Methodology Assessment Rubric
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A |
B
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C |
D |
E |
F |
Topic |
Content |
Clear, detailed presentation of the topic with full understanding; good arguments; good effective logical structure. |
Some features of A and some features of C. |
Clear, simplified presentation; partial understanding of the topic; reasons in support of or against a particular viewpoint given with hesitation. Occasionally guiding questions are needed. |
Some features of C and some features of E |
Little understanding of the topic; few arguments; often not completely correct; parts missing. |
Very little understanding of the topic; arguments sometimes incorrect; parts missing. |
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Style and Language |
Appropriate to the content; methodology terms used where necessary. Language quality is high (both range and accuracy), fluent, and natural. |
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Terminology sometimes substituted by general expressions. Searching for words; prompts necessary. Language either limited in range or accuracy; frequent hesitations. |
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Simple way of explanation with frequent pauses and hesitations; terminology not often used; much prompting necessary; problems with accuracy and fluency. |
Lack of terminology; mistakes in grammar or pronunciation. |
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Applications |
Linking theory to practice giving good examples from portfolio. Flexible and creative in professional attitudes. Evidence of reflection. |
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Efforts to link theory to practice; at times examples from portfolio don’t show full understanding of the theory - either limited in quality or creativity. Limited evidence of reflection. |
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Can give a limited number of practical examples which don’t demonstrate the principles, or good examples without any rationale. Very limited evidence of reflection. |
No or wrong arguments; no justification. No evidence of underpinning theory. Wrong choice of practical activities and examples. Inflexible attitude to facts. |
Literature |
Titles |
Consistently refers to appropriate literature, specifying the title and author. Evidence of critical evaluation of reading. Good bibliography with evidence of reading beyond the required sources. |
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Refers to a limited number of titles; at times can’t specify the title or the author. Some evidence of critical evaluation of reading. Good bibliography containing required sources. |
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Refers to only one title; only summarises the content, no critical evaluation. Limited bibliography; not all required sources given. |
There is very little or no evidence of reading. Candidate can’t choose the right books or gives titles they have evidently never read. |
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Evaluation |
Critically evaluates wide range of resources and teaching experience. Can apply constructively. |
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Limited evaluation of different resources and teaching experience. Limited ability to apply constructively. |
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Limited evaluation of few resources and teaching experience. Can’t think of constructive solutions. |
Not able to adapt the content of the books or experience from teaching practice and use them constructively. |
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Views |
Gives own informed views on variety of issues. |
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Reluctant to express own opinions or give opinions based on improvised thoughts. |
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Gives hardly any views. |
Gives no views. |
2 METHODOLOGY OF MEASUREMENT AND CALCULATION OF THE MONITORING
2005GSCINF 03 INSPECTION METHODOLOGY FOR PLANT QUARANTINE R GRIFFIN
2006BASED PUPIL PROJECTIONS METHODOLOGY 1 THE MODELLING PROCESS USES
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