EXPERT UNIVERSITARI EN COMPETÈNCIA PROFESSIONAL PER A L’ENSENYAMENT EN

ANGLÉS - CAPACITACIÓ
1. Candidates must PASS BOTH parts in order to obtain the certificate
2. The final mark will be APT/NOT APT
ASSESSMENT CRITERIA FOR THE TEACHING UNIT (EU Competència professional anglés)

TEACHING UNIT ASSESSMENT RUBRIC

CONTENT Context and Details of the level of study (primary, secondary, baccalaureate). Is the unit required in the official CV
S students 0.25 syllabus or the school curriculum? Is it related to previous classes and/or what prior knowledge is
required? What’s students’ level of English?
7 points
Unit title Detailed, descriptive, suitable
Year of study E.g. 5th year (of the primary school)
Timing Number of lessons and duration of each
Aims of the 0.25 The general teaching aims? What knowledge, skills and understanding are intended to be taught and
unit developed?
Teaching 2 What is planned to be taught in terms of:
objectives
Content (0.5)
Cognition (0.5)
Culture (0.5)
Communication (0.5): language of learning, language for learning, language through learning
Methodology 1 How are the four Cs planned to be taught? Use of task-based methodology? Active learning? Learner-
centred approach? Description of the role of the teacher and learners. What higher-order and lower-
order thinking skills will be required? Will students need any type of scaffolding?
Learning 0.25 What will learners be able to do by the end of the lessons? What skills and competences are learners
outcomes expected to acquire in the unit?
Sequence of 2.5 All of the activities and tasks planned for the lessons should be clearly explained: What will learners do?
teaching/learn Will the tasks and activities be organised into five main phases (opening, stimulation,
ing activities instruction/participation, closure, follow-up)? For example: What warm-up activity will be uses? How
in each lesson and when will previous knowledge be elicited? What whole-class activity will be used and when? What
speaking activities will learners do? When will learners be assessed?
Has the length of the activities and tasks been considered? Will there be clear transitions between
activities? Will the activities and tasks be varied and combined in a harmonious way?
Lesson 1
Lesson 2
Lesson 3

Assessment 0.5 How will learning be evaluated? What types of assessment will be used? Will any assessment rubric be
used? Examples of assessment tools.

Resources 0.25 Materials and equipment used (e.g. computers, projector, worksheets, links to videos or other materials
required or developed; online resources, etc.)
Correctness 1.5 Shows a high degree of grammatical control, uses complex forms
Makes few errors
WRITING
His/her vocabulary is varied and relevant to the topic.
3 points
Coherence & 1.5 Writes stretches of language that can be read smoothly and are intelligible.
Cohesion
Sentences and paragraphs are clearly connected and are internally coherent, thus posing no strain for
the reader.
The text is well written, with full sentences and complete paragraphs

STUDENT NAME
ID
BOARD -

SIGNATURE 1 SIGNATURE 2
 ASSESSMENT CRITERIA FOR THE ORAL PRESENTATION OF THE TEACHING UNIT
(EU Compètencia professional anglés)
This rubric is divided into 5 sections. Students must obtain a mark greater than 0 (>0) in AT LEAST three of them. Students who obtain 0 in two or more of the
sections will automatically fail the presentation part.

1. Pronunciation & Fluency (2)

2 Perfectly clear, easy to understand.

Intonation, sentence and word stress correct.
Individual sounds are articulated clearly.
No L1 interference.
No confusion or ambiguity.
1.25 Clear and easy to understand.
Occasional errors with particular words and sounds.
Intonation, sentence and word stress generally appropriate.
Maybe some L1 interference.
Nothing leading to misunderstanding.
0.75 Mainly clear and comprehensible.
Some errors repeated.
Intonation, sentence and word stress acceptable.
Errors with some individual sounds.
Some confusion may occur.
0 Very noticeable L1 interference.
Intonation, sentence and word stress not acceptable
Incorrect pronunciation of individual sounds.
Difficult to understand

2. Grammar and vocabulary (accuracy) (2)

2 Shows a relatively high degree of grammatical control, using some complex forms. Vocabulary is varied and appropriate.
Makes few errors
None which could cause misunderstanding.

1.25 Shows a good degree of grammatical control, using simple grammatical forms
Attempts to use some complex forms.
Vocabulary is appropriate for the task.
Errors are made in some cases self-corrected.
0.75 Shows a certain degree of grammatical control
Uses simple grammatical forms.
Vocabulary is basic and not very varied.
Errors are made and not normally corrected.
0 Very basic grammar
Many grammatical mistakes.
Limited Vocabulary.

3. Delivery (2)

2 Shows a clear grasp of how to organise and deliver subject content

Interesting and motivating content
Mostly fluent and completely intelligible.
No strain for listener.
Uses a range of cohesive devices.
1.25 Good organisation of content. Content is clear and interesting.
Some hesitations and pauses.
Only occasional strain for listener.
Uses cohesive devices.

0.75 Content structured

Can speak for a certain length of time but with pauses for reformulation.
Several hesitations.
Some strain for listener.
Some cohesive devices used.
0 No apparent interest in subject.
Very limited control of tempo with frequent hesitation and searching for words, grammatically correct structures.
Considerable stress for listener.
No cohesive devices.

4. Interaction/Fielding Questions (2)

2 All answered satisfactorily, confidently and competently.

Interacts with ease and skill, understanding all questions and comments.
Occasionally asked for repetition.
1.25 Mostly dealt with confidently and competently.
Interacts with relative ease, understanding most of the questions and comments made by examining panel.
Occasionally asked for repetition.
0.75 Some hesitation or irrelevancies although responded satisfactorily on the whole. Asked for panel to repeat questions & comments.
0 Generally acceptable.
Questions not answered or with many hesitations.
Did not understand questions or comments made by the panel.
There was no real interaction
 5. Teaching unit – presentation (2)

1.5 Creates a positive learning environment or atmosphere that ensures involvement of all the learners.
Procedures and methodology are extremely appropriate to master the objectives.
Superb management of time whole-class and individual, pair and group activities. Employs excellent materials and resources to
effectively deliver the lesson.
Superb command of the English Language when explaining, instructing, prompting learners, eliciting and conveying meaning, praising
students, monitoring learners and providing feedback on different tasks.

1.25 Creates a good learning environment

Adequate procedures and methodology to master the objectives.
Adequate management of time and resources.
Good command of the English language when explaining, instructing, prompting learners, eliciting and conveying meaning, praising
students, monitoring learners and providing feedback on different tasks
0.75 Generally acceptable presentation.
Objectives are presented.
Timing might need some adjustments.
It occasionally puts a strain on listener. Some minor grammar and pronunciation mistakes hinder comprehension.

0 The presentation puts a strain on the listener.

Lacks internal coherence.
Procedures and methodology are non-existent.
Poor time management and poor use of resources and materials.
STUDENT NAME
ID
BOARD -

SIGNATURE 1 SIGNATURE 2