Journal Task

Assessment 1: Journal task (Sessions 1, 4, 5 & 6) and forum post (Session 3)

Criteria N (0-12) P (12.5-16) C (16.5-18.5) D (19-21) HD (21.5-25)

Content

Understanding

(5/25)

Demonstrates

limited

understanding of

the concepts

discussed. Does not

engage deeply with

the prompts. For

instance, in Journal

Task #1, the

writer's response

lacks depth, merely

outlining superficial

ideas about their

ideal classroom

environment

without considering

the influence of

beliefs or

worldview on their

teaching practice.

Shows basic

understanding of the

concepts discussed, with

some attempt to address

the prompts. For

example, in Journal Task

#4, the writer briefly

mentions motivation

strategies for

academically

unmotivated students

without delving into the

potential impact of a

faith-based worldview on

motivation.

Shows satisfactory

understanding of the concepts

discussed, providing coherent

responses to the prompts. For

example, in Journal Task #5, the

writer identifies the age/class

for teaching a specific topic and

briefly discusses its contribution

to the learning area.

Demonstrates

thorough

understanding of the

concepts discussed,

with insightful

reflections and

connections made.

For example, in

Journal Task #6, the

writer provides a

detailed analysis of

the ethical scenario,

considering potential

issues,

consequences, and

proactive measures

in depth.

Exhibits exceptional

understanding of the concepts

discussed, with profound

insights and nuanced

connections made. For

example, in Journal Task #1,

the writer not only outlines

their ideal classroom

environment but also explains

how their beliefs and

worldview will influence their

teaching practice,

demonstrating a deep

understanding of the prompt.

Integration of

Readings and

Session

Narrative

(5/25)

Demonstrates little

or no integration of

readings or session

narrative effectively

to support ideas

and reflections.

Makes minimal attempt

to integrate readings or

session narrative to

support ideas and

reflections.

Integrates readings and session

narrative adequately to support

ideas and reflections.

Integrates readings

and session narrative

effectively to

enhance depth of

analysis and

reflection

Seamlessly integrates readings

and session narrative to

provide exceptional depth of

analysis and reflection.

Depth of

Reflection

(10/25)

Provides shallow or

superficial

reflections on the

prompts. Lacks

depth or critical

analysis. For

example, in Journal

Task #2, the

writer's analysis of

student motivation

strategies lacks

depth, merely

listing generic

approaches without

considering their

effectiveness or

implications.

Attempts to provide

reflections on the

prompts but lacks depth

or thoroughness. In

Journal Task #3, the

writer briefly mentions

potential methods for

motivating students but

fails to delve deeply into

their rationale or

implications.

Offers meaningful reflections on

the prompts, considering

various perspectives and

implications. In Journal Task #4,

the writer critically examines

the potential impact of a faith-

based worldview on student

motivation, considering both

positive and negative

implications.

Provides deep and

thoughtful

reflections on the

prompts, considering

multiple

perspectives and

implications. In

Journal Task #5, the

writer reflects on the

potential impact of

teaching methods

and learning

activities on different

types of

intelligences,

demonstrating a

thorough

understanding of the

topic.

Offers profound reflections on

the prompts, showcasing

exceptional depth of insight

and analysis. In Journal Task

#6, the writer provides a

detailed analysis of the ethical

scenario, considering potential

issues, consequences, and

proactive measures in depth.

Clarity and

Organisation

(5/25)

Ideas are unclear

and poorly

organised, making

it difficult to follow

the writer's train of

thought.

Ideas are somewhat clear

but lack organisation,

making it somewhat

difficult to follow the

writer's train of thought.

Ideas are presented with clarity

and organisation, making it

generally easy to follow the

writer's train of thought.

Ideas are presented

clearly and logically

organised, making it

easy to follow the

writer's train of

thought.

Ideas are presented

exceptionally clearly and

logically organised, facilitating

a seamless flow of thought.

Discussion Forum(s): Participation and engagement on

Not relevant or breaches online communication guidelines.

Insightful participation and engagement in the conversation on specified questions.

specified questions. Satisfactory or Unsatisfactory

Assessment 2: Essay Lesson Planning

Criteria N (0-14) P (15-19) C (19.5-22) D (22.5-25) HD (25.5-30)

1. Philosophical

Values and

Beliefs

(7/30)

Demonstrates minimal

understanding of

philosophical values

and beliefs or their

relevance to creating a

stimulating learning

environment.

Demonstrates a

basic understanding

of philosophical

values and beliefs,

with some

connections made to

creating a

stimulating learning

environment.

Demonstrates a solid

understanding of

philosophical values

and beliefs, with

clear connections

made to creating a

stimulating learning

environment.

Shows a comprehensive

understanding of

philosophical values and

beliefs, with insightful

connections made to

creating an optimal learning

environment.

Demonstrates exceptional depth

of understanding and articulation

of philosophical values and

beliefs, with profound insights

made to creating an optimal

learning environment.

2. Application of

Values and

Beliefs in

Assessment

(7/30)

Provides a limited

explanation of how

values and beliefs are

applied in

implementing

formative or summative

assessment.

Provides a basic

explanation of how

values and beliefs

are applied in

implementing

formative or

summative

assessment, with

some use of

assessment data.

Provides a sound

explanation of how

values and beliefs

are applied in

implementing

formative or

summative

assessment, with

relevant examples

and an openness to

learning and

improvement.

Provides a thorough

explanation of how values

and beliefs are applied in

implementing formative or

summative assessment,

with effective use of

assessment data.

Provides a sophisticated and

innovative explanation of how

values and beliefs are applied in

implementing formative or

summative assessment, with

creative approaches and

adaptive strategies.

3.

