structures linked
correctly mostly with
FANBOYS. Common content
words are used correctly and
the articulation of target
sounds is accurate; word
stress is appropriate but L1
interference is audible at
times.
4,0
Generally well-paced flow -
some pauses are made,
especially in longer stretches
of free production. Ideas are
coherent with no digressions
from topic with enough
supporting sentences to make
the point. Topic - supporting
sentence relationship is made
using a variety of frequent
discourse markers. Content
words are used accurately
with some errors in low-
frequency terms. Simple
language structures prevail.
The articulation of individual
sounds and word stress is
correct. - Softer L1 transfer
can be spotted.
5,5 7,0
Natural flow of speech and Natural flow of speech and
spontaneous interaction spontaneous interaction.
with minor hesitation. Ideas are logical at sentence
Mostly coherent flows of as well as at text level and
ideas and sentences show a exhibit an accurate use of
clear relation among complex cohesive devices.
themselves linked with a Content words as well as
variety of linking elements. idiomatic expressions and
Content words, idiomatic technical terms are used
expressions, and technical accurately and flexibly while
terms are used accurately there is a consistent high
most of the time and so are degree of grammatical
simple and some complex accuracy. Use of a full range
language structures. of pronunciation features with
Articulation of sounds and precision and subtlety.
intonation is achieved,
minor mistakes may be
present.