Generic Grade Descriptors for Teaching Practice Assessment

Level of
Performance

Objectives and
Lesson
Planning

Classroom
Language

Teaching
Skills

Class
Management
Skills

Personal
Qualities

DRAFT

Objectives show a very clear

indication of how current work builds
on previous.
Objectives are very relevant,
appropriate to the class, and
sufficiently limited to be achievable
in a single lesson.
Is an excellent model for her
students.
Speaks very audibly and distinctly.
Speed of delivery appropriate to the
class yet natural SRI patterns not
constrained.
Use of English/Chinese appropriate
to the class.
Very good question & elicitation
techniques.
Instructions focused and clear.
Different parts of the lesson
extremely well staged
Excellent sense of timing
Good variety and balance of
activities
Materials very meaningful and
appropriate engaging students
actively and meaningfully; and
assisting in achieving stated
objectives
Variety in classroom interaction.
Pans attention successfully around
whole class.
Able to successfully repair and
improvise.
Amount of TTT / STT talk
appropriate.
Fully able to discipline and control
well where needed.
Relates extremely well to students
on a class and individual basis.
Strong classroom presence
Classroom atmosphere very positive
and supportive conducive to
learning.

Objectives generally show an

understanding of how current work
builds on previous.
Objectives are generally relevant,
appropriate to the class.
May be rather optimistic for what may
be achieved in a single lesson.
Generally a good model.
Speaks audibly and distinctly.
Speed of delivery appropriate to the
class and natural SRI patterns not
constrained.
Use of English/Chinese generally
appropriate.
Good question & elicitation techniques.
Instructions generally clear.

Objectives do not show sufficient

understanding of how current work
builds on previous.
Objectives are barely relevant and
appropriate to the class.
Too much included in terms of what
may be achieved in a single lesson.
A reasonable model of English.
Speaks more or less distinctly.
Speed of delivery may be
inappropriate to the class.
Use of English/Chinese need to be
considered.
Question & elicitation techniques on
the weak side.
Instructions more or less clear.

Objectives show very little sufficient

understanding of how current work
builds on previous.
Objectives are not really relevant or
appropriate to the class.
Far too much included in terms of what
may be achieved in a single lesson.
Not a very good model.
Speaks somewhat unclearly.
Speed of delivery somewhat
inappropriate to the class.
Use of English/Chinese need to be
considered.
Question & elicitation techniques weak.
Instructions unfocused.

Objectives show no
understanding of how
current teaching point
matches students current
needs or level.

Parts of the lesson generally well

staged
Good sense of timing
Quite good variety and balance of
activities
Materials meaningful and
appropriate generally engaging
students meaningfully; and assisting in
achieving stated objectives

Some parts of the lesson work

acceptably
Reasonable sense of timing
Some variety and balance of activities
Materials at times meaningful
sometimes engaging students and
assisting in achieving stated
objectives

Teaching very teacher-directed

Little variety and balance of activities
Poor sense of timing
Materials not meaningful little
engaging students in terms of achieving
stated objectives

Teaching extremely
teacher-directed, with no
variety or balance of
activities
Materials not meaningful and
do nothing to engage
students or to move towards
stated objectives.
Poor sense of timing

Some variety in classroom interaction.

Attempts to involve more than a few
students.
At times able to repair and improvise.
Amount of TTT / STT talk generally
appropriate.
Generally able to discipline and control
well where needed.

Little variety in classroom interaction.

Essentially only a few students being
involved.
Struggles to repair or improvise where
needed.
Generally too much TTT.
Struggles to maintain discipline and
control at times.

No variety in classroom interaction.

Too much TTT.
Few students being involved at all.
Does not know how to repair or
improvise.
Problems in maintaining discipline and
control.

No variety at all in classroom

interaction.
Lesson all TTT.
No students being involved.
Severe problems in
maintaining discipline and
control.

Generally relates well to students on a

class and individual basis.
Quite good classroom presence.
Classroom atmosphere generally
positive and conducive to learning.

Attempts to relate to students but

perceives them as a class rather than
as individuals.
Reasonable classroom presence.
Classroom atmosphere more or less
conducive to learning.

Struggles somewhat to relate to

students.
Somewhat ill at ease in terms of
classroom presence.
Classroom atmosphere not very
conducive to learning.

Not able to relate to students

Poor, aloof, classroom
presence
Classroom atmosphere very
unconducive to learning

A poor model.
Speaks unclearly, with an
inappropriate speed of
delivery.
Use of English/Chinese
inappropriate.
Question & elicitation
techniques poor and
instructions very unfocused.