This document contains a teaching practice assessment instrument used to evaluate student teachers during their practicum. It assesses performance across four dimensions: 1) Planning, preparation and readiness, 2) Instructional competence, 3) Student engagement and behaviour management, and 4) Reflectivity and evaluation. Each dimension contains several assessment criteria rated on a scale from 0 to 5. The total score across all dimensions results in an overall grade and assessment of the student teacher's performance.
1. The Mico University College
PRACTICUM IIB YEAR 3 SEMESTER 2
TEACHING PRACTICE ASSESSMENT INSTRUMENT
Name of Student Teacher: _______________________________________ Date of Visit:
__________________
Name of Examiner/Supervisor: __________________________________
Programme/Major: _____________________________________________________________________________
School of Practice: _____________________________________________ Class and Time:_______________
Subject/Lesson Topic: __________________________________________________________________________
SCALE:
Score Descriptor
U No opportunity to observe the dimension in this teaching episode.
0 No attempt to incorporate the dimension in this teaching episode, despite opportunity so to do
1 Limited or consistently unsatisfactory attempts at demonstrating the dimension
2 Poor demonstration of the dimension, not consistent or regularly emphasised in the lesson
3 Acceptable demonstration of the dimension as intentionally incorporated in the lesson
4 Good, clear demonstration of this dimension as representing an important part of the lesson
5 Comprehensive and excellent demonstration of this dimension, consistently used as an integral part of
the lesson
ASSESSMENT DIMENSIONS U 0 1 2 3 4 5 Score
A. PLANNING, PREPARATION AND READINESS (30)
1. Objectives are clearly stated, technically sound and relevant
2. Methods/Activities are appropriate for the content, develop attitudes and
skills that are reflective of student needs
3. Content is accurate/valid and shows evidence of research
4. Resources, materials and contingencies for lesson implementation are in
place and relevant to concept development
5. Respectable, respectful and professional conduct
2. 6. Lesson plan uses an appropriate and comprehensive format
B. INSTRUCTIONAL COMPETENCE (30)
1. Sequence of discussion and activities facilitates concept development
2. Student inquiry/creativity and interest is promoted
3. Effective use of available resources/technology/instructional aids and
various language forms to build students’ understanding
4. Subject matter made relevant to life experiences and decision-making
5. Effectively uses instructional time
6. Conducts continuous assessment of students’ understanding, providing
appropriate feedback
C. STUDENT ENGAGEMENT AND BEHAVIOUR MANAGEMENT (20)
1. Encourages and values active and interactive participation of all
2. Uses the physical environment to promote engagement in learning
3. Demonstrates appropriate use of physical and verbal communication in
monitoring behaviour and managing disruptions from internal/external
sources
4. Encourages students to develop skills that promote self-directed learning
D. REFLECTIVITY AND EVALUATION (20)
1. Readiness to adjust to unexpected situations in the class/lesson
2. Recognition of specific strengths and how to ‘capitalise’ on these
3. Identification of specific challenges and weakness and propose possible
solutions/amelioration
4. Demonstrates insight into the implications for short- and long-term/
professional growth and development
GRAND TOTAL (100)
Signature:______________________________________ Grade: _______% ________ (Alpha)
