Teaching Skills Input Session 1D: Assessment
To gain the Trinity CertTESOL, you need to pass all the five units described already.
Trinity does not make distinctions on levels of pass grades. However, Spainwise will assess all units on a Strong Pass / Pass/ Refer / Fail basis. This will aggregate to form an overall internal grade. In line with the weighting given to Unit 1 (Teaching Skills), a higher grade cannot be awarded than is given on this unit.
In the event of a trainee not completing all the work to the required standard by the day of the moderation, tutors might recommend that a candidate be referred on one or more units. Referred work will need to be sent to Trinity for moderation and will involve the payment of an additional fee. Trainees can be referred on a maximum of two units, not including the Unit 4 Materials Assignment interview with the external moderator. Referrals can only be given at the discretion of course tutors.
The Materials Assignment and the Materials Assignment Interview are directly assessed by Trinity College London’s external moderator. Trainees must pass both written and oral components. In the event of this not happening, the trainee may also be referred on this unit and re-sit the interview at a later date, if this is considered appropriate.
We have already seen descriptors for each of the units here.
Spainwise will issue a brief post-course report to all candidates to act as an aid in seeking employment.
UNIT 1: Teaching Practice Assessment Criteria
| Teaching Practice | Strong Pass | Pass | Below Standard | Fail |
|---|---|---|---|---|
| Aims | Clear aims, appropriate to level, which are fully realized. | Reasonably clear aims, which are generally appropriate to level and realized in broad terms. | Aims are rather inappropriate to level or vague. Inconsistent achievement of aims. | Very vague or inappropriate aims, little evidence of any effective planning. |
| Rapport / Management | Creates a very friendly, enjoyable atmosphere on both class /individual level. | A generally friendly/enjoyable atmosphere. On both class/individual level | Lesson generally conducted in appropriate manner but lacking sometimes warmth and support. | A sometimes tense atmosphere with trainee failing to respond adequately to class or individuals. |
| Materials | Produces materials of a very high standard, fully relevant to the lesson. | Produces materials of acceptable standard, which are generally relevant to lesson objectives. | Materials may be under presentable standard, and not always clearly applicable to lesson objectives. | Materials are often unclear or untidy and lacking in relevance to lesson objectives. |
| STT / TTT | Keeps TTT to a minimum, providing every opportunity for STT/ real communication. | TTT is generally kept at an appropriate level with some strategies to encourage STT and real communication. | TTT is sometimes excessive and limits STT/ real communication. | TTT is excessive and detrimental to student communication. Fails to facilitate opportunities for STT. |
| Instructions / Teacher Language | Very clear and concise instructions and examples, fully appropriate to learners’ level of English. | Instructions/examples generally clear and concise, appropriate to students’ level of English. | Instructions/examples are sometimes vague or inconcise or inappropriate to learners’ level of English. | Instructions/examples are often confusing and inconcise or inappropriate to learner level of English. |
| Interaction & Pace | Portrays a variety of interaction patterns, fully appropriate to lesson stages. Maintains a lively pace, while reacting to learner needs. | Utilises a reasonable variety of patterns, generally appropriate to lesson stage. Lesson generally conducted at reasonable pace. | Utilises some different interaction patterns, which however may not be appropriate to lesson stage. Pace occasionally lags. | No exploitation of different interaction patterns, or patterns used at inappropriate lesson stage. Pace slow/de-motivating. |
| Correction | Uses a wide variety of correction techniques in a sympathetic manner in appropriate situation. | Demonstrates some different correction techniques generally appropriate to situation, in a supportive manner. | Uses a limited range of techniques. Correction sometimes inappropriate to situation or done in unsympathetic manner. | Very little correction taking place or inappropriate techniques being used. Manner of correction is often un-sympathetic. |
| Feedback | Conducts clear feedback sessions, often leading feedback into relevant areas and taking account of stronger/weaker learners. | Feedback is generally clear, and addresses relevant areas., Shows an appreciation of stronger /weaker learners. | Feedback not always clear. Comments sometimes lack insight and do not take learner ability into account. | Feedback is extremely confusing with no accounting for learner ability. |
