STUDENT GRADE/MARK REPORT

Course Assessment/Student Details

Course Code: EDU 1703

Course Learning to Teach in the Contemporary UAE
Name:
Course Maryam Al Shamsi
Teacher:
Task Title: Story reading and Learning Styles
Students
Names:
Student ID:

B
Final Grade/Mark
General Comments Salama and Nada meet satisfactorily above the course
requirements. Both of you shared the responsibility equally. I like
that you ask questions before, during the story. Very good use of
body language and voice level while reading. Good eye contacts to
the audience. You got a well-organized manner and kept the
audience attention. Your activities were appropriate and
interesting. However, You need to focus on the following:
Talk in details about your materials and how did you do it.
Check your spelling and grammar (report)
Try to use a full stop instead of a comma to avoid running
sentences.
Review and rewrite your learning outcomes.
Make sure to understand what is the assessment that you
may use with your group level.
Ensure that you have a full understanding of how MI is
linked to your activity.
Give more details of how you will give your instructions and
description for the activities.
Do not start with the quote in your introduction. Try to
paraphrase.
Try to label or add symbols to your activity box, so children
know where they suppose to put their pictures.
Check your APA referencing

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 GRADING/MARKING RUBRIC EDU 1703 Assessment 1 Learning Styles and Reading Activities

ACHIEVEMENT INDICATORS
Achievement that does not meet requirements

Significantly below course Below course

GRADING/MARKING requirements requirements Achievement that Achievement that is Achievement that is
Achievement that satisfactorily
CRITERIA Assessment has Clearly does achievement minimally meets the
meets the course requirements
significantly above the course outstanding relative to
not been not meet the that narrowly course requirements requirements the course requirements
submitted at all, requirements does not meet
is not-existent or the requirements
not carried out

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

1. Subject knowledge: Unable to evidence or Limited knowledge of Some evidence of Generally accurate understanding Accurate extensive Complete and full
Learner-centered teaching articulate basic subject. Information may understanding key of key aspects of learner-centered understanding of learner- understanding of learner-
Understanding and principles and be significantly irrelevant, aspects of learner- activities. Some irrelevancies and centered teaching. Minor centered teaching.
application of subject knowledge related to incomplete and/or centered activities, but inaccuracies. irrelevancies and inaccuracies. Extensive evidence of
knowledge and underlying the subject. inaccurate making details are lacking. Some Ability to recognize use of basic Ability to recognize and appreciation of the
principles Information may be information hard to follow irrelevancies and learner-centered principles in comment briefly on use of relative significance of all
irrelevant, incomplete logically. inaccuracies. others presentations. learner-centered principles in relevant aspects of the
and/or inaccurate. others presentations. subject.
Ability to judge the
application of learner-
centered principles in
others presentations.
Lack of knowledge of Limited knowledge of Some knowledge of Good knowledge of some learning Good knowledge of learning Extensive knowledge of a
2. Subject knowledge:
learning styles and learning styles and little learning styles and the styles and demonstration of some styles and with relevance of variety of learning styles
Learning styles
very poor understanding of the relevance of this of these styles to story reading and this knowledge to story and the relevance of this
understanding of the relevance of this knowledge to story learning activities. reading and learning activities. knowledge to story
relevance of learning knowledge to story reading. Ability to recognize use of basic Ability to recognize and reading and learning
styles to story reading. learning styles in others comment briefly on learning activities.
reading. presentations. styles in others presentations Ability to judge the
appropriateness of
learning styles in others
presentations.