Communication

Strategies for

Student

Engagement

(7/30)

Demonstrates minimal

understanding of verbal

and non-verbal

communication

strategies or their

relevance to student

engagement and

Demonstrates a

basic understanding

of verbal and non-

verbal

communication

strategies, with

limited descriptions

Demonstrates a solid

understanding of

some verbal and

non-verbal

communication

strategies, with

effective

Shows a strong

understanding of various

verbal and non-verbal

communication strategies,

with clear descriptions of

their relevance to student

Demonstrates an exceptional

understanding of a wide range of

verbal and non-verbal

communication strategies, with

innovative descriptions of their

relevance to student

managing disruptive

behaviour.

of their relevance to

student engagement

and managing

disruptive behaviour.

descriptions of their

relevance to student

engagement and

managing disruptive

behaviour.

engagement and managing

disruptive behaviour.

engagement and managing

disruptive behaviour.

Organisation

and Clarity

(4/30)

Essay is poorly

organised, with little

coherence or logical

progression of ideas,

and pervasive

grammatical errors that

impede understanding.

Essay lacks clear

organisation, with

confusing or

disjointed ideas, and

numerous

grammatical errors

that hinder

understanding.

Essay is adequately

organised, with

some lapses in clarity

or logical

progression of ideas,

and occasional

grammatical errors,

but demonstrates a

willingness to learn

and improve. Little

reading from CUO

Essay is well-organised,

with a clear progression of

ideas, and mostly free from

grammatical errors. Use

readings from CUO

Essay is exceptionally well-

organised, with a clear and

logical progression of ideas, and

flawless grammar and

mechanics. Use readings from

CUO

Overall

Assessment

(5/30)

Essay demonstrates

little or no

understanding of the

topics or their

relevance.

Essay demonstrates

a basic

understanding of the

topics but lacks

depth or clarity in

some areas.

Essay demonstrates

a good

understanding of the

topics, though some

areas could be

further developed or

clarified.

Essay demonstrates a solid

understanding and analysis

of all three topics, with

some areas showing

exceptional insight and

innovation.

Essay demonstrates exceptional

insight, depth, and clarity,

providing a comprehensive

understanding and analysis of all

three topics.

Assessment 3: Lesson Planning

Criteria N (0-22) P (22.5-28.5) C (29-33) D (33.5-37.5) H (38-45)

Breadth of teaching strategies, and appropriate time allocation. (5/45)

Demonstrates little or no breadth of teaching strategies, and appropriate time allocation.

Demonstrates basic breadth of teaching strategies, and appropriate time allocation.

Demonstrates a good breadth of teaching strategies, and appropriate time allocation.

Demonstrates an excellent breadth of teaching strategies, and appropriate time allocation.

Demonstrates an outstanding breadth of teaching strategies, and appropriate time allocation.

Coherence of Scope and Sequence. (10/45)

Demonstrates little or no coherence of Scope and Sequence.

Demonstrates a basic coherence of Scope and Sequence.

Demonstrates a sound coherence of Scope and Sequence.

Demonstrates a very sound and insightful coherence of Scope and Sequence.

Demonstrates an exceptionally insightful coherence of Scope and Sequence.

Logical progression of the unit, evidence of differentiation, appropriateness of assessment, quality of layout, clarity of unit program. (15/45)

Demonstrates little or no logical progression of the unit, evidence of differentiation, appropriateness of assessment, quality of layout, clarity of unit program.

Demonstrates a basic logical progression of the unit, evidence of differentiation, appropriateness of assessment, quality of layout, clarity of unit program.

Demonstrates a sound logical progression of the unit, evidence of differentiation, appropriateness of assessment, quality of layout, clarity of unit program.

Demonstrates a sound and insightful logical progression of the unit, evidence of differentiation, appropriateness of assessment, quality of layout, clarity of unit program.

Demonstrates an exceptionally insightful logical progression of the unit, evidence of differentiation, appropriateness of assessment, quality of layout, clarity of unit program.

A lesson plan with an identifiable introduction, body, and conclusion, displaying variety within lesson, and making appropriate use of resources. (10/45)

Demonstrates a poor or no lesson plan with an identifiable introduction, body, and conclusion, displaying variety within lesson, and making appropriate use of resources.

Demonstrates a basic lesson plan with an identifiable introduction, body, and conclusion, displaying variety within lesson, and making appropriate use of resources.

Demonstrates a sound lesson plan with an identifiable introduction, body, and conclusion, displaying variety within lesson, and making appropriate use of resources.

Demonstrates a very sound and insightful lesson plan with an identifiable introduction, body, and conclusion, displaying variety within lesson, and making appropriate use of resources.

Demonstrates an exceptionally insightful lesson plan with an identifiable introduction, body, and conclusion, displaying variety within lesson, and making appropriate use of resources.

Adherence to appropriate academic presentation and convention, including spelling, grammar, bibliographic sourcing and referencing (5/45)

A number of spelling mistakes, grammatical inconsistencies and other obvious errors. Not appropriately presented. No consultation of adequate and appropriate sources. Sources are not referenced.

Some spelling mistakes, grammatical inconsistencies and other obvious errors. Legible and appropriately presented. Some consultation of adequate and appropriate sources. All sources are referenced.

Very few spelling mistakes, grammatical inconsistencies and other obvious errors. Very good presentation and attention to detail. Wide consultation of adequate and appropriate sources. All sources are referenced.

Absence of spelling mistakes, grammatical inconsistencies and other obvious errors. Excellent presentation and attention to detail. Excellent consultation of adequate and appropriate sources, including more complex sources. All sources are referenced.

Absence of spelling mistakes, grammatical inconsistencies and other obvious errors. Outstanding presentation and attention to detail. Superior consultation of adequate and appropriate sources, including many complex sources. All sources are referenced.