ASSESSMENT DESCRIPTION

Assessment Details
Course Code:
Course Name:
Course Teacher:
Task Title:
Task Description:

EPR 3203
Mathematics Teaching Methods for the Primary School Teacher

Alya Alzaabi
Coursework - Simulation Performance:
Design a lesson plan using Maths-based pedagogy that includes
technology based resources, and micro-teach to the class (15 to
20 minutes)
(Outcomes: 1,2,3,4)

1- In small groups of no more than 3 , choose a Math

lesson from grade (1-5).
2- Design a lesson plan for this lesson.
3- Include a technology based resources that will
engage students in math learning.
4- explain the lesson to your peers in class as they
are a school students.

Special
Instructions:

Weighting:
Duration/Word
Limit:
Due Date:
Grading/Marking
Criteria:

Late Penalty:

Academic Honesty:

30%

NA
Week 8 (22-27 March 2015)
Your grade will be determined using the relevant
criteria from the attached rubric.

Unless special circumstances are agreed with the

course teacher regarding late submission, work
submitted 1 working day late will be deducted 10%,
2 days late 20%, 3 days late 30% and any work
submitted more than 3 days late will get a zero
mark.
Breaches of Academic Honesty will be treated with
the utmost seriousness. You are reminded the
penalties for cheating or plagiarism include dismissal
from the HCT.
(for more information please refer to Academic and
Student Regulations , HCT Academic Honesty Policy ,
Student Handbook )

HCT Graduate Outcomes Addressed

1.

Communication and Information Literacy

2.

Critical and Creative Thinking

3.

Global Awareness and Citizenship

v. 2014-05-

4.

Technological Literacy

5.

Self-Management and Independent Learning

6.

Teamwork and Leadership

7.

Vocational Competencies

8.

Mathematical Literacy

v. 2014-05-

STUDENT GRADE/MARK REPORT

Course Assessment/Student Details
Course
Code:

EPR 3203

Course
Name:

Mathematics Teaching Methods for the Primary School Teacher

Course
Teacher:
Task Title:
Student
Name:

Alya Alzaabi
Coursework - Simulation Performance

Thecrayat _ fatema Humood

Student ID:

Final Grade/Mark
General
Comments

v. 2014-05-

every interesting engagement by using zoom meeting.

variety of tools
Using instagram picture to find the next number of likes as a
patterns.
In the core of the lesson, let the students practices the method
of finding the pattern individual, then let them answer the
questions on the game.
In the worksheet, why you arranged the question from hard to
easy.?
Clear and direct explanation of how technology in class and how
its relate to your lesson.
Well thought lesson plan and pack up plan.
Your group demonstrated initiative and respects each other.
Fluent, flexible and coherent in use of discourse markers, topic
vocabulary, style and paraphrase.

ASSESSMENT COVER PAGE

Course Name:

Mathematics Teaching Methods for

the Primary School Teacher

Instructor
Name:

Anda Lucia

Task Title:

Coursework - Simulation Performance

Due Date:

Week 8 (22-27 March

2015)

Course Code:

Date
Submitted:

EPR 3203

Week 8 (2227 March

2015)

Student
Name:
Student ID:

Section:

EPR

Late Penalty:
Unless special circumstances are agreed with the course teacher regarding late
submission, work submitted 1 working day late will be deducted 10%, 2 days late
20%, 3 days late 30% and any work submitted more than 3 days late will get a
zero mark.

Academic Honesty:
Breaches of Academic Honesty will be treated with the utmost
seriousness. You are reminded the penalties for cheating or plagiarism
include dismissal from the HCT.
(for more information please refer to Academic and Student Regulations , HCT
Academic Honesty Policy , Student Handbook )

Student Declaration:
This assignment is entirely my own work except where I have duly acknowledged
other sources in the text and listed those sources at the end of the assignment. I
have not previously submitted this work to the HCT. I understand that I may be
orally examined on my submission.

v. 2014-05-

GRADING/MARKING RUBRIC
ACHIEVEMENT INDICATORS
Achievement that does not meet
requirements

GRADING/MARKI
NG CRITERIA

Significantly below course

requirements
Assessment
has not been
submitted at
all, is notexistent or
not carried
out

Clearly
does not
meet the
requiremen
ts

Letter Grade
Percentage for
Gradebook
3. Explanation,
description, and/or
justification (30%)
Logical reasoning,
supported back up and
critical thinking:
compare and contrast
(explanation of your
tec-based activity and
how it is applied to
developing math
learning)

v. 2014-05-

Below course
requirements

achievement
that narrowly
does not meet
the
requirements

F
0
Explanation and
reasoning is wholly
lacking. May
demonstrate a total
misunderstanding of
the task.