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3. Delivery/Performance
4. Spoken language
(Applied Bachelor)
Fluency and coherence,
Lexical resources,
Grammatical range and
accuracy,
Pronunciation
5. Presentation length
(refer to section 5i of the
Assessment Handbook)
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Unable to complete story Unable to complete story
and/or presentation. and/or presentation or
Unable to show the link has memorized script
between story reading without engaging
and questioning and audience. Major
learning styles. problems with
enunciation, portions of
speech unheard or
unintelligible.
Able to ask some
questions to
accommodate few
learning styles with little
consideration of learning
styles
Speaks very slowly with Speaks slowly using
poorly linked ideas. simple connectives but
Frequently unable to with numerous pauses,
convey message. repetitions and self-
corrections. Some
Only simplest vocabulary breakdown in
and sentence structures communication.
attempted. Inaccuracies
cause serious Vocabulary limited to
misunderstanding. familiar topics and rare
paraphrasing.
Pronunciation problems Sentence structures very
cause speech to be often limited in range and
unintelligible. accuracy.
Errors and frequent
mispronunciation cause
difficulty for the listener.
Inappropriate use of time Poor management of
or inattention to time time. Presentation is too
guidelines. long or too short
Able to complete story and
presentation. Contains many
mistakes. Voice and
enunciation are ineffective.
Little engagement with
audience. Seldom attempts
repair and recovery strategies.
Able to ask some open
questions to accommodate
some learning styles with some
consideration of learning styles
Usually maintains flow of
speech but with some areas of
dis-fluency.
Sufficient vocabulary to talk
about topics but with limited
flexibility and only occasional
paraphrase.
Mostly accurate in simple
sentences.
Errors and mispronunciation
can cause misunderstanding.
Some aspects of the
presentation used time well,
but overall better time
management is required.
3
Delivers adequately paced
and rehearsed story and
presentation. Clear
enunciation and use of voice
is inconsistent. Engages and
maintains audience some of
the time. Attempts repair
and recovery strategies.
Able to ask many open and
well placed questions or
instructions to
accommodate
basic/traditional learning
styles (verbal, social, visual).
Usually maintains fluency,
but with some correction,
repetition or slower speech.
Reasonably wide range of
vocabulary with some
paraphrase.
Limited complex sentence
structure and some
mispronunciation, but can
usually be understood.
Most time is well organized
and allocated
Delivers well-paced and
rehearsed story and
presentation. Contains a
few mistakes. Clear
enunciation and effectively
uses voice most of the time.
Engages and maintains
audience. Occasional lapses
in repair and recovery
strategies.
Able to ask good and some
well-placed questions or
instructions to
accommodate some
untraditional learning styles
(musical, physical, global,
reflective thinker,
sequential, etc).
Usually fluent and shows a
range of discourse markers,
topic vocabulary and
paraphrase.
The range and control of
simple and complex
sentences and
pronunciation features is
reasonably accurate.
Message is always
understood.
Good use of the allocated
time.
Confidently delivers well-
paced and extensively
rehearsed story and
presentation. Contains
few mistakes.
Consistently uses clear
enunciation and
effectively uses voice
Engages and maintains
audience throughout.
Fully focused and skillfully
demonstrates repair and
recovery strategies.
Able to ask excellent and
well placed questions to
accommodate a wide
variety of learning styles.
Fluent, flexible and
coherent in use of
discourse markers, topic
vocabulary, style and
paraphrase.
Accurate and flexible use
of complex sentences and
pronunciation features.
Easily understood.
Excellent use of and
management of time
throughout the
presentation.
6. References
Bibliography, citation, in text
citation, referencing (APA
style format)
Little or no referencing Inadequate referencing Evidence of referencing, but Adequate referencing, but Fully-formed references Fully-formed and
Irrelevant or with a significant number not throughout. some inconsistencies. with minor errors accurate references.
inappropriate selection of of inconsistencies Few references and many are Limited number of Limited number and Extensive selection of
references. Few references that are not suitable or reputable. references, but not all are selection of reputable and reputable and suitable
No citations in text. not suitable or Few citations with little or no suitable or reputable. suitable references. references.
reputable. links to your ideas. Few citations that are not Many citations are Well selected citations
The citations have no directly linked to your ideas. appropriate but only used that support ideas.
links to your ideas. as an association to your
ideas.

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