Unit 4 Teaching Assessment Form 1
Trinity DipTESOL
Unit 4 Teaching Assessment
Guidance Notes for completion of Assessment Forms
1. Lesson Planning
Criterion F P D Notes
LP1: Learning objectives are clear, The lesson plan & documentation (henceforth referred to as ‘plan’)
achievable and appropriate and include sets out lucidly attainable and appropriate learning goals,
an integrated phonological point containing a receptive or productive phonological focus related to
the main outcomes.
LP2: Tasks and activities match lesson The planned activities must contribute directly towards attainment
objectives and learner profiles of the declared learning goals and must take account of data
provided in the profiles.
LP3: Class and learner profiles are The teacher must provide evidence of having collected useful class
focused and relevant and individual data to aid in the process of customising the lesson
to the learners’ level and needs.
LP4: Potential learner and teacher The plan indicates that potential difficulties which might be
difficulties are appropriately anticipated; encountered by both learners and teachers have been anticipated;
plan shows in-built flexibility, that solutions have been considered; and that methods of providing
differentiation and awareness of class/ differentiated teaching/learning have been integrated.
individual needs
LP5: Rationale and place in scheme of The teacher provides a rationale for choice of lesson content,
work are provided staging model, activities & materials, together with an outline
scheme of work contextualising the lesson (in the learners’ course
of study or within the cycle of DipTESOL assessed lessons).
LP6: Appropriate lesson staging, timings The plan must be set out in such a manner that the lesson flow is
and interaction patterns are indicated, made explicit and transparent, clearly differentiating between
forming a coherent and varied whole group-, pair- & full-class work, and indicating the projected
durations of activities.
LP7: demonstrates good understanding The teacher must provide a detailed breakdown of the language
of the language / skills to be presented point(s) and/or (sub)skills being taught or developed, thus providing
and has included a thorough analysis evidence that appropriate research and preparation has taken
place.
LP8: Plan clearly indicates when and how It must be clear from the plan exactly how and at what point(s) in
assessment of learning objectives will the lesson the teacher proposes to assess how far the declared
take place. learning objectives have been attained.
LP9: Documentation is well-organised The lesson plan and documentation must contain all the
and complete, presented in accurate and components listed in the Syllabus; must be well signposted to
appropriate written English throughout enable easy navigation by the assessor; and must be expressed in
language appropriate to that of an experienced teacher of English.
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LP10: Pre-lesson discussion with The teacher must be able to respond appropriately to any requests
teacher demonstrates understanding of for explanation or amplification which might be made by the
lesson aims and materials and wider assessor.
teaching context and clarifies plan, where
necessary
Unit 4 Teaching Assessment Form 2A
Trinity DipTESOL
Unit 4 Teaching Assessment
Guidance Notes for completion of Assessment Forms
2. Lesson Delivery
Criterion F P D Notes
LD1: Teacher creates environment The teacher must appear professional and encouraging, and
conducive to learning and maintains create a good-natured and stimulating atmosphere .
levels of motivation and interest
LD2: Genuine and meaningful S-S interaction must focus on study, development and use of
communication between learners language items/skills in real or realistic contexts.
takes place
LD3: Teacher communicates efficiently The teacher should be inclusive of all class members and use
and effectively with group and with names, where possible; Teacher Talk should be to the point;
individuals, using clear and accurate teacher's written and spoken English is in all aspects a suitable
spoken and written English model for the students.
LD4: Teacher uses voice and body Teacher varies manner of speaking according to function of
language in order to establish and teacher talk; facial expression, posture and position in the room
maintain appropriate professional are appropriate; language is supported by conscious gesture,
presence when appropriate.
LD5: Teacher succeeds in implementing Instructions are given once attention has been ensured; are clear,
tasks and activities through clear and checked as necessary; demonstration of tasks is given as
instructions appropriate; early monitoring ensures that learners are on task.
LD6: There is appropriate balance of Teacher Talk Time and Quality vs Student Talk Time are balanced
teacher and learner language and appropriately; lesson is student-centred.
activities, in line with lesson objectives
LD7: Both group and individual needs are Emerging difficulties (logistical and linguistic) and disparities in
addressed, including differentiation of levels are addressed appropriately; faster and slower finishers are
tasks or outcomes catered for sensibly.