| Lesson Plans | Lesson plan is very well-presented. Aims are clear and realistic with appropriate procedures. | Lesson plan is reasonably well-presented. Aims are recognisable with procedures generally in line with their attainment. | Lesson aim is vague or unrealistic, with procedures that will not necessarily lead to attainment. | Lesson plan is very untidy or difficult to follow. No recognizable aims or corresponding procedures. |
UNIT 1: Teaching Practice Portfolio Assessment Criteria
| Teaching Practice Portfolio | Strong Pass | Pass | Below Standard | Fail |
|---|---|---|---|---|
| Lesson Plans (including clarity of aims /procedures) | Plans clearly identifiable lesson aims and relevant sub aims. Procedures apply to aims and are clear to follow. Makes full use of appropriate terminology. | Aims usually identified appropriately, with corresponding procedures that are generally clear to follow. Makes some use of appropriate terminology. | Identifies some lesson aims and demonstrates a basic understanding of lesson structure, but important omissions. Could make greater use of appropriate terminology. | No clear understanding of lesson aims /sub aims or appropriate procedures. Plan is difficult to follow. Very little use of appropriate terminology. |
| Self-evaluation | Self-evaluations demonstrate a strong awareness of level of achievement in terms of stated aims. Alternative strategies are clear and appropriate. Personal aims for next lesson show a good level of reflection. | Self-evaluations demonstrate an awareness of level of achievement in terms of stated aims, but some omissions. Alternative strategies are described and are generally appropriate. Personal aims for next lesson indicate that some reflection has taken place. | Self-evaluations demonstrate a basic awareness of level of achievement in terms of stated aims, but some important omissions. Alternative strategies are described but are not always appropriate. Personal aims for next lesson indicate that limited reflection has taken place. | Self-evaluations fail to demonstrate a basic awareness of level of achievement and there are major omissions. Alternative strategies are rarely described and are often inappropriate. Personal aims for next lesson indicate a lack of any reflection. |
| Summary reflecting learning experience of the individual and the group with wider implications for language learning | Shows deep insight into learning experience on both a personal and class level with clear implications for future development. | Shows some insight into the learning experience and makes several key points about implications for future development. | Shows a very basic insight into the learning experience on a personal basis but implications left underdeveloped. Wider implications for future development also skimpy. | Shows almost no ability to reflect on and analyse the learning experience with very little appreciation of wider implications for future development. |
| Presentation of Portfolio | Portfolio is extremely well-presented, concise and easy to read. | Portfolio is clearly presented and of appropriate length. May contain occasional linguistic areas. | Portfolio is basically clear but might be of inappropriate length or contain excessive linguistic errors. | Portfolio is very difficult to follow due to linguistic errors, inappropriate length or confused presentation. |
UNIT 1: Guided Observation Journal Assessment Criteria
| Teaching Practice Journal | Strong Pass | Pass | Below Standard | Fail |
|---|---|---|---|---|
| Ability to identify lesson objectives and their realization | All lesson objectives clearly identified with thorough evaluation of their realization. | Lesson objectives generally identified with clear corresponding evaluation of their realization. | Several lesson objectives remain unidentified or unclear with realization not always evaluated. | Lesson objectives basically unidentified with very little attempt to assess their realization. |
| Analysis of practical techniques with clear examples | Shows full appreciation of practical application of techniques with points/criticisms fully supported by examples. | Shows appreciation of practical application of techniques, points/criticisms usually supported by example. | Shows a basic appreciation of practical application of techniques, though often lacking in supportive examples. | Fails to show any clear appreciation of practical teaching techniques or support points with examples. |
