MCT/MST Summative Teaching Placement Assessment Rubric

Course Code & CRN EPC 4406 Placement School Al Mataf School / C1

Student Name & HCT ID Amal Ebrahim Alharmi / H00296690 Date of Assessment 3/5/2020

MCT Name Ms. Fatema Alawadi MST Name Maryam Alhedeyyeh

ACHIEVEMENT INDICATORS
Achievement that does not
GRADING/MARKING meet requirements Achievement that is
Achievement that minimally meets Achievement that satisfactorily Achievement that is significantly
CRITERIA Significantly below course outstanding relative to the
the course requirements meets the course requirements above the course requirements
requirements course requirements

Letter Grade F D D+ C- C C+ B- B B+ A- A

Percentage for
0-59 60 – 63 64 – 66 67 – 69 70 – 73 74 – 76 77 – 79 80 – 83 84 – 86 87 – 89 90 – 100
Gradebook

GPA 0 1 1.3 1.7 2 2.3 2.7 3 3.3 3.7 4

1. With reference to the Assessment Handbook, the following serves as a set of various assessment criteria and grade descriptors suitable for many different assessment tasks.
2. The assessment rubric can be customised in the following two ways:
- by selecting grading/marking criteria which suit a specific assessment task
- by adding specific details under the criterion and its corresponding achievement indicators. NOTE: Don’t change the original language - just add clarification, if needed.
3. The HCT Grading System is accessible at: https://portal.hct.ac.ae/sites/pnp/cass/Pages/lp209.aspx .

GENERAL CRITERIA (I-VI)

(I) COMMITMENT TO A

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THE PROFESSION (15%)

Demonstrates consistent Has not grasped the Displays occasional issues with Demonstrates consistent Always demonstrates consistent Prioritizes the needs of the
Attendance and importance of attendance attendance and punctuality attendance and punctuality attendance and punctuality school and students over
Punctuality and punctuality leading to required working hours
(3%) consistent absences
and/or lateness

Demonstrates Teaching Fails to demonstrate a Is generally prepared & ready for Is prepared & ready for each Is well prepared & ready for each Consistently prepares high
Materials are planned willingness to plan and each lesson lesson lesson quality materials which are
and organized prepare materials and well organized
(2%) lessons

Demonstrates Does not participate in Occasionally participates in Participates in a range of Actively participates in a range of Has demonstrated initiative
responsibility to use school activities and has school activities and builds a few school activities and builds school activities and builds positive and commitment through
initiative and not developed positive relationships within the positive relationships within relationships with a range of independent involvement
participation relationships across the school the school stakeholders in school based activities
(5%) school, apart from the resulting in a measurable
MST contribution to the school

Demonstrates Does not respect school Generally accepts school based Accepts school based Accepts school based authority Accepts school based
responsibility to resolve based authority structures authority structures and has authority structures and structures and responsibility for authority structures and
problems independently & does not accept some difficulties resolving work- responsibility for resolving resolving work-based problems responsibility for
(2%) responsibility for work- based problems without some work-based problems with with a growing level of independently resolving
based problems support some support independence work-based problems

Demonstrates a positive Has not developed a Generally demonstrates a Generally demonstrates a Demonstrates a positive attitude Demonstrates exceptional
and enthusiastic attitude positive attitude towards positive attitude towards positive attitude towards towards teaching and learning enthusiasm and positivity
to teaching and learning teaching and learning teaching and learning but with teaching and learning towards teaching and
(3%) some examples of negativity learning

Comment:

(II) PLANNING FOR B+

LEARNING (15%)

Lesson plans are well Has consistently failed to Has completed poor quality Has completed appropriate Has completed solid lesson plans Has completed outstanding
prepared and available complete adequate lesson lesson plans which are not always lesson plans which are which are printed and available for lesson plans which are
on request (5%) plans available upon request available for MST/MCT upon MST/MCT upon request consistently printed and
request available for MST/MCT

