Item Potential marks Actual marks
Submit notes of their pre- and post-delivery discussion/s with their workplace peer-observer

·        Evidence of pre-activity discussion (5 marks)

·        Evidence of post-activity discussion (5 marks)

10  
Respond to their workplace peer-observer feedback, post-delivery of the teaching activity (300-500 words)

·        Submit a response to comments (5 marks)

·        Consider the importance of gaining feedback, support and assistance from colleagues (5 marks)

·        Consider procedures and strategies that could enhance effectiveness of teaching in own teaching (5 marks)

15  
Reflect on their experience of the Clinical Education in Practice subject (1000-1200 words)

See second page for details of marks for this section

·        Depth of reflection (5 marks)

·        Presentation of ideas (5 marks)

·        Use of language and voice (5 marks)

·        Fluency and organisation (5 marks)

·        Conventions in written format (5 marks)

25  
Total 50  

Rubric_Assignment 4_EDUC 90743_CEiP

 

Comments:

 

 

 

Trait Level of Performance
  Excellent (5) Very good (4) Good (3) Borderline (2) Unsatisfactory (1)
Depth of reflection Develops an insightful essay, skilfully drawing from specific experiences. Reveals feelings and thoughts via description of experiences. Thoroughly compares and contrasts experiences and, where appropriate, relates these to relevant T & L themes. Demonstrate a sophisticated view point Develops a thoughtful essay, drawing from specific experiences. Compares and contrasts experiences and, where appropriate, relates these to relevant T & L themes. Demonstrates an authentic view point

 

Demonstrates a good grasp of reflective writing, though the writing may vary in terms of describing specific experiences. Attempts to compare and contrast specific experiences are made but vary in success. There is limited effort made to relate experiences, where appropriate,  to relevant T & L themes Writes a minimally developed essay which is limited to generalizations, or writes an essay based upon irrelevant experiences. Minimal attempts to compare and contrast experiences or relate these, where appropriate, to any T & L themes

 

Makes no attempt at all to develop a reflective essay. Does not describe any specific experience/s, which prompted reflection. Does not consider any T & L themes where this could be assumed to be relevant. Assumes experience which prompted reflection is implicit in writing
Presentation of ideas Holds the reader’s attention, demonstrates in-depth understanding of their experience, rich with significant supporting evidence. Makes the reader understand the abstract ideas underlying the reflection. Main idea expanded with supporting evidence; analyses the experience by looking at more than one angle. Demonstrates marked appreciation and reflection of experience. Identifiable main idea with some supporting evidence, but may include extraneous or loosely related experiences or ideas. Main idea is unclear, few supporting evidence which may be inconsistent or interfere with the meaning of the text. Off topic, thoughts written in random order with no relation to experience. Uses only simple, obvious statements.
Language

Use & Voice

Uses stylistically sophisticated language that is precise and engaging with notable sense of voice, awareness of audience and purpose Uses language that is fluent and original, with evident sense of voice, awareness of audience and purpose Uses basic but appropriate language, with a basic sense of voice, and some awareness of audience and purpose Uses language that is vague or imprecise for the audience or purpose, with little sense of voice Use language that is unsuitable for the audience and purpose
Fluency and organization Maintains consistent focus on the topic, has a structure and conveys a sense of completeness. Provides mature transitions that serve to clearly connect ideas and thoughts Maintains adequate focus on the topic, has a structure and conveys a sense of completeness, although some lapses in structure occur. Provides adequate transitions to connect ideas and thoughts, but they may be functional rather than skilful Demonstrates an inconsistent

focus on the topic, shows an

attempt at structure, but may ramble or be too choppy, inappropriately paragraphed. Provides transitions that vary markedly between adequate and weak or inconsistent

Demonstrates little or no focus,

has little evidence of structure or any sense of completeness, not or inappropriately paragraphed. Fails to consistently provide

transitions which effectively connect ideas and thoughts

 

Unrelated list of details or events, no structure, not or

inappropriately paragraphed. Unconnected ideas which do not flow; no obvious connections between differing ideas and thoughts

Conventions in written format Demonstrates a solid grasp of standard writing conventions (eg spelling, punctuation, capitalization, sentence structure, word choice, paragraphing) and uses these effectively to enhance  readability. Errors are practically non-existent. Demonstrates a good grasp of standard writing conventions and uses these effectively to enhance readability. The presence of few errors makes the piece generally enjoyable to read and does not significantly interfere with understanding Some control over standard writing conventions. Conventions are sometimes handled well and enhance readability; at other times, errors are distracting and impair readability. Persistent errors in standard

writing conventions consistently

interfere with understanding and

often result in a density of errors

 

Errors in spelling, punctuation,

capitalization, usage, grammar and paragraphing repeatedly

distract the reader and make the text difficult to understand.

 


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