30

50

Inadequate data
collection. Failed to
meet deadlines.
Alternatively, the tool
used is inadequately
described with few
explanations

Achievement that
minimally meets the
course requirements

Achievement that
satisfactorily meets
the course
requirements

Achievement that is
significantly above
the course
requirements

Achievement that is
outstanding relative
to the course
requirements

D+

C-

C+

B-

B+

A-

63

66

69

73

76

79

83

86

89

100

Some data collection.

Did not meet all
deadlines. Alternatively,
the tool used is
sometimes adequately
described with some
explanations

Adequate data
collection. Met all or
most deadlines.
Alternatively, the tool
used is adequately
described with some
explanations

Very good data

collection. Met all
deadlines.
Alternatively, the
tool used is well
described with good
explanations

Full and complete

data. Met all
deadlines. The tool is
described in full with
comprehensive
rationale.

2. Subject
knowledge (20%)
Understanding and
application of subject
knowledge and
underlying principles
( KTs, correct gradelevel/content activity
and resource)
3. Collaborative
professional
working (10%)
Suitable behavior for
working with others
and in diverse teams

Unable to evidence
or articulate basic
principles and
knowledge related to
the subject.
Information may be
irrelevant,
incomplete and/or
inaccurate.

Limited knowledge of
subject. Information
may be significantly
irrelevant, incomplete
and/or inaccurate
making information
hard to follow
logically.

Some evidence of
understanding key
aspects of the subject,
but details are lacking.
Some irrelevancies and
inaccuracies

Generally accurate
understanding of key
aspects of the subject.
Some irrelevancies and
inaccuracies

Accurate extensive
understanding of
subject. Minor
irrelevancies and
inaccuracies

Complete and full

understanding of
subject. Extensive
evidence of
appreciation of the
relative significance
of all relevant
aspects of the
subject.

Does not collaborate

with others

Collaborates
reluctantly

Some ability to work

collaboratively, but is
inconsistent.

Productive and positive

but requires some
guidance from the
team.

Demonstrates
initiative and
respects team
members.
Contributes ideas
and solutions to
problems or conflict.

Consistently
provides leadership
as well as support.
Compromises to
accommodate
common goal.
Contributes
positively and
productively. Takes
initiative and
responsibility.

(each team member

has labeled her
contributions to the
overall product and
has shared in all
aspects of the
planning, creation,
editing, and delivery)

PRESENTATION CRITERIA (including SPOKEN LANGUAGE for APPLIED BACHELOR and DIPLOMA) (16-19)
4.
Delivery/Performanc
e (20%)

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Unable to complete
talk.

Unable to complete
talk or has memorized
script without
engaging audience.
Major problems with
enunciation, portions
of speech unheard or
unintelligible.

Able to complete talk.

Contains many mistakes.
Voice and enunciation
are ineffective. Little
engagement with
audience. Seldom
attempts repair and
recovery strategies.

Delivers adequately
paced and rehearsed
talk. Clear enunciation
and use of voice is
inconsistent. Engages
and maintains
audience some of the
time. Attempts repair
and recovery
strategies.

Delivers well-paced
and rehearsed talk.
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.

Confidently delivers
well-paced and
extensively
rehearsed talk.
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.

6. Spoken language
(Applied Bachelor)
(20%)
Fluency and
coherence,
Lexical resources,
Grammatical range
and accuracy,
Pronunciation

Speaks very slowly

with poorly linked
ideas. Frequently
unable to convey
message.
Only simplest
vocabulary and
sentence structures
attempted.
Inaccuracies cause
serious
misunderstanding.
Pronunciation
problems cause
speech to be often
unintelligible.

v. 2014-05-

Speaks slowly using

simple connectives
but with numerous
pauses, repetitions
and self-corrections.
Some breakdown in
communication.
Vocabulary limited to
familiar topics and
rare paraphrasing.
Sentence structures
very limited in range
and accuracy.
Errors and frequent
mispronunciation
cause difficulty for the
listener.

Usually maintains flow of

speech but with some
areas of disfluency.
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.

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.

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.

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.

Message is always
understood.