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 upon request

Lesson plans show Lesson plans lack detail Lesson plans have sufficient detail Lesson plans have sufficient Lesson plans are well detailed to Lesson plans are
testable learning and may not include to generally secure effective detail to secure satisfactory secure effective delivery and exceptional to secure
objectives and a variety learning objectives and delivery and include learning delivery and include testable include testable learning successful delivery and
of appropriate assessments leading to objectives and some assessments learning objectives and objectives and a variety of include testable learning
assessments and tasks unsatisfactory lesson appropriate assessments appropriate assessments and tasks objectives and a variety of
(5%) delivery appropriate assessments
and tasks

Lesson plans are Lesson plans are Lesson plans show some Lesson plans are generally Lesson plans are usually balanced, Lesson plans are
balanced, engaging, inconsistently balanced elements of balance and  include balanced, engaging, effective engaging, effective and student- consistently balanced,
effective and student- and include no student- some student-centred activities and student-centred centred engaging, effective and
centred centred activities student-centred
(5%)

Comment:

(III) MANAGING B+
LEARNING (15%)

Does not use cooperative Sometimes uses cooperative Uses cooperative learning Consistently and effectively uses Consistently and effectively
Demonstrates a range of learning learning as part of their learning regularly, usually  with a cooperative learning with a high uses a range of cooperative
cooperative learning environment but/or uses these level of effectiveness level of effectiveness learning strategies with a
strategies strategies with limited high degree of confidence
(5%) effectiveness

Demonstrates a range of Does not use classroom
effective classroom management strategies
management strategies effectively or consistently
(5%) leading to an ineffective
and/ or unsafe learning
environment
Uses appropriate classroom
management strategies which
generally secure a safe and
effective learning environment
Uses appropriate classroom
management strategies to
secure a safe and effective
learning environment
Uses appropriate classroom
management strategies to
consistently secure a safe and
effective learning environment
Uses a wide range of
appropriate classroom
management strategies to
consistently secure a safe
and effective learning
environment

Demonstrates classroom Has not established Has established some classroom Establishes and manages Establishes and consistently Classroom routines and
routines and transitions effective classroom routines and transitions but some classroom routines and manages classroom routines and transitions are well
are managed and routines and transitions development is needed transitions transitions leading to some established and
established student independence differentiated leading to
(5%) significant student
independence

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Comment:

(IV) IMPLEMENTING A
LEARNING (25%)

Implements a range of Does not implement Sometimes implements strategies Generally implements Implements strategies which Implements  a wide range
effective strategies to strategies which motivate which motivate students  and strategies which motivate continually motivates students and of strategies which
motivate students students and maintain an maintains an effective classroom students and maintain an maintains an effective classroom continually motivates
(5%) effective classroom presence effective classroom presence presence students and maintains an
presence. effective classroom
presence

Implements material Material presented Material presented may Presents material which is Presents material which is accurate, Consistently presents
which is accurate, frequently/ significantly occasionally lack accuracy and/or generally accurate, meaningful, accessible  and material which is
meaningful, accessible lacks accuracy and/or meaningfulness.   meaningful and accessible to differentiated to support student accurate, meaningful,
and differentiated that meaningfulness.   support student engagement and learning accessible and
supports student Differentiation is  implemented engagement and learning. differentiated to support
engagement and learning Differentiation is not but not necessarily effectively Sometimes includes student engagement and
(5%) implemented differentiation with growing learning
effectiveness

Lessons are paced to The pacing of lessons may The pacing of lessons may result Lessons are usually paced to Lessons are consistently  paced to Lessons are paced to
ensure students are result in a significant in some students sometimes ensure students are ensure students are appropriately ensure students are
engaged and challenged proportion of the class being disengaged, overwhelmed appropriately engaged and engaged and challenged appropriately engaged
(5%) being disengaged, or off task challenged and challenged and the
overwhelmed &/or off needs of individual
task students are met