| Identify reasons for teacher’s strategies / learner response during the lesson | Full insight into teacher’s use of particular strategies and /or learner response as appropriate. Provision of alternatives when applicable. | Provides reasons for teacher’s strategies and /or learner response during lesson. Sometimes offers alternatives when applicable. | Shows a basic appreciation of teacher strategies, and /or learner response though some points omitted. Occasionally offers alternatives. | Shows little insight into teaching strategies and offers no alternatives when applicable. |
| Appreciation of relevancy to own teaching | Indicates extremely clear links between observation and how this may be beneficially applied to own teaching. | Makes some good links between observation and practical application to own teaching. | Makes some links between observation and own teaching, though several relevant points are omitted. | No real links made between observation and relevancy to own teaching. |
| Presentation of observation journal | Journal extremely well presented, concise and easy to read. | Journal is satisfactorily presented, appropriate length and style. Might contain occasional linguistic errors. | Journal may be unclear at times and be of inappropriate length or contain excessive linguistic errors. | Journal is very difficult to follow due to linguistic errors, inappropriate length or confused presentation. |
UNIT 2: Language Awareness and Skills Test Assessment Criteria
| Language Awareness Test (1 hour) | Strong Pass | Below Standard | Fail |
|---|---|---|---|
| 80-100% | 60-79% | 40-59% | 0-39% |
UNIT 3: Learner Profile Assessment Criteria
| Teaching Practice | Strong Pass | Pass | Below Standard | Fail |
|---|---|---|---|---|
| Identifying Student’s Learning Needs | Very clear analysis of needs with reference to all 4 skills and making full use of appropriate terminology. | Gives analysis of needs with reference to all 4 skills, though omitting some points. Makes use of some appropriate terminology. | Some learner needs covered though with important omissions. Reference to all 4 skills. Contains insufficient appropriate terminology. | Learner needs largely uncovered or ignored with major omissions in most areas. Almost no appropriate terminology. |
| Analysis of Errors | Errors clearly grouped by type with thorough analysis and reference to L1, demonstrating background reading. | Errors grouped by type with satisfactory analysis and reference to L1 demonstrating some background reading. | Errors generally grouped by type though misinterpretations occur. Some reference made to L1, though little evidence of reading. | Errors unclearly grouped with thin analysis and no reference to L1 or any background reading. |
| Recommendation for Future Study | Key points identified clearly and thoroughly for both new and remedial study in all relevant language areas. | Identifies some key points for both new and remedial study in all relevant language areas. Some points may be omitted. | Some key points identified for new and remedial study. However, coverage is unbalanced with omissions occurring. | Contains only vague suggestions for new and remedial study with no real balance and major omissions. |
| Planning & Execution of 1:1 Lesson | Lesson plan fully appropriate to learner needs with lesson thoroughly evaluated in journal. | Lesson plan mostly appropriate to learner needs, with a good evaluation of the lesson, though occasional points may be missing. | Lesson plan material makes insufficient reference to learner needs. Evaluation has some major points missing. | Lesson plan totally inappropriate to learner needs. Evaluation lacks any real analysis of lesson’s execution. |
| Use of Phonemic Script in 30-word Transcription and Error Analysis | Makes error-free use of phonemic script showing clear awareness of weak forms and connected speech. | Makes satisfactory use of phonemic script despite occasional errors. Shows awareness of weak forms and connected speech. | Shows basic knowledge of phonemic script, though with several important errors. Shows an appreciation of weak forms/connected speech but used inconsistently. | Minimal use of phonemic script or contains large number of errors. No appreciation of weak forms or connected speech. |
| Presentation of Journal | Journal is very well presented, concise and easy to read. | Journal clearly presented, and of appropriate length and style. Might contain occasional linguistic errors. | Journal is basically clear but might be of inappropriate length, contain noticeable linguistic errors. | Journal is very difficult to follow due to linguistic errors, inappropriate length or confused presentation. |
UNIT 4: Materials Assignment Assessment Criteria
| Materials Assignment | Pass | Below Standard |
|---|---|---|
| 14-24 | 0-13/24 |
Unit 5:Unknown Language Journal Assessment Criteria