LD8: Pace, timing and transitions Planned timings/contingency stages are adhered to in principle but
between stages are appropriate to flexibility is exercised in order to achieve objectives.
achievement of lesson objectives
LD9: Learner-centred teaching strategies Teacher questioning and feedback are personalised; learners can
are employed, such as personalisation of relate to language exemplars/contexts.
topic and language
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LD10: There is appropriate variety of A range of task types caters for learning preferences in addressing
tasks, activities, focus and roles the learning objectives and helps maintain learner engagement.
Unit 4 Assessment Form 2B
Trinity DipTESOL
Unit 4 Teaching Assessment
Guidance Notes for completion of Assessment Forms
2. Lesson Delivery
Criterion F P D Notes
LD11: The teacher focuses on the use Study and practice of language/skills must take place in clearly
of language in context defined settings, situations and scenarios.
LD12: There is clear evidence of There must be tangible evidence of improvement in the learners'
language/skills development taking use of the target language/skill for communication.
place
LD13: Opportunities are given to learners Pronunciation work, for receptive and/or productive purposes, is
to develop phonological sub-skills for integrated.
listening and/or speaking
LD14: Meaning and concept are The teacher's explanations and examples of meaning are clear
conveyed and checked effectively and relevant; concepts are clearly checked.
LD15: There is sufficient and effective The teacher uses varied and frequent correction for spoken and/or
error correction, including feedback on written production at appropriate times, using a variety of
errors techniques.
LD16: There is sufficient and effective Monitoring is close but not intrusive; individual help is given as
monitoring of learners’ performance in appropriate; 1:1 T-S conversations during monitoring do not
tasks and activities distract the class.
LD17: The teacher demonstrates an Any changes, which may be micro- or macro-, are focused on
ability to adapt the written lesson plan, as achievement of purposeful learning; the teacher need not make
necessary changes solely for display purposes in the assessment.
LD18: Integration of skills is Different skills are practised in addressing the objectives, even
demonstrated though there may well be one main skills focus.
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LD19: Lesson aids and materials are Classroom equipment, learners' own technology and the lesson
effectively exploited in order to meet materials are used in a focused and engaging way.
stated lesson objectives
LD20: Learners are encouraged to There is review/noticing/reflection on learning after tasks, during
evaluate, review and reflect on their monitoring or teacher talk, and/or at the end of the lesson.
learning
Unit 4 Teaching Assessment Form 3
Trinity DipTESOL
Unit 4 Teaching Assessment
Guidance Notes for completion of Assessment Forms
3. Lesson Evaluation
Criteria F P D Notes
LE1: Discussion of achievement of learning The teacher can evaluate accurately, citing evidence,
objectives the degree to which the declared learning objectives
were attained and acknowledges any missed
opportunities.
LE2: Evaluation of effectiveness of phonological The teacher is able to gauge how far both planned and
components of lesson spontaneous phonological work contributed towards the
learners’ language development .
LE3: Justification for any changes to written plan The teacher can provide a sound rationale for exercising
in implementation of lesson flexibility with planned timings or activities and/or can
justify decisions taken not to deviate from the plan.
LE4: Evaluation of appropriacy and effectiveness The teacher is able to assess how far each of the
of tasks, activities, aids and materials planned activities and aids & materials contributed to
the success (or otherwise) of the lesson.
LE5: Discussion and awareness of motivation and The teacher is aware of how far the lesson successfully
learner strategies catered to the different types of motivation and learning
strategies brought to the classroom by the learners, and
of motivation levels during the lesson taught.
LE6: Discussion and awareness of cultural and L1 The teacher is able to discuss any issues that arose, or
factors and class dynamics were in evidence, related to cultural or own-language
factors, and/or to interpersonal dynamics.
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LE7: Discussion and understanding of balance of The teacher is able to evaluate, citing evidence, how far
group/individual needs, including differentiation of the lesson addressed both whole-class and individual
tasks and outcomes learning needs (e.g. correction, attention during
monitoring, more and less vocal/ linguistically able/
engaged learners).
LE8: Discussion and awareness of potential The teacher is able to describe, in hindsight, more
alternative methods, approaches, techniques and effective ways of achieving the declared outcomes, and,
strategies more generally, other approaches that might equally
have been used.
LE9: Discussion and awareness of how the The teacher provides evidence of applying an informed
lesson relates to the teacher’s general beliefs and principled approach to teaching – i.e. can describe
his/her policies for aspects of teaching and
management in general (e.g. dictionaries, lateness, use
of phonemic chart).
LE10: Evaluation of teacher’s own development The teacher displays clear insight into the benefits
over lessons taught so far gained through formal classroom assessment and self-
evaluation and is able to gauge the degree to which the
skills for undertaking autonomous CPD are developing.
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