Teaching instructions are When instructions are Instructions are usually given at Instructions are given at Instructions are consistently given Clear, concise and timely
clear, concise and timely given they are generally appropriate times within a lesson appropriate times within a at appropriate times within a lesson Instructions are
(5%) unclear and this does not but may not always be clear and lesson and are generally and are invariably clear and concise consistently given using a
effectively facilitate concise clear and concise range of appropriate
learning techniques

A variety of questions are Generally does not use Uses questions which fit within Uses questions which Uses a variety of questions which Skilfully uses a variety of

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 used appropriately that questions effectively the lesson context but these tend generally fit within the appropriately fit within the lesson questions which
support and challenge to be closed and/or do not lesson context to support context to support learning appropriately fit within
students extend learning learning the lesson context and
(5%) challenges students’
thinking

Comment:

(V) ASSESSMENT (10%) A

Fails to utilize monitoring Monitors but it is unfocused  in Generally  monitors in Monitoring purposively in relation Consistently monitors in
in relation to student relation to learning and/or relation to learning and to learning and behavior relation to learning and
Monitoring learning and learning and behavior behavior, improvement is needed behavior some improvement behavior, meeting
behaviour is needed individual students’ needs
(2%)

Utilizes formative Fails to understand and Utilizes some variety of formative Generally utilizes a range of Utilizes a range of effective Utilizes and thoroughly
assessment strategies utilize formative assessment strategies to gauge effective formative formative assessment strategies to understands a range of
appropriately assessment strategies student progress assessment strategies to gauge student progress effective formative
(2%) gauge student progress assessment strategies to
gauge student progress

Utilizes summative Summative assessment Implements summative Generally implements valid Implements valid and reliable Outstanding knowledge
assessment strategies strategies are not assessment strategies but not and reliable summative summative assessment strategies, and Implementation of
appropriately completed always ones that are valid, assessment strategies, where appropriate valid and reliable
(2%) reliable and/or appropriate where appropriate summative assessment
strategies., where
appropriate

Utilizes constructive Constructive feedback is Constructive feedback is provided Constructive feedback is Constructive feedback is Constructive feedback is
feedback appropriately not provided to students to students inconsistently. It may generally provided to consistently provided to students in provided in a timely and
(2%) need to be more timely and/or students in a timely and a timely and appropriate manner effective manner using a
delivered in an appropriate appropriate manner. range of approaches
manner

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Assessment data is Has failed to use
recorded and used assessment data to inform
appropriately planning and instruction
(2%) and/or assessment data is
not available to MST/MCT
Sometimes uses assessment data
to inform planning and
instruction. Assessment data is
recorded but not always in an
organized way but is usually
available for MST/MCT.
Assessment data is generally
used to inform planning and
instruction, though not
always effectively.
Assessment data is generally
recorded in an organized
way and is usually available
for MST/MCT.
Assessment data is used to
effectively inform planning and
instruction. Assessment data is
recorded in an organized way and is
available for MST/MCT.
Assessment data is
consistently used to
effectively inform
planning and instruction.
Assessment data is
recorded in an organized
way and is always
available for MST/MCT.

Comment:

(VI) REFLECTION ON A
PRACTICE (20%)

Fails to understand the Some reflection on student Reflects on student learning Reflects on student learning in a Consistently reflects on
importance of reflecting learning is evident, but it is quite meaningful way student learning in a
Reflects on student on student learning vague and repetitive meaningful way
learning
(10%)

Student fails to
understand the
Reflective on students importance of reflecting
teaching practice on own practice and/or
(10%) display the ability to do so
meaningfully
Inconsistent and vague
reflections on their own practice
leading to little improvement of
practice
Reflects on their own
practice leading to
improvement with limited
guidance and support
Consistently reflects on their own
practice leading to improvements in
a range of areas
Consistently reflects on
their own practice leading
drawing effectively in
theory leading to habitual
improvement

Comment:

It was a pleasure to have Amal in grade 1 classes , she shared her great experience of teaching and students were honoured to get the most from her teaching style.