| Unknown Language Journal | Strong Pass | Pass | Below Standard | Fail |
|---|---|---|---|---|
| Appreciation of Lesson aims and structure with use of terminology | Clearly identifies all lesson aims and reasons for lesson structure. Makes full use of appropriate terminology. | Identifies most lesson aims and demonstrates understanding of lesson structure. Often uses appropriate terminology. | No clear understanding of lesson aims or reasons for structure. Little use of appropriate terminology. | Fails to satisfy the course requirements completely. |
| Appreciation of teacher technique and interaction patterns | Full appreciation of techniques used by teacher, including different interaction patterns. | Shows appreciation of teacher’s techniques including some different interaction patterns. | No real appreciation of teacher’s techniques or use of different interaction patterns. | Fails to satisfy the course requirements completely. |
| Implications for trainee’s own future teaching | Demonstrates extremely clearly and fully how points observed will prove relevant to own teaching. | Makes clear how certain observed points will prove relevant to own teaching, though other areas could be further developed. | Demonstrates little evidence of how points observed will prove relevant, with key areas omitted. | Fails to satisfy the course requirements completely. |
| Appreciation of contrastive features of the unknown language and English | Demonstrates excellent capacity to identify similarities/differences in phonological, lexical and grammatical areas. | Demonstrates capacity to identify some key similarities/differences in different language areas. | Demonstrates little awareness of the similarities/differences in any language area. | Fails to satisfy the course requirements completely. |
| Appreciation of contrastive features of the unknown language and English | Demonstrates excellent capacity to identify similarities/differences in phonological, lexical and grammatical areas. | Demonstrates capacity to identify some key similarities/differences in different language areas. | Demonstrates little awareness of the similarities/differences in any language area. | Fails to satisfy the course requirements completely. |
| Summary reflecting learning experience of the individual and the group with wider implications for language learning | Shows deep insight into learning experience on both a personal and class level with clear implications for language learning. | Shows an insight into the learning experience on a personal basis and makes a number of key points about implications for language learning. | Shows little ability to reflect on and analyse the learning experience with little appreciation of wider implications for language learning. | Fails to satisfy the course requirements completely. |
| Presentation of journal | Journal is extremely well-presented, concise and easy to read. | Journal is generally clearly presented and might be of appropriate length. May contain occasional linguistic errors. | Journal is difficult to follow due to linguistic errors, inappropriate length or confused presentation. | Fails to satisfy the course requirements completely. |
Overall Internal Grade – Assessment Criteria
| Total Marks | Strong Pass | Pass | Below Standard | Fail | |
|---|---|---|---|---|---|
| Teaching Practice: | 720 | 576-720 | 432-575 | 288-431 | 0-287 |
| Teaching Practice Portfolio | 440 | 352-440 | 264-351 | 176-263 | 0-175 |
| Guided Observation Journal | 240 | 192-240 | 144-191 | 96-143 | 0-95 |
| UNIT 1 | 1400 | 1120-1400 | 840-1119 | 560-839 | 0-559 |
| Language Awareness & Skills Test | 600 | 480-600 | 360-479 | 240-359 | 0-239 |
| UNIT 2 | 600 | 480-600 | 360-479 | 240-359 | 0-239 |
| Learner Profile | 600 | 480-600 | 360-479 | 240-359 | 0-239 |
| UNIT 3 | 600 | 480-600 | 360-479 | 240-359 | 0-239 |
| Materials Assignment | 24 | – | 14 | 0-13 | – |
| UNIT 4 | 600 (24 x 25) | 350 | 0-349 | ||
| Unknown Language Journal | 600 | 480-600 | 360-479 | 240-359 | 0-239 |
| UNIT 5 | 600 | 480-600 | 360-479 | 240-359 | 0-239 |
Provisional Internal Result (Prior to external moderation of Unit 4 by Trinity College London):
- Strong Pass:
- Pass:
- Below Standard:
- Fail:
- 3-4 strong passes, as long as one of the strong passes is in Unit 1
- 4 passes / 2-3 passes + 1-2 strong passes
- 1 or more units referred
- 1 or more units failed
Final Result (integrating Pass or Refer for Unit 4 in accordance with external moderation of Unit 4 by Trinity College London):
- Strong Pass:
- Pass:
- Below Standard:
- Fail:
- 3-5 strong passes, as long as one of the strong passes is in Unit 1
- 4 passes / 3-4 passes + 1-2 strong passes
- 1 or more units referred
- 1 or more